Academia, Education, Educational Technology, Higher Education, Instructional Design, life, Professional Development, Research, scholarship, Self-care, Teaching

In honor of International Women’s Day: “Undisclosed stories of instructional design female scholars in academia”

It is International Women’s Day and I would like to re-share a journal article that I co-authored with other Instructional Design Female Scholars: https://www.sciencedirect.com/science/article/abs/pii/S0277539518302231

In addition to sharing a link to the article, I am also sharing a short excerpt from the discussion section of the manuscript (which complies with the copyrights set by the publisher). If you would like to get a copy of the full article, I will gladly share it via email.

IMG_7424

Significance of this Research

Why are these issues that we present through our stories of significance to the ID field? Because we teach, practice, and research this field. We aim to present our field as a process-based, relational, inclusive, equitable, and transformative community.  Yet, instructional design practices, research, and teaching are heavily influenced by the male dominance that permeates higher education institutions. We attempt with this paper to raise awareness, seek understanding, and open the doors for discussion of women’s issues in higher education and the instructional design field.  In the past, “feminist approaches to design have problematized a range of taken-for-granted assumptions (Campbell, 2014, pg. 233).” These assumptions continue to marginalize and oppress through our practice. It is a trickle down effect: if some voices being part of the IDT community are ignored, oppressed, and marginalized , how can we expect the outcome of our design, research and teaching experiences to be inclusive, equitable, and transformative? In the global economy, we talk about reaching out to diverse groups of learners. If those diverse groups can be represented in the decision making mechanisms, then, it might be easier to develop empathic relationship with the diversity, we strive to address.

As an attempt to challenge the hegemony of patriarchy in academia, this paper explores gender-related challenges and issues female scholars experience in their lives. The male dominance in academia and socio-cultural roles assigned to females create conflicting roles. As female academics are assigned with a range of social, cultural, and professional responsibilities in a male-dominant context, it is essential that they are provided with support (Misra, Crist, & Burant, 2003). Changing this mental frame is not easy since it is legitimized and encouraged by power dynamics. As a socially-accepted and culturally-valued role, females are supposed to take care of domestic responsibilities first. The role of parenthood and marriage once combined with the gendered and biased institutionalized norms conflicts with the role of a scholar (Acker, 1992). As a potential strategy to solve this problem, it is essential to recognize gender as a social construct that is shaped by the patriarchy to designate social and cultural roles to women as a tool for suppression and marginalization (Acker, 1992); thereby, allowing us to perpetuate these inequalities that we have been trying to overcome (Valian, 1998).

To make matter worse, the lack of collaboration among the female academics aggravates the practical impacts of these anomalies. Women’s issues are an important part of the female academic identities that are embodied and situated in a social and cultural discourse dictated by the dominant socio-political forces through the gender, power, and context sensitive knowledge creation process (Nightingale, 2003). It is vital for female academics to have an open forum in which they can share their experiences and insights on women’s issues, and triangulate the silences and incompatibilities across the settings. It is important to raise skepticism concerning the neutrality of the knowledge creation through the practice of normal science, and uncover the silenced and empowered voices by the hegemonic forces situated in a social context (Vaivio & Sirén, 2010).

 

Academia, Education, Educational Technology, Higher Education, Instructional Design, Research, Teaching

TPS? Tenure, Promotion, and Sabbatical

So, I think by now everybody and their grandma knows that I have earned tenure and promotion to Associate Professor at the University of Tampa. Just in case you missed my Facebook and Twitter post, the Dean’s newsletter, and the global email send to all members of the UT community, here is photographic evidence of the good news!

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Tenure and Promotion Letter

All joking aside, I feel proud of this accomplishment. I am immigrant afro-latinx women who started this journey with very little financial support or knowledge about the education system in North America.

Have you ever seen the movie “My Big Fat Greek Wedding”? One of my favorite parts is when the father of bride is sitting in the kitchen table with his daughter and they are discussing who is invited to the wedding. The father feels such pride that his daughter is getting married and he wants to invite every single one of his friends. The daughter wants to keep it intimate and then the father says: “I came to this country with 8 dollars in my pocket!” and then he goes to tell her how hard he worked and the pride feels on everything they have accomplished as a family.

