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In today's digital environments, online engagement is a critical component of achieving successful, sustainable impact. Building an online presence that extends beyond the walls of academia is therefore an essential part of developing as a scholar during any stage of the career span. In this chapter, we discuss career-wide approaches for establishing yourself as a “networked scholar” (Goodier & Czerniewicz, 2015) to build connections and foster communication. We also explore ways to engage your audience through open, public outputs (publications, graphics, websites, profile tools, etc.). Using the key strategies presented, scholars can build an online academic presence and increase their scholarly visibility on the web or through social media. At the core of this chapter is an exploration of how academics can develop and communicate about themselves and their research interests, to achieve their goals both in the near-term and across their career span. While the approaches presented are not prescriptive, they are intended to encourage the reader to generate a plan for online engagement that helps establish their scholarly identity. These tried and tested activities can be leveraged for engaging different audiences in research in ways that promote networked scholarship and create pathways to impact.

Impact has generated much discussion in higher education in recent years, and it is not abating. This chapter lays the groundwork to build an understanding of what impact is, where it has come from and where it is likely to be going in higher education. The various roles of universities and academics and the value of knowledge generation and dissemination to communities outside of academia are explored. Understanding impact and how it is enacted, monitored, evaluated and reported is essential to position impact within one's academic practice. While various definitions of impact have been adopted in different contexts, the focus is on leveraging those definitions as an academic. The language of impact is important as it determines how some disciplines are privileged and others potentially are disadvantaged. The chapter encourages academics in the latter category of disciplines to be active in helping shape the conversation around impact in their contexts. The final section discusses where impact may be going within higher education, how to get the most out of the book as a researcher and what each chapter contributes to becoming an impactful researcher. There is no one right way to be an academic; the reader is encouraged to use each chapter to help hone and refine their academic trajectory given their own epistemological beliefs.

Black Panther depicted a positive representation of Black culture. The film transcended Black minds to believe in power, excellence, and intelligence. Black youth posted images on social media using the Wakanda pose as a symbol of pride. The film not only countered the stereotypical generalized ideologies of African culture, values, and customs, but it capsized false narratives by including the historical context of Black scientist with a female character. Articles summarizing depictions of Black Panther and its influence on Black youth assert that the character of Shuri and her perfection of the sciences contributed to pathways for young Black girls to join science, technology, engineering and mathematics (STEM) programs. Other factors contribute to the increase of Black girls in STEM programs, but the image of Shuri's character in a position of power of the sciences pinpoints representation as key to cerebral pictures and reflections of Black female excellence in the sciences. However, representation is minimal among Black male youth in STEM programs.

Although it is true that African American male youth have Black male representation in media through sports figures, rappers, and hip-hop artists, inquiring minds need to know that Black male representation in the sciences and mathematics is the formula to how young minds view themselves and their relation to the world. Accordingly, this underrepresentation of Black male youth in STEM programs leads to the big “what if” question. If LeBron James conducted a critical analysis using physics and mathematics to make a 3-point shot, then what is the likelihood that young Black males' interest in the STEM programs would increase?

This chapter exposes the official view that seems to portray New Towns in the UK as unbalanced communities built on the premise of a failed statist policy but it does not accept these views as fact. A principal critique is that the historiography of New Towns has been predominantly written by experts (academics and otherwise), providing a limited interpretation of the legacy of (living in) New Towns. This chapter uses a selection of key experts and helicopter specialists who contribute to its legacy through academic writing, policy reports and professional advice in their role as planners and architects (including the author/myself a chartered British architect). Experts and helicopter specialists were instrumental in writing and disseminating a specific understanding of the New Towns programme to unpack the stereotypes that were constructed around New Towns, which have (as a result) contributed to their so-called decline. This chapter also questions whether certain issues are due to a biased misrepresentation of the New Towns narrative, and if an alternative perspective is available.

The characterisation of New Towns as communities doomed for failure in their ideological pursuit of balance has been thematically classified as belonging to five stereotypes and each is discussed in a separate section: New Towns represent a statist approach to planning; A case of New Town Blues or suburban dystopia? Design driven stereotypes of New Towns as mostly Modernist projects; New Towns are nothing more than large council estates; Land-banking over Compulsory Purchase Orders.

Presenting the data in such a way permits a deconstruction of ‘balance’ as a lofty abstraction into five clear example-based observations that assist the evaluation of the traditional historiography and writings of British New Towns (Fig. 3.1).