Singular job titles comprise a composite of identities; no one is just one “thing.” How people self-identify not only has a direct effect on how they see themselves and how others see them, but it also drives the various ways they engage with colleagues and stakeholders to achieve common goals. To wit, to help faculty members and instructional designers productively exchange opinions and ideas during course design and development, it can be particularly useful if they consider themselves writers and editors, respectively. This article, " Who ARE You? Faculty as Writer, Instructional Designer (ID) as Editor, " from  ASU’s Teach Online , operationally defines “writer” and “editor” for higher ed, and clearly demonstrates how the reciprocity between these two identities, when assumed by faculty and IDs, can benefit everyone involved, especially learners. Check out the full article here:  Who ARE You? Faculty as Writer, Instructional Designer (ID) as Editor Post-Author: Jill Rote...

Although Christians are overrepresented in American society, they are underrepresented in biology careers. What is the reason for this under-representation? Prior research has indicated that Christians feel as though they don’t belong in biology , that some biology instructors make Christians feel as though they have to choose between their faith and biology, and many people incorrectly assume that one has to be an atheist to accept evolution . When biology faculty members were asked whether they would take on a graduate student who was an evangelical Christian, they were less likely to want to hire this person than someone who did not reveal an evangelical Christian identity. These studies indicate that the Christian identity may be stigmatized in the context of academic biology. Because Christianity is an identity that can be hidden or invisible, it could be considered a concealable stigmatized identity (CSI) in the biology community. Concealable Identities Concealable stigmati...