Evidence assessing the inclusion of diverse faculty in U.S. universities indicates some institutions are failing to meet their needs, especially of Hispanic faculty. One of the major reasons to effectively deal with this issue is the lack of ability to quell visible and silent variables that block the success of diverse faculty. This article aims to present ideas to mentor Hispanic and new faculty of color to successfully prepare for tenure.

In today's American society, both men and women are occupying roles which at one time were considered the exclusive domain of either just men or just women. Recognizing this trend, one begins to ask, do middle school/junior high students hold attitudes about sex roles which reflect the trend of less traditional perceptions of what men and women should or should not do, or do they hold traditional views of these roles? A questionnaire asked 2149 students about male and female roles. The results found that the male respondents' perceptions were more traditional than female perceptions. When boys and girls were grouped, a general trend showed that each older age and grade category was more conservative than the next younger group. Finally, the students enrolled in more traditional schools with grade configurations of K-8 and 7-9 held conservative views while the early adolescents in middle schools with grade configurations of 5-8 and 6-8 held the least traditional views.

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Resumo O presente artigo apresenta parte dos resultados de uma investigação realizada no contexto do Programa de Pós Graduação em Ensino da Universidade Federal Fluminense (UFF), no Instituto do Noroeste Fluminense de Educação Superior (INFES), que teve por objetivo identificar as contribuições do software Uma Pletora de Poliedros para o ensino de Poliedros Regulares. Para a realização deste estudo foi utilizada a Engenharia Didática como metodologia de pesquisa, na qual houve reflexões da professora/pesquisadora nas quatro fases propostas por essa metodologia. A sessão de ensino planejada a partir da Engenharia Didática contou com uma amostra de 53 estudantes da 1ª série do Curso Técnico Integrado ao Ensino Médio do Campus Santo Antônio de Pádua do IFFluminense. Dessa análise, destacamos que, dentre as considerações conclusivas, a visualização espacial potencializada pelo software e a dinamicidade do processo de ensino contribuíram para a apropriação do conteúdo Poliedros Regulares.