Women's Recognition Reception

     Award Criteria

Undergraduate Nominations:

Academic: Through her research, coursework, and participation in class discussion, this woman consistently challenges herself and others to think critically about women's lives and the conditions of their lives.

Leadership: She brings others together, facilitates dialogues, and challenges people to think beyond the obvious with the context of women in mind.

Graduate Nomination:

Women within this award category:

• are committed to academic and social activism
• embrace education as a means to explore, learn, and challenge
• seek to enact their theoretical knowledge through practical means
• bring multiple voices together in dialogue to make positive impacts upon all women's lives

Faculty Nomination:

These female faculty members, through their research, committee work, and courses taught, foster an inclusive and supportive environment for women both within and outside of the classroom. These faculty members encourage colleagues and students to consider the context of women's lives and remind all that each person can make a difference.

Staff Nomination:

These staff members, from custodial and food services, to office support in departmental offices, to upper-level administrators, consistently make a difference in the lives of their colleagues, peers, and clients. They offer leadership and support to improve women's lives across the campus and do so both within the course of their professional lives and through everyday existence. For these women, making a positive difference in women's lives isn't necessarily an extraordinary but rather an expected part of life.

Male Ally Nomination:

These men seek to understand the condition of women’s lives, and these men recognize their own privilege within the system of patriarchy. In making change, male allies raise awareness, act against sexist behavior, and seek to change the structure that provides them privilege based simply upon being a man. Male allies understand that, as allies, they cannot speak as or for women but recognize when to bring women’s concerns into a larger dialogue. As staff members, male allies infuse their work and discussions with dialogues about gender-based privileges; as faculty members, they infuse their curriculum with women’s voices, accept feminist-based pedagogy, and recognize differences in learning styles; and as students they seek experiences beyond the male-identified sphere and spread information about sexism to their peers.