Tag: Dina Banerjee

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RIFE paper in Reflective Practice, August issue

Dina and Alice have a paper coming out in Reflective Practice in August 2011!

Abstract: This paper argues that interviewing is a process in which interviewees can reflect on critical decisions about their academic careers. Reflective practice is a course of action where a person ponders significant incidents in her or his life. In so doing, she or he can make critical decisions about her or his own well-being. Drawing on our experiences collecting qualitative data for ADVANCE Purdue, an NSF-funded project to increase the number and success of women faculty in STEM academic disciplines, we illustrate how interviews triggered our interviewees to think differently about accessing or interpreting promotion and tenure policies of the university. Hence, we argue that interviews can be considered as a form of reflective practice where interviewees decide to take alternative actions to enhance their well-being. In this paper, we ask: (a) how do interviews trigger new realizations among interviewees? (b) how do interviews act as agents of potential social change? Data are derived from semi-structured interviews with faculty members from science, technology, engineering, mathematics, and agriculture disciplines at Purdue University, West Lafayette, Indiana. We interpret the data qualitatively in the context of reflective practice.

Citation:
2011. Banerjee, Dina, Alice L. Pawley. “Learning and Social Change: Using Interviews as Tools to Prompt Reflective Practice.” Reflective Practice: International and Multidisciplinary Perspectives, 12(4) pp. 441-455. Paper through journal.

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Institutional ethnography as a method to understand the career and parental leave experiences of STEM faculty members

Institutional Ethnography as a Method to Understand the Career and Parental Leave Experiences of STEM Faculty Members

2011. Mercado Santiago, M., Pawley, A. L., Hoegh, J., & Banerjee, D. “Institutional Ethnography as a Method to Understand the Career and Parental Leave Experiences of STEM Faculty Members.” Paper presented at the 118th ASEE Annual Conference & Exposition, June 27. Paper.

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ADVANCE-Purdue Research Team to host fall open house

Local Purdue colleagues are invited to attend our fall ADVANCE Research Open House on October 19. It will be held from 4-5 in the Elm and Walnut rooms of the West Lafayette Public Library, at 208 W. Columbia St in West Lafayette. Please note there is free public parking across the street from the library, and kids are always welcome both to the library and to our open house. We will have some light refreshments to share.

People are welcome to drop in and chat with ADVANCE Research Team members Dina Banerjee, Jordana Hoegh, Marisol Mercado Santiago, and Alice Pawley, or otherwise comment about our ADVANCE research projects, and will be invited to learn about potentially participating in our research studies, including our Academic Career Pathways study where we listen to people tell us their career stories, or through our Institutional Ethnography studies on Purdue’s parental leave policy or the colleges’ promotion and tenure policies.

In particular, we are interested in discussing alternative possible publication models, where people who contribute their stories to a research study as participants also get research credit for the research. If you are interested in discussing this with us, we particularly hope you’ll drop by.

We hope to see you on October 19!

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ASEE 2010: Institutional Ethnography: A research method to investigate the work-life experiences of women faculty members in STEM disciplines

Women and people of color continue to be underrepresented among engineering faculty. A diverse engineering faculty body is important because it increases the likelihood of equitable hiring practices and reduces the likelihood of a hostile workplace climate, among other reasons. In turn, research hypothesizes that a diverse engineering faculty body will attract, recruit, and retain diverse students to the engineering profession. While there are a bevy of research papers published every year to address this persistent concern, there are few new or innovative ideas informing our theoretical groundwork for understanding these underrepresentations.

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