I sometimes feels that as my son gets older, I will say something similar to him: “Diego, your grandparents and I came to North America with one suitcase each and very little money.” This is very true! When I was 19 years old, my parents and I left our home country (Panama) to settle as an immigrant family in Canada. It was not easy. We did not know the culture, we struggled with the language, the cost of living was high, and we knew no-one. It is a really long story with sad memories, struggles, moments of triumphs, and joy. It all let eventually to settling into our new country of residence.

I wrote before about taking a year off from school to work and save money for my education. This happened immediately after I moved to Canada. I worked many jobs, including: the maintenance person (cleaning offices in the Sears headquarter building in downtown Toronto), as a front desk person in several hotels downtown Toronto, and even did a short-term gig as an admin assistant for an administrator in the Toronto School District Board. I feel a little like that Drake song “Started from the bottom”:

“Started from the bottom, now we’re here
Started from the bottom, now my whole team fuc*** here” 

Sorry when you have affiliations to Toronto, you start quoting Drake! lol

It is true, we started from the bottom now we, as a family, are here. I made two phone calls as soon as I found about T&P. I called my mom in Toronto and I called my dad who is currently Panama. The joy in their voice was everything I needed to hear in that moment. Of course, I celebrated with my husband and son. They have all been part of this journey with me <smiles>.

Something else that I have not mentioned to many, just recently shared in a Twitter post, is that last fall in addition to my tenure & promotion (T&P) dossier, I also submitted an application for sabbatical. At my institution we are allowed to applied for sabbatical the same year you apply for T&P. The sabbatical application was approved both by the sabbatical committee and the Provost. I am very excited for the sabbatical and the projects that I will work on during that time. More on that later this year.

Happy Friday!

 

Academia, AECT, Education, Educational Technology, Higher Education, Instructional Design, Job, Professional Development, Research, Self-care, Teaching

Latest Publication: ” Undisclosed Stories of Instructional Design Female Scholars in Academia”

Our article titled “Undisclosed Stories of Instructional Design Female Scholars in Academia” published in the Women’s Studies International Forum is now available online (co-authors: Tuğçe Aldemir, Jozenia Colorado-Resa, Camille Dickson-Deane, Ginger Watson, and Ayesha Sadaf).

Abstract: In this critical autoethnography, we come together as female instructional design (ID) faculty and graduate students. We use self-reflection to explore, through our writing, the experiences of our lives as female scholars. This includes gender-related challenges, concerns, and experiences that shape our lives as researchers, instructors, and practitioners. The theoretical frameworks that guide this critical autoethnography are radical and intersectional feminism. Radical feminists practice consciousness-raising in which women come together to share their personal experiences with each other. Intersectional feminists acknowledge that the various aspects of humanity, such as class, race, sexual orientation, and gender do not exists separately from each other. Our stories provide a view into the gender inequalities experienced by women, from various cultural backgrounds, ranks, and roles, while maneuvering the socio-cultural norms ingrained in higher education institutions. Our intention is that these stories generate understanding of these issues and inform ways that higher education may be more inclusive and supportive of female academics in the future.

This personalized URL provides 50 days’ free access to the article (until November 17, 2018). You are welcome to read or download. No sign up, registration, or fees are required: https://authors.elsevier.com/a/1Xoml-6kqPaWN 

Academia, Grant, Higher Education, Instructional Design, Professional Development, Research, scholarship

Graduate & Undergraduate Mentee Contract

Hello! Happy New Year (sorry it is that awkward time of the year in which I am not sure if I should or should not say “Happy New Year”)!

I recently started a small research group with graduate and undergraduate students at my institution. Early in the Fall semester, a few students reached out to me (looking for research experience, mentorship, and collaboration) and I thought it would be a good idea. All of this students want to further their education and go on to doctoral programs. We are currently working on three to four projects together. Last semester was sort of my first time giving this “research group” thing a trial. I learned so much from the experience!

