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Show Don’t Tell: Decolonize your classroom, syllabus, rules, and practices - Liberated Genius. You say you are trying to be socially just? How? Does your classroom, curriculum, rules, and actions match your words? What are you doing to be intentionally socially just? It’s not enough to talk a good game. Actions speak louder than words and we must be intentional by focusing on what we want as opposed to what we don’t want. Too often, we tell students what not to do, but what if instead, we helped them deliberately create what they wanted.

Here are couple of ideas to be intentional about social justice: Instead of writing rules that tell students what not to do, have them co-create the space that helps them focus on what to do instead of what not to do.Instead of saying don’t do this or don’t do that, what if we asked what they wanted to create and helped them backwards plan a roadmap to their treasure? If you say you are for social justice, don’t tell me, show me. How will you be intentional about being socially just this school year? *As asserted by Dr. Updated: August 2019. Reflections on being a woman in engineering. I am determined to amplify my voice so I can have impact in the work I do. This career advice article doesn’t come to you from someone with a corner office and decades of experience. I completed my PhD less than a year ago. But I do aspire to a career in senior leadership, either in academia or the private sector. Being able to say that publicly and believing I deserve to be taken seriously marks a milestone in my personal and professional development.

I failed my first term of university by 0.5 percent. After a 10-year career in engineering consulting, I completed a master’s degree in environment and business. As a PhD student, I took opportunities to present my work at conferences and industry events. Nonetheless, the comment stuck with me and affected my confidence. In the past, I’ve wondered if I was being too sensitive to subtle signals that I was being treated with bias or condescension. I’d also wondered if being a mother of two young children would limit my career. Using productive disruption in higher education. Disruption does not occur without dissonance. The more disruptive the idea, the higher the likelihood of significant disturbance.

One of the new buzzwords in higher education is “disruption,” often framed in combination with emerging technologies, robots and artificial intelligence, or digitization in its many forms (e.g. digital humanities). But the real disruption is not in the tools (tools change and we often adapt without changing deep structures) but rather in changing the rules. We change the rules of the game when we ask universities to collaborate when they’ve been hardwired to compete. This is no easy ask: universities compete when they recruit prospective students, in external funding, amongst one another in athletics, and in capital campaigns and annual funds. The most disruptive interventions we can enact in the academy require us, as professor Ira Shor urges, to challenge the actual in the name of the possible.

Collaboration has the potential to be transformative.


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