includes recent institutional analysis reports that could be useful for comparative studies, e.g., for Fresno County in California http://www.aspaonline.org/global/pdfs/IA-Fresno-Case-Study-web.pdf
Names in order by alphabetical/chronological/by location of birth, interactive timeline, prizes, awards and honors for women mathematicians, first Ph.D.s in math before 1930
Women continually express doubts about whether they are capable of pursuing an astronomy career, Ms. Urry says: "I meet with really talented young women and they say, I may have made a mistake, I’m not sure I should be doing this." A big part of that, she says, is that men in the field talk about how accomplished scholars must be to make it. "The more people in the field see themselves as incredibly gifted human beings," she says, "the fewer women there are."
Administrators acknowledged that the institution had discriminated against female scientists: Men not only earned more money than women but had bigger offices, were given better committee assignments, and were granted more departmental awards and distinctions. In response, the university hired more female scientists, increased the pay of female professors who were already there by more than the average faculty raise, asked more women to lead search committees, and approved their requests for more lab space.
she asks where to find the professor who invited her, some male academic will say, "in a snotty voice," ‘Oh, do you have an appointment?’ " Ms. Seager is a MacArthur Fellow, an honor that comes with a $625,000 grant for individuals who are considered to have shown exceptional creativity and the promise to do more good work. But that doesn’t matter, she says. Because she’s a woman, some people assume that she isn’t accomplished, she says, and treat her accordingly.
What’s more, female scientists undercut themselves
Ms. Seager realized as a postdoc that she was sabotaging her career by being so helpful to other scientists, something she views as another dangerous tendency of female academics.
a dynamic that is probably related to the department’s gender balance, she says. "What I’ve seen so far is this is an extremely supportive department," one where faculty members get along. "There are lots of people doing research with each other."
"I’m a woman but consider myself a scientist first," says Ms. Levesque.
There are fewer than 100 black women with doctorates in physics and astronomy
The worst part, recalls Ms. Isler, is that no one else pointed out that the comment was inappropriate.
leading a large research group on blazars, advising senior faculty, postdocs, graduate students, and undergrads from different institutions. Running a research group is unheard of at such a junior stage in her career."
At Vanderbilt, Ms. Isler serves as a mentor to women and minority students who study astrophysics.
often balancing their love for science versus the advocacy that they often want to partake in on behalf of others.
Ms. Isler has started a monthly Google hangout called Vanguard: Conversations With Women of Color in STEM — which hosts national online conversations for women of color in science and math.
master’s program in astronomy at Wesleyan University, which admits only two students a year and is aimed at preparing nontraditional students for doctoral study.
While at Wesleyan, Ms. Shanahan, now in her second year there, has helped form the American Astronomical Society’s first working group on disability and accessibility in astronomy.
started bimonthly "Kids’ Nights" at Wesleyan’s Van Vleck Observatory
While this is a wonderful idea to find the original document, I wonder if, in this project described for the display in the Rotunda, that we're focusing too much on Seneca Falls as an origin of a political movement and not enough on the National Woman’s Rights Convention held October 23–24, 1850, in Worcester, Massachusetts? on Stanton (who goes on to support white supremacy) and not enough on Lucy Stone or Paulina Kellogg Wright Davis?
In October and November 2014, H-Soz-Kult publishes a series of essays on "The Status Quo of Digital Humanities in Europe".
TABLE OF CONTENTS:
Editorial: The Status Quo of Digital Humanities in Europe
by Torsten Kahlert and Claudia Prinz, Humboldt-University of Berlin
The Status Quo of Digital Humanities in Sweden: Past, Present and Future of Digital History
by Thomas Nygren, HUMlab, Umeå University, Department of Education, Uppsala University and Department of History, Stanford University; Anna Foka, HUMlab, Umeå University; Philip I. Buckland, Department of Historical, Philosophical & Religious Studies, Umeå University
From "Humanities and Computing" to "Digital Humanities": Digital Humanities in Portugal with a focus on Historical Research
by Daniel Alves, Instituto de História Contemporânea, Universidade NOVA de Lisboa
Digital Humanities in the Netherlands
by Joris van Zundert, Huygens Institute for the History of the Netherlands, Royal Netherlands Academy of Art; Karina van Dalen-Oskam, Huygens Institute for the History of the Netherlands, Royal Netherlands Academy of Art and Sciences / University of Amsterdam
The Status Quo of Digital Humanities in Greece
by Helen Gardikas-Katsiadakis, Modern Greek History Research Centre, Academy of Athens
The Past and Present of Digital Humanities: A View from Russia
by Irina Garskova, Moscow Lomonosov State University
Vernetzter Geist? Stand und Tendenzen der Digital Humanities in der Schweiz
by Eliane Kurmann / Enrico Natale, infoclio.ch
A historical perspective on the digital humanities in Spain
by Paul Spence, Department of Digital Humanities, King's College London; Elena Gonzalez-Blanco, Dpto. de Literatura Española y Teoría de la Literatura, Universidad Nacional de Educación a Distancia
The Slovenian Digital Humanities Landscape - A Brief Overview
by Jurij Hadalin, Institute of Contemporary History, Ljubljana
Some thoughts on Digital Humanities in Norway
by Von Espen S. Ore, Dept. of Linguistics and Scandinavian Studies, Unit for Digital Documentation, University of Oslo
FTI Consulting report on survey of postsec faculty use of ed tech and innovative pedagogies - 40% surveyed are aware of these high impact strategies but only 20% actually use
For K12 & higher ed educators, researchers -
“writing for Wikipedia is making a contribution, not being an author” (128) - remember... good articles in Wikipedia need many contributions from many different perspectives - in a way, it's more like presenting pieces of a draft of work at a conference or in a Tweet