Person: Normanly, Jennifer
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Professor and Department Head, Department of Biochemistry & Molecular Biology
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Normanly
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Jennifer
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Metabolic regulation and engineering
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Publication Collaboration and Gender Equity among Academic Scientists(2017-01-01) Misra, Joya; Smith-Doerr, Laurel; Dasgupta, Nilanjana; Weaver, Gabriela; Normanly, JenniferUniversities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women’s careers in academia; and recognition of collaborative work bolsters women’s professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect—having multiplicative rather than additive effects.Publication IAA Biosynthesis in Brachypodium distachyonDuffy, Caroline; Normanly, JenniferThe grass Brachypodium distachyon has been identified as a model system to study energy crops for the production of cellulosic ethanol. Brachypodium’s small genome has recently been fully sequenced to further understand its biology. By profiling the auxin, indole-3-acetic acid (IAA), in Brachypodium, we are trying to establish growth conditions in which we can detect quantifiable differences in IAA levels. Comparing IAA levels with transcript levels for putative Brachypodium orthologs (functionally similar genes from difference species) to predicted Arabidopsis thaliana IAA biosynthetic genes will then provide evidence for or against specific Brachypodium genes being involved in IAA synthesis. The Brachypodium genome database has been mined using the BLAST bioinformatics algorithm to identify potential orthologs to a number of Arabidopsis IAA biosynthetic genes. Brachypodium wildtype tissue has been grown under full and etiolated (dark) light conditions, and IAA levels determined at various stages of root and shoot development through the use of solid phase extraction (SPE) and gas chromatograph-mass spectrometry (GC-MS) methods. Preliminary results show differences in IAA levels between root and shoot tissue. Previous work on IAA biosynthetic pathways in Arabidopsis shows that IAA is derived from the amino acid tryptophan (Trp) during early stages of development. With these tentative differences in mind, the goals of this project will focus on two research objectives. First, pulse-labeling experiments using stable-isotope labeled Trp and anthranilate will be conducted to determine if a similar Trp-dependent pathway is observed in Brachypodium. Second, once significant differences between growth conditions and IAA levels are observed, RNA from Brachypodium will be extracted, converted to cDNA via reverse transcription and applied to a microarray chip containing the Brachypodium genome to quantify differences in transcript expression between the two growth conditions in order to identify genes potentially involved in IAA biosynthesis.Publication Continuing Research Collaboration Relationships(2023-01-01) Mickey, Ethel L.; Misra, Joya; Normanly, Jennifer; Smith-Doerr, LaurelThis tool–Continuing equitable research collaboration relationships–is part 2 of a three tool series for embedding equity into all phases of research collaboration. See also Creating equitable research collaborations (part 1) and Crediting collaboration equitably (part 3).Publication Creating Equitable Research Collaborations(2023-01-01) Misra, Joya; Mickey, Ethel L.; Normanly, Jennifer; Smith-Doerr, LaurelThis tool–Creating equitable research collaborations–is part 1 of a three tool series for embedding equity into all phases of research collaboration. See also Continuing equitable collaborative relationships (part 2) and Crediting collaboration equitably (part 3).Publication Collaborations and Gender Equity among Academic Scientists(2017-01-01) Misra, Joya; Smith-Doerr, Laurel; Dasgupta, Nilanjana; Weaver, Gabriela; Normanly, JenniferUniversities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women’s careers in academia; and recognition of collaborative work bolsters women’s professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect—having multiplicative rather than additive effects.Publication Crediting Collaboration Equitably(2023-01-01) Smith-Doerr, Laurel; Mickey, Ethel L.; Misra, Joya; Normanly, JenniferThis tool–Crediting collaboration equitably–is part 3 of a three-tool series for embedding equity into all phases of research collaboration. See also Creating equitable research collaborations (part 1) and Continuing equitable collaboration relationships (part 2).