title: Summer Universities for Women in Computer Science

authors: Oechtering, Veronika

subjects: computer science

abstract: A cross-university approach will be discussed that reflects moneducation, networking, and gender oriented organizational reforms in university programs. The concept was developed in Germany in 1997 as a national approach. Each year “Informatica Feminale” (www. Informatica-feminale.de) attracts more than 70 female lectures from universities, research, or industry to give courses on all topics of computer science oriented to the existing university curricula. Participants are female students as well as women interested in further education. The approach has won an European award for best practice. Since 2003 Austria provides a similar project called the “ditact-women’s IT summer studies” (www.ditact.ac.at). Another project will be located in New Zealand in 2005 as the “Computing Women Conference” (www/ cwc.org.nz).

text: Summer Universities for Women in Computer Science A cross-university approach will be discussed that reflects moneducation, networking, and gender oriented organizational reforms in university programs. The concept was developed in Germany in 1997 as a national approach. Each year “Informatica Feminale” (www. Informatica-feminale.de) attracts more than 70 female lectures from universities, research, or industry to give courses on all topics of computer science oriented to the existing university curricula. Participants are female students as well as women interested in further education. The approach has won an European award for best practice. Since 2003 Austria provides a similar project called the “ditact-women’s IT summer studies” (www.ditact.ac.at). Another project will be located in New Zealand in 2005 as the “Computing Women Conference” (www/ cwc.org.nz).

year: 2004

title: Learning from evaluations: Probing the reality

authors: Spiller, Dorothy

abstract: This paper reports on findings from a major New Zealand research project around staff perceptions of student evaluations of teaching. The main focus of this discussion is the insights that the research afforded into staff engagement with and use of student evaluations to inform their teaching practice and to improve student learning. The research data indicates that there is a gap between academics’ relatively positive views of evaluation and their actual engagement with the process. A high percentage of academics, particularly at NZ universities, do not report engagement in dialogue or professional development activities around student evaluation. The use of evaluations in teaching tends to be individual, often isolated and unsystematic. This paper recommends some ideas for moving forward and argues for a cultural change that endorses, supports and rewards the systematic integration of student evaluations into teaching practice.

text: Learning from evaluations: Probing the reality This paper reports on findings from a major New Zealand research project around staff perceptions of student evaluations of teaching. The main focus of this discussion is the insights that the research afforded into staff engagement with and use of student evaluations to inform their teaching practice and to improve student learning. The research data indicates that there is a gap between academics’ relatively positive views of evaluation and their actual engagement with the process. A high percentage of academics, particularly at NZ universities, do not report engagement in dialogue or professional development activities around student evaluation. The use of evaluations in teaching tends to be individual, often isolated and unsystematic. This paper recommends some ideas for moving forward and argues for a cultural change that endorses, supports and rewards the systematic integration of student evaluations into teaching practice.

year: 2013

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024