ABSTRACT

Early career academics (ECAs) face multiple academic challenges as many assume their duties with little or no experience of the work employed. Formal organizational structures within the university space may set programs to assimilate and assert them into their responsibilities gradually. However, where do ECAs retreat to when the hierarchical and procedural spaces frustrate, belittle them, or fall short in their capacity? Our paper reflects on our use of the liminal space to engage in informal conversations that contribute to the advancement of our teaching and learning practices as ECAs.

中文翻译：

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Room32：学术绿洲，供我们进行非正式对话以加强教学和学习

摘要

早期职业学者 (ECA) 面临多重学术挑战，因为许多人在承担其职责时几乎没有或根本没有所从事的工作经验。大学空间内的正式组织结构可能会制定计划，以逐渐将他们吸收并确立其职责。然而，当等级和程序空间挫败、贬低他们，或者他们的能力不足时，ECA 会退回到哪里？我们的论文反映了我们使用阈限空间进行非正式对话，这有助于我们作为 ECA 的教学和学习实践的进步。