  • Consistent meetings are good
  • Have a meeting agenda
  • Set realistic deadlines
  • Understand each other’s skills
  • Understand each other’s expectations

Yesterday was our first meeting after the Winter Break. We talked about the upcoming data collections, IRB applications, conference proposals, conference presentations, and manuscripts we are planning to work on this semester (we are busy!). I also took time during our meeting to talk about this mentoring experience and what we should all expect. I shared the “Graduate Mentee Contract” to guide the discussion. It was passed on to me by an academic mama who works at a different institution. So I am paying it forward and sharing it in my blog just in case anyone else is looking for something similar.

 

Academia, AECT, Conference, Educational Technology, Higher Education, Instructional Design, Professional Development, Research

#AECTRTD is seeking nominations

Association of Educational Communications and Technology (AECT)
ELECTIONS 2018


We are looking for candidates to serve in the AECT Research & Theory Division Board (2018 – 2019), in the positions listed below:

President-Elect [Three-Year Term]
Shall be responsible for chairing the division convention planning activities (first year). Shall conduct all business, meetings, and other tasks relating to division activity within AECT (second year). Shall be responsible for elections of officers and R&T division awards (third year).

Professional Development Coordinator Elect [Three-Year Term]
Commits to serving a 3-year term through the cycle of Coordinator-Elect, Coordinator and Past Coordinator. The Professional Development Coordinator Elect assists the Coordinator with professional development event planning and Early Career Symposium funding application.

Featured Research Coordinator [One-Year Term]
Responsible for reviewing, selecting and arranging featured research sessions for the AECT convention.

Secretary [One-Year Term]
Shall document meetings, prepare minutes and complete other tasks as assigned by the division president. The Secretary is elected from the division membership annually to a one-year term.

Member-at-Large [One-Year Term]
The Member-at-large may serve any number of consecutive terms, but must run for the office each year. Serves as the voice of RTD membership. Provides assistance, as needed, with professional development.

RTD Graduate Student Representative [One-Year Term]
Must be a current graduate student.  The Graduate Student Representative acts as the liaison to the Graduate Student Assembly and provides a voice for graduate students to R&T leadership.

Communications Officer [One-Year Term]
Shall act as R&T Webmaster and run the division’s social media channels. The Communications Officer is elected from the division membership annually to a one-year term.

Self-nominations are welcomed. If interested, please send:
– Nominee’s full name and title
– Institutional affiliation
– Email address
– Short bio (300 words)
– Photo of nominee

The RTD Immediate Past President, Enilda Romero-Hall, will coordinate the nomination process. To submit a nomination, of yourself or a colleague, email the requested information to eromerohall@ut.edu by December 1, 2017.

 

Academia, AECT, Conference, Education, Educational Technology, Higher Education, Instructional Design, Job, Professional Development, Research, scholarship, Seminar, Teaching, Travel, Writing

Instructional Design Research Women’s Caucus #AECT17

Please consider joining us during this Research and Theory Division panel session at the AECT 2017 International Convention:

Women Caucus
Lead Discussant:
Enilda Romero-Hall
University of Tampa

Discussants:
Zeni Colorado-Reza
Emporia State University

Ginger Watson
University of Virginia

Camille Dickson-Deane
University of Melbourne

Ayesha Sadaf
University of North Carolina at Charlotte

Tugce Aldemir
Pennsylvania State University

See you in Jacksonville. Hope you can join us!

Academia, AECT, application, Conference, Dissertation, Distance Education, Education, Educational Technology, Higher Education, Instructional Design, Professional Development, Research, Seminar, Teaching

#AECT2017 Early Career Symposium: Now Accepting Applicants

AECT’s Research and Theory Division will be hosting the 2017 Early Career Symposium this year sponsored by AECT. The symposium will be held as a half day online conference October 28th and at the annual AECT International Convention on Tuesday, November 7 (half day 1-6 PM starting with lunch) and Wednesday, November 8 (half day, 7:30AM – noon, ending with lunch together with the AECT Board), 2017, in Jacksonville, Florida. The symposium will thus engage participants in a day and a half of focused career mentoring and networking.

The symposium will reimburse Early Career faculty and Advanced Graduate Students with the conference fee ($395 for Early Career Faculty and $240 for Advanced Graduate Students). Reimbursements are pending submission of receipts after the symposium.

http://www.aect.org/events/mentor/CareerSymposium.asp