Tag: Book

Counternarratives of WOC Academics

I recently finished reading the book “Counternarratives of WOC Academics” and I just want to share how much I enjoyed it. Love the autoethnography approach used in the book. I also like the diversity of the authors and the stories shared (faculty members, graduate students, and even those who decided to leave academia). Higher education is a complex environment and it truly requires bravery, vulnerability, and resistance to make an impact.

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We often equate bravery and resistance with “disrespect,” I was happy to read how these women were able to accomplish their goals while truly being brave and still respectful. Similarly, in higher education “vulnerability” is often equated with “weakness.” It is very sad when I see scholar ashamed to share signs of weakness as if were are always strong and powerful. Reading about others sharing their vulnerable side, expressing their fears and doubts, is something I wish we did more often.  I think their is beauty in showing we are still “human.”

I am so excited for my next book. It should arrive next Tuesday!

 

 

[Chapter] #SocialMedia in HigherEd: Enriching Grad Students’ Prof Growth Outside the Classroom

Received notification today that the book chapter I wrote for the book “Digital Tools for Seamless Learning” published by IGI Global is now available. The title of the book chapter is: Social Media in Higher Education: Enriching Graduate Students’ Professional Growth Outside the Classroom. Here is a copy of the abstract:

“This chapter discusses the current use of social media for professional growth, focusing on a case study that uses social media to increase instructional design graduate students’ awareness and participation in professional growth opportunities. Social media metrics were analyzed from three social networking tools (Facebook Page, Twitter account, and/or Google+ community) that are used to communicate with the students in the program. Additional data was collected using an electronic questionnaire with open and closed-ended questions. The results show that graduate students’ participation in the social media initiatives for professional growth provided awareness of self-directed, voluntary, and informal learning opportunities; engaged students in conversations with their peers and the instructors; and allowed the learners to expand their learning experience outside the traditional classroom format.”

If you are interested in reading the rest of the book chapter, please feel free to contact me. I will gladly share it privately so that I do not break any “copyright” rules. Here is my email: eromerohall@ut.edu

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