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Women have earned 40% of Ph.D.s in STEM disciplines in the U.S., yet their representation in academic STEM faculty and administrative positions has not wholly reflected this distribution (Hoffer, 2007; NSF, 2007): Women constitute on average only 20% of the faculty in fields related to science, technology, engineering and mathematics (NSF, 2000) a number which did not change proportionally to the degrees earned. In education fields in which the representation of women is traditionally much higher, an interesting conundrum exists: (1) Whereas men typically dominate technology fields, educational technology/instructional technology appears to be a field that has incorporated women more successfully than other STEM domains. (2) Technology education on the other side serves as a stark contrast as a K-12 oriented field that is noted for being male-dominated (Liedtke, 1995; Zuga, 1998). The fields of educational technology and technology education have arisen out of differing socio-historical and cultural contexts, which appear to have impacted the gender parity of each domain differently. This research study will explore the characteristics of graduate programs in Educational Technology/Instructional Technology as compared to Technology Education and explore the relationship of these characteristics to gender parity. Results of this study provide insight into strategies other fields might employ to increase participation of women. Through an evaluation of departmental characteristics such as highest degree offered and gender composition of faculty, we will present statistical data to demonstrate the gender parity/disparity in the academic domain in these two areas. Faculty gender composition can be a pivotal factor in a field’s ability to attract and retain a diverse student body due to role-model effect (Rask & Bailey, 2002). A content analysis of program descriptions and the prerequisite academic preparation and work experience to enter instructional technology versus technology education programs will be explored, as prerequisites (Klein, 2007) are another noted academic barrier to gender equity. This data will be contextualized in a historical analysis of the roots of these two similar, yet disparate, areas of study. While educational technology /instructional technology arose out of audio-visual education and school media, as well as programmed instruction, technology education arose out of the industrial arts tradition (Foster, 1994; O'Riley, 1996). Today, both fields are preoccupied with the concept of technological literacy and are dominated by the use of computer applications in a variety of contexts. As highly skilled educators are needed to model high level problem-solving and critical thinking skills through their use of technology, whether the field is technology education or educational technology, this analysis will offer insight into the cultural-historical perspectives that resulted in different gender parity, and recommend strategies for attracting women across technology-oriented domains.
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Our ability to learn new ways to think is the power of human potential. We have to make choices about the types of thinking that we apply to a variety of different challenges. Critical Thinking is the act of examining a set of facts and analyzing and evaluating relevant information. We live in a knowledge based society, and the more critically you think the better your knowledge will be. Critical Thinking provides you with the skills to analyze and evaluate information so that you are able to obtain the greatest amount of knowledge from it. It provides the best chance of making the correct decision, and minimizes damages if a mistake does occur. Critical Thinking will lead to being a more rational and disciplined thinker. It will reduce your prejudice and bias, which will provide you a better understanding of your environment. This workshop will provide you the skills to evaluate, identify, and distinguish between relevant and irrelevant information. It will lead you to be more productive in your career, and provide a great skill in your everyday life. Lastly, critical thinking skills will support your capacity to be innovative. Once you fully understand what it is, you can begin exploring what could be. By the end of this workshop, participants will be able to answer the following questions: a. What is critical thinking? b. How can I use nonlinear thinking strategies? c. What does it mean for me to apply logic to situations? d. How do I know when, how, and why to think critically about a challenge? e. What skills allow be to better evaluate facts and data? f. How will thinking differently effect my decision outcomes? g. How can I challenge my self to see alternate perspectives? h. How can I increase my problem solving abilities?
Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...
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Career Communications Group
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NSNorth
1.
Artificial Selection of
Product Development Mark Pavlidis NSNorth 2015 2015-04-11
2.
Motivation
3.
Natural Selection
4.
Natural Selection
5.
6.
Artificial Selection
7.
8.
9.
How To Make
Choices
10.
– Linus Pauling,
Chemist “The best way to have a good idea is to have a lot of ideas.”
11.
Brainstorming
12.
Ideation without critical thinking
is wasteful
13.
– Socrates, Philosopher “I
know that I know nothing”
14.
Socratic Method
15.
Everything is a Tradeoff
16.
17.
18.
Stress Curve Performance Pressure Lazy Burnout Uncomfortable
Fatigue
19.
How do you
boil the ocean?
20.
Products are Puzzles
21.
Perspective
22.
23.
24.
25.
26.
Summary • Strategy is
about choosing the best tradeoff • Question everything - from all perspectives • Survival is long term thinking and patience • Choose a slice - zoom in and focus execution
27.
Artificial Selection of
Product Development Mark Pavlidis NSNorth 2015 2015-04-11
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