title: Crystal structure of (η⁵-pentamethylcyclo-pentadienyl)(methyldiphenylphosphite-P)dichlororhodium(III)

authors: Nieuwenhuyzen, Mark

subjects: η⁵-pentamethylcyclopentadienyl

abstract: The molecule (η⁵-pentamethylcyclopentadienyl)(methyldiphenylphosphinite-P)dichlororhodium(III), [(η⁵-C₅Me₅)RhCl₂(PPh₂OMe)], crystallizes in the monoclinic crystal system in space group P2₁/c with unit cell parameters a = 16.056(3) Å, b = 9.4331(18) Å, c = 15.745(3) Å, β = 108.330(4), V = 2263.8(7) Å³ and Z = 4. There is three-legged piano stool geometry about Rh. The Rh-P distance of 2.278(2) Å is shorter than those of [(η⁵-C₅Me₅)RhCl₂(PPh₂OR)] where R is an aryl group, and longer than those found in [(η⁵-C₅Me₅)RhCl₂{PPh(OR)₂}]. The structure reveals significant distortion of the pentamethylcyclopentadienyl towards ′η³,η²-enyl-ene′ coordination.

text: Crystal structure of (η⁵-pentamethylcyclo-pentadienyl)(methyldiphenylphosphite-P)dichlororhodium(III) The molecule (η⁵-pentamethylcyclopentadienyl)(methyldiphenylphosphinite-P)dichlororhodium(III), [(η⁵-C₅Me₅)RhCl₂(PPh₂OMe)], crystallizes in the monoclinic crystal system in space group P2₁/c with unit cell parameters a = 16.056(3) Å, b = 9.4331(18) Å, c = 15.745(3) Å, β = 108.330(4), V = 2263.8(7) Å³ and Z = 4. There is three-legged piano stool geometry about Rh. The Rh-P distance of 2.278(2) Å is shorter than those of [(η⁵-C₅Me₅)RhCl₂(PPh₂OR)] where R is an aryl group, and longer than those found in [(η⁵-C₅Me₅)RhCl₂{PPh(OR)₂}]. The structure reveals significant distortion of the pentamethylcyclopentadienyl towards ′η³,η²-enyl-ene′ coordination.

year: 2013

title: Factors affecting students' sense of inclusion in the undergraduate engineering program at Waipapa Taumata Rau (The University of Auckland)

authors: Dhopade, Priyanka

subjects: belonging

abstract: Background:
Women, ethnic minorities, and LGBTQIA+ people have historically been excluded from the engineering profession. When they do pursue engineering, they often face challenges within both education and industry. Retention is a growing issue; for example, women in industry have significantly higher turnover rates than men.

Purpose/Hypothesis:
Feelings of belonging, satisfaction, and perceptions of one's future career are important for retention in engineering education. However, little is known about the factors that impact these constructs in tertiary education—where foundational engineering experiences occur—for a range of potentially intersectional social identities in contexts other than the United States.

Methods:
We designed an online questionnaire (n = 379) and a series of focus groups (n = 17) with engineering students at Waipapa Taumata Rau (The University of Auckland) in Aotearoa (New Zealand). We applied thematic analysis to extract a list of common factors that influenced students' experiences in this unique context.

Results:
Students who were unsure of or did not want to disclose parts of their identity reported the lowest sense of belonging and satisfaction. The factors that specifically impacted historically excluded groups included unsupportive working environments, not being respected academically, and exclusionary course content.

Conclusion:
Our findings identify factors that contributed to students' experiences that may impact retention in Aotearoa but have implications for other contexts. Finally, we make recommendations to engineering education practitioners on how to support (and retain) students from historically excluded groups, including dedicated learning and social environments, inclusive course content, and awareness education on inclusivity.

text: Factors affecting students' sense of inclusion in the undergraduate engineering program at Waipapa Taumata Rau (The University of Auckland) Background:
Women, ethnic minorities, and LGBTQIA+ people have historically been excluded from the engineering profession. When they do pursue engineering, they often face challenges within both education and industry. Retention is a growing issue; for example, women in industry have significantly higher turnover rates than men.

Purpose/Hypothesis:
Feelings of belonging, satisfaction, and perceptions of one's future career are important for retention in engineering education. However, little is known about the factors that impact these constructs in tertiary education—where foundational engineering experiences occur—for a range of potentially intersectional social identities in contexts other than the United States.

Methods:
We designed an online questionnaire (n = 379) and a series of focus groups (n = 17) with engineering students at Waipapa Taumata Rau (The University of Auckland) in Aotearoa (New Zealand). We applied thematic analysis to extract a list of common factors that influenced students' experiences in this unique context.

Results:
Students who were unsure of or did not want to disclose parts of their identity reported the lowest sense of belonging and satisfaction. The factors that specifically impacted historically excluded groups included unsupportive working environments, not being respected academically, and exclusionary course content.

Conclusion:
Our findings identify factors that contributed to students' experiences that may impact retention in Aotearoa but have implications for other contexts. Finally, we make recommendations to engineering education practitioners on how to support (and retain) students from historically excluded groups, including dedicated learning and social environments, inclusive course content, and awareness education on inclusivity.

year: 2025

title: Education leaders can reduce educational disparities

authors: Bishop, Russell

subjects: education

abstract: This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

text: Education leaders can reduce educational disparities This chapter is about how education leaders can act to reduce educational disparities for indigenous and other minoritized peoples through strategic goal setting, supporting effective pedagogies of relations, promoting distributed leadership, enacting inclusivity, using evidence and owning the need for reform. Examples are drawn from a large-scale, theory-based education reform project called Te Kotahitanga which is currently running in 50 secondary schools in New Zealand. Developing a model for effective leadership needs to commence with the understanding that the key to change is teacher action supported by responsive structural reform (Elmore 2004). In our earlier work (Bishop et al. 2003, 2007) we investigated what effective teacher action looks like. This chapter presents a model of what “responsive structural reform” looks like in practice and what leaders need to do to implement and sustain gains made in student performance at the classroom, school and system-wide levels.

year: 2011