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Fisanick suggests that fat professors feel compelled to overperform, which is an argument that is applicable to all areas of higher education, even beyond the classroom. Directors, coordinators, and administrative assistants in academic departments and units also experience this strain in which overworking and taking on too many responsibilities can somehow overcompensate for the societal belief that someone larger is less credible or knowledgible than someone in a thinner body size. Using a narrative inquiry approach, the authors examine how participants experience microaggressions in a university workplace. The research concludes by highlighting how body weight should be integrated into diversity training and programming.

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an u...

Despite the prominence of teaching in academia, we know little about how graduate students learn to teach. We propose the concept of a teaching community network (TCN), an informal social network that facilitates the exchange of teaching-specific resources. We explore the role of TCNs through a case study of a sociology doctoral program at a large state university. Results reveal that students rely heavily on informal ties within the graduate student community and existing formal programs to share teaching-related resources (e.g., information and social support) and develop their identities as instructors. We suggest that graduate programs facilitate TCNs through formal teacher-training programs and structural conditions that encourage informal, one-on-one interactions (e.g., shared offices). By cultivating TCNs, graduate programs can assist students in developing their teaching skills and identities as instructors, thus training students to balance the demands of research and teaching within an academic culture.

Residential floor dust loading was measured on the smooth floor surface of 488 houses in Syracuse, New York, during the summers of 2003 and 2004. Using U.S. Environmental Protection Agency (EPA) wipe methods, pre-weighed Ghost Wipes, Lead Wipes, or Whatman Filters were employed to collect duplicate samples from (predominantly) kitchens. The collection efficiency of the various media was determined from multiple wipe tests and side-by-side comparisons. The results were normalized and aggregated at the census tract level to determine whether spatial patterns of dust loading could be observed. Loading was found to be log-normally distributed, with a geometric mean value of 0.311 g m(-2) (29 mg of dust per square foot of floor); 95% of the observations fell in the range of 0.042-2.330 g m(-2) (4-216 mg foot(-2)). The sampling for floor dust loading shows some bias for day of the week in which visits to the residential properties were made. After a first-order correction for this effect, results were aggregated by census tract and mapped in a geographic information system (GIS); strong spatial patterns can be identified in an inverse distance weighted mapping. The geographic patterns exhibit a strong correlation with socio-economic/demographic covariates extracted from the 2000 census summaries. Dust mass on the floors is positively correlated with renter-occupied properties and family size; it is negatively correlated with measures of household income.

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention.