Higher Education Webinars
GenX Women in Higher Ed, Writing from Across the Globe
November 23, 2011 - 6:12am
In the last ten months, I started a long process of getting used to the idea that my Ph.D. work is over. I am (finally) done and I can do nothing more – except to start another Ph.D. on a different topic, maybe. There is no sadness, no regrets, not even the feeling of fighting an addiction; but there is one question repeated over and over again: “Now, that your Ph.D. is done, what will you do next?”
November 20, 2011 - 10:20pm
Six months ago, we here at University of Venus wrote passionately about our reactions to the beating and blinding of Rumana Monzur by her husband and in front of their daughter. We hoped that this would shed light on the issue of violence against women and the power imbalance that still exists between men and women. But we also feared for her academic career, her and her daughter’s safety, and her future more generally. How is she?
November 20, 2011 - 5:33pm
UVenus Around the Web:
November 17, 2011 - 9:20pm
Many of you may think that this post is going to be about the different stages of professional maturity as academics progress in their careers, but no, this is not what I intend to write. My point will be the about the personal maturity of academics and the way it affects how they handle both their social and professional lives.
November 15, 2011 - 8:44pm
Often when writing blog posts or papers, I end up dissecting not just a policy or educational issue but also the specific terms in which it is being described and discussed. I start to pick apart the terms and limits of the discussion alongside my engagement with the argument. Far from being a quirky habit, this kind of attention to language is a key element of much of the work I do.
November 13, 2011 - 9:45pm
I spent the day grading my midterms, never a fun task. Usually I get into a vague kind of automaton state; as I read for key phrases, look for definitions and the critical use of concepts, and references to key authors and guest speakers. Check, check, check, grade. But this time, I noticed a pattern that I’m sure I’ve seen before but just ignored. It is the gendered attribution that says so much about how students view “authority” (in the author sense) in academia.
November 13, 2011 - 9:25am
UVenus Around the Web:
November 10, 2011 - 9:38pm
I will threaten financial, if not physical, punishment for the next student who sits opposite me and glibly announces that s/he desires, “time off.” These seniors then expect me to find them a fellowship for the self-proclaimed period of inaction.
November 9, 2011 - 7:48am
I am in year one as the Chair of the Academic Women’s Caucus on campus. This includes all women faculty (all streams and part or full-time, as well as Librarians, who are tenure-line faculty). As I have noted elsewhere, I have made mentoring a major mandate of my leadership on campus in this position, and my philosophy in and outside of the classroom with students.
November 7, 2011 - 6:51am
Mentoring graduate students constitutes a significant part of many academics' scholarly activities. On the surface, the mentor's role is straightforward: assist the student’s selection of courses so that she is adequately prepared for comprehensive exams or field papers; guide the student’s selection of a doable and marketable dissertation project; and work assiduously to place the student in the highest ranking university for which she is prepared.
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