There is no shortage of disciplines and industries rife with sexism. The STEM fields – science, technology, engineering and mathematics – are particularly well known for their misogynistic […]
A new report from the British Academy offers a reassuring message to the humanities and social science community: Graduates in the arts, humanities and social sciences in the United Kingdom are as resilient to economic upheaval as other graduates and are just as likely to remain employed as STEM graduates during downturns.
Danielle Tomasello describes The Social Scientist, a non-profit networking and outreach community of STEM professionals. Our volunteers answer questions that will benefit scientists’ interests, including a view of their work, environment and what it took for them to get there.
A report from RBC Royal Bank reaffirms what thought leaders keep insisting — there will be more and more demand for a liberal arts education in our increasingly digital world. “I prefer to call them “essential skills,” because we all need them every day, though we don’t always use them well. They are the foundational skills that allow us to learn and live and work productively with other people.”
How can universities train our scientists, technologists and engineers to engage with society rather than perform as cogs in the engine of economic development? Author Richard Lachman asks for educational system to require STEM students to take art and humanities courses, not as an attempt to “broaden minds” but as a necessary discussion of morals, ethics and responsibility.
STEM programs are critical components of universities’ curricular and research missions, but so, too, notes Paul Axelrod, are the liberal arts. And these programs should not be marginalized in market-driven, academic prioritization schemes.
To say that women are underrepresented in science and engineering fields is an understatement. It is also an oversimplification, because representation of […]
As Australia’s government focuses on innovation and commercializing research in its academic agenda, it should not forget about the humanities, arts and social sciences.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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