Higher Education Webinars
Mothers attempting to balance parenthood and academics.
December 6, 2009 - 4:54pm
Our family spent the Thanksgiving break in Dublin. I thought about the discussions here while on a tour of Trinity College, when our guide pointed out a statue of the Reverend George Salmon, the college’s provost from 1888 to 1904. Salmon was infamous, he told us, for having announced that women would be let into the college “over my dead body.”
December 3, 2009 - 9:19pm
The lights are on now at Ursuline College.
December 2, 2009 - 8:40pm
“I am woman hear me snore.”I still own the cover to Helen Reddy’s much beloved 1972 album “I am Woman.” I remember singing the lines loudly with my sisters: “I am woman, hear me roar! In numbers too big to ignore, and I know too much to go back and pretend…”
December 2, 2009 - 7:08am
I found this article in the University of Maryland student newspaper last week describing an effort to expand family leave at UMD, at least for tenure-track faculty. Next week, the University senate will vote on a proposal which would allow faculty members to request up to 50% reduction in their work for up to two years (with proportional pay cut) to take care of any children under the age of five. Their tenure clock would also be commensurately slowed.
November 29, 2009 - 4:35pm
--My son, who turned 15 over the summer, is a great person, someone I would want to know even if we weren’t related.--Despite the difficult economic climate, my degree has enabled me to build a deeply satisfying practice, to work at a job that engages me and uses all of my skills and resources, and to do meaningful pro bono work with a very disadvantaged population.--I’m still friends with a number of people I went through graduate school with, and it’s a joy to see their careers and their children flourish.
November 24, 2009 - 7:50pm
We were all up before the sun this past Saturday morning. My eight-year-old son was practically bouncing off the walls with nervous energy from the moment he was out of bed. We left the house at 8AM for a regional karate tournament in which my son would be competing. Although my husband and I tried to hide it, we were pretty nervous on the 45-minute drive to the suburban high school gym we’d only seen on Google map satellite views.
November 23, 2009 - 9:22pm
Last week's blog post sparked some interesting conversation in the comments, both about the books I mentioned and about the question of whether girls civilize boys.
November 22, 2009 - 5:38pm
As usual, I was fascinated by the responses to last week’s column. I am still looking for the place where I wrote, as “Anonymous” charges, that I “didn't like and continue not to like the fact that [my] alma mater went mixed.” I actually had no desire to attend a women’s college—that was my parents’ idea. I had a brother and no sisters, and two out of my four closest friends in high school were smart, decent, kindhearted boys. I enjoyed male energy, as I continue to do (fortunately, since I live with two men).
November 19, 2009 - 9:10pm
My first week of graduate school found me in a microeconomics class with a teacher reviewing the assumptions behind what is commonly called the “Adam Smith hypothesis”. Referring to the founder of the discipline of economics, it is a hypothesis that free markets work well, and that work so well that under them no one can be made better off without someone else being made worse off. This can actually be proven using calculus, using a proof that makes us math geeks smile, but it is dependent on several assumptions that may or may not be true in all situations.
November 18, 2009 - 9:58pm
At this point in the semester, my students – who once seemed an amorphous blob of Kaylas, Kyras, and Karas — have emerged as distinct, complicated, and often intriguing personalities. As always, the courses I’ve carefully planned on paper fail to take into account the living, breathing people who comprise them. And while I challenge myself to design courses that engage and inspire every type of student, it is of course the students themselves who define the course’s identity.
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