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This strange flower….Changing the past and imagining feminist futures:: Letters between a museum curator and an artist
No full textThrough a series of letters written in summer 2023 between Hilde Herming, manager of the Women’s Museum Norway, and artist Thale Blix Fastvold, we explore in this article how we collaborated to imagine more feminist futures for the museum. With reference to a variety of the artists’ feminist projects, concepts, and investigative practices we explored how to bring new perspectives to the museum to change the patriarchal structures which continue to dominate both society and its institutions. As the Women’s Museum Norway is based in the childhood home of Dagny Juel (1867 – 1901), we illustrate how she became a pivotal figure, a third voice in our explorations. We argue that writing for us built bridges across our different positions as manger and artist in the interests of gender justice and provides a new model of how museums can become safe platforms and facilitators of and for feminist adult education
Editor\u27s Notes: Feminist Adult Education, Museums, Heritage Sites & Exhibitory Praxis
No full textAn Investigation of How Humans are Portrayed in High School Mathematics Textbooks
No full textMathematics textbooks convey messages to students about people in mathematics. Unfortunately, past textbook research has revealed few examples of people of color, women, non-binary genders, and STEM careers, and sometimes even perpetuation of problematic stereotypes. We present our investigation of how humans are portrayed in high school mathematics textbooks, and encourage teachers to investigate their own materials. Our findings reveal low human presence, few named characters, non-inclusive gender identities, and few examples of STEM careers. Teachers can be mindful of representation within their materials, and can foster an inclusive classroom by deliberately showcasing examples of diverse professionals in STEM careers
Creating an AI Toolkit for Faculty
No full textGenerative AI has brought many opportunities and challenges to Higher Education. Faculty across disciplines have shown a keen interest in learning more about generative AI. A team of instructional designers at a regional university working collaboratively to develop Generative AI resources aimed to support faculty members in expanding their knowledge. These efforts resulted in an AI Toolkit specifically targeted to help faculty grow their knowledge and experience with generative AI. The toolkit contains resources for faculty relating to policy and guidelines, academic integrity, and ways to integrate generative AI into their courses. This article recalls the process that led to the creation of the AI toolkit, provides a research-based rationale for its creation, and includes information on accessing and using the publicly available toolkit.  
Artificial Intelligence in Higher Education: Faculty Perceptions of Integration and Other Considerations
No full textThis research explores the integration of Artificial Intelligence (AI) in higher education, focusing on faculty perceptions, challenges, opportunities, and ethical considerations. This research uses a survey-based approach to explore faculty members’ perceptions regarding AI\u27s potential to enhance teaching and learning. While AI offers promising opportunities for personalized education and administrative efficiency, concerns about data privacy, ethical implications, and the digital divide persist. The findings highlight the need for comprehensive training, institutional support, and clear policies to ensure responsible AI use. This research contributes to the ongoing dialogue on AI\u27s role in shaping the future of higher education, providing insights for policymakers, administrators, and educators.
 
Preparing Early Interventionists/Early Childhood Special Educators with Knowledge and Practices to Collaborate with Families: A Mixed-Methods Systematic Review
No full textDue to the important impact family-professional collaboration has on child outcomes for infants, toddlers, children, and students with disabilities, research in special education preservice personnel preparation has evaluated the impact of higher education programs and curricula geared towards improving preservice educators’ knowledge and practices regarding family-professional collaboration in inclusive settings. The resulting literature has provided the field with insights as to instructional strategies faculty have implemented to better prepare preservice special educators to collaborate with families. The purpose of this mixed-methods systematic review was to identify and synthesize the current state of knowledge behind these instructional strategies intended to increase preservice educators’ knowledge and practices to collaborate with families. A total of 15 peer-reviewed journal articles published between 1968-2024 were included in the study. Findings indicate that various instructional strategies and outcome measures were used to measure preservice educators\u27 knowledge and practices. Implications for future research are described
Black and Asians Solidarity: Exploring 150+ years of Black and Asian Unity
No full textThis book review analyzes the concept of a "shared experience" between members of the Black and Asian Diaspora in the United States. By identifying common themes of oppression, readers will learn of the contributing factors that assisted in creating social movements, a critical aspect of adult education needed to combat different forms of oppression toward marginalized groups, and how it positively impacts contemporary movements and racial solidarity
Interpreting and Using Gestures of English Language Learners in Mathematics Teaching
No full textThis article describes, through two vignettes, the use of gestures in the context of mathematical task-based interviews with 6th-grade students who are English language learners (ELLs). The first vignette illustrates the students’ gestures associated with the concept of area and perimeter and the second vignette displays the effective use of gestures in supporting the students’ thinking. Implications for teaching are also discussed
Feminist storytelling in the museum : Uncovering pedagogies of critique, possibility, and agency
No full textHow are feminists resisting and disruptive normative, often millennia old patriarchal storytelling practices in museums around the world? This article shares my findings of the work of feminists in public art and history and women’s and gender museums and the different stories they tell in the interests of gender justice and change. Visiting exhibitions and perusing websites, I found a plethora of innovative practices of herstorying, animating, reframing, recentering, rescripting, gender bending and revisualizing that offered both a language of critique and a language of possibility. I argue that as feminists shatter the complacency of entrenched masculine narratives they are curating a new consciousness, memory and sense of agency. As practices of feminist adult education museum storytelling aims to transform experiences of oppression into critical insights and place women and others oppressed by gender norms into more significant roles as historical and contemporary knowers and socio-cultural actors
