Perceptions About Women in Science and Engineering History
Heidi Reeder Communication Seung Youn Chyung Organizational Performance & Workplace Learning Lynn Lubamersky History Pat Pyke STEM Station Cheryl Schrader Chancellor, Missouri S&T Leslie Madsen-Brooks History Janelle Brown EXPLORE Magazine Thanks to Boise State University College of Social Sciences and Public Affairs for funding. BACKGROUND: For at least forty years, women’s history scholars have investigated who is responsible for advances in science and technology. Their findings have dismantled assumptions that have excluded women’s scientific contributions. While the role of women in the history of science has been recovered, it is uncertain whether this information has made its way into the classroom and into cultural consciousness.
Whose Knowledge? Gender, Education, Science and History
What forms of knowledge are deemed worth possessing in any period and who is allowed access to them are crucial questions for the historian of education. Science, now a core subject of study, has long been seen as ‘masculine’, especially at its highest levels, although the historical reasons for this have been somewhat neglected in education. This paper compares and analyses the interrelationships of education, gender and science at both the end of the long eighteenth century and in the early twentieth century in order to explore issues of knowledge and gender and demonstrate the use of a historical perspective * I was very pleased to be asked by the editors to submit a paper to the journal in honour of Joan Simon. I admired Joan for her scholarship, keen intellect and lifelong championship of her principles and I loved her for her warm‐hearted friendship. Joan showed much interest in my research: in particular, she liked my paper on Jane Marcet given at the History of Education conference at Cambridge in honour of Brian Simon. Some years ago she and Brian suggested that I should write a history of science and education, so I should like to dedicate this paper to her. It is based on my inaugural lecture at the University of Birmingham and on my forthcoming book on the social history of women in science, Women in Science: a Social and Cultural History (London, Routledge, 2007). 1 Inspired by Sandra Harding’s title Whose Science? Whose Knowledge? Thinking from Women’s Lives. Milton Keynes: Open University Press, 1991.
Project management education: The human skills imperative
Abstract This paper is intended to provide an insight into the importance of human skills in project management success and the apparent lack of emphasis placed on this within the context of university education. The discussion will call upon the viewpoints of many notable authors in respect to the human or ‘soft’ skills that are necessary in the management of projects. Against this background a review will be conducted into how well project management literature and university education equips potential project managers in the area of human skills. As the PMBOK ® Guide is one of the major recommended texts in Australian universities offering project management education, the paper will identify that it predominantly emphasises the required ‘hard (technical) skills’ at the expense of the ‘soft (human) skills’. Subsequent discussion will highlight the need for a balance between hard and soft skills within project management education in universities. It will conclude that educators within this discipline should recognise the importance of incorporating greater human skills aspects into their educational programs.