What’s on your syllabus for the first week of November? If you’re teaching in the US, I don’t know if you had the election schedule on your radar when you put together your schedule at the start of the semester, but if you didn’t, it would be kind to your students to take this into account.
This is a guest post by Elizabeth Barnes.
Over thirty years of education research has revealed how to effectively communicate evolution to religious individuals. If I could boil down that research into one sentence it would be this: Highlighting potential compatibility between religion and evolution and de-emphasizing conflict is the best way to increase acceptance of evolution. Here are concrete steps, backed by research literature, for how to have productive discussions about religion and evolution both in the classroom and with the public.
1) Don’t assume an individual’s religious beliefs are in conflict with evolution. Unless someone believes in the literal separate creation of species by a God/god(s), their religious beliefs do not have to be in conflict with evolution. Because science is bound to the natural world and cannot prove or disprove the existence of a God/god(s), there are plenty of ways individuals reconcile their religious beliefs with evolution. Further, when we insist that evolution and religion are fundamentally incompatible it only creates more rejection of evolution. In my most recent study, 35% of strongly religious individuals thought that in order to fully accept evolution, they would have to be an atheist. Unsurprisingly, these individuals were the ones that reported accepting evolution the least.
If we’re aiming to build a genuinely diverse and inclusive scientific community, that means that we need to accept religious scientists as a part of Team Science.
Teaching and learning in ecology: a horizon scan of emerging challenges and solutions
The data are in about promotions and professional advancement for women and men since the start of the pandemic, and it’s so, so bad. Not a surprise at all, but still a complete disaster and sets things back so much.
It feels weird to just write a blog post. I’d just like to say* that I realize things are entirely not normal, and what makes it even more abnormal is how so many of us are expected go about our business as if things were normal.
The last time I was a student taking a full set of classes on the semester system, I was a high school senior. Where I went to college, a full course load was only three classes at a time. Even though my job is to (sometimes) teach courses on the semester system, it’s nothing I’ve experienced as an undergraduate.
A full semester course load is considered to be 15 units. Without any labs involved, that’s five three-unit courses. Holy crap, that’s a lot. I don’t mean that it’s a lot of work, per se, but it’s a lot to think about at the same time. Imagine taking a class in cell biology, one in sculpture, another one in Latin American Literature, and another in physics. And having to wrap your head around all of these all in the span of a few days. That’s a lot of cognitive whiplash! (And that’s only four courses I listed!)
Is this really the way we should be doing things? Is college best designed so that students have their attention divided so much?
The semester system is an extreme of disarray.
The author of the infamous Carreira letter just became the Editor-in-Chief of the flagship journal of the American Chemical Society. (This month, he issued another nonpology. He says he regrets writing it. I sure bet he does!)
A colleague brought to my attention a story from yesterday’s All Things Considered, and I can’t stop thinking about it. I mean, I wish I could stop thinking about it, because I need to move on. Alas.
A detailed account of how Eunice Foote conceived the role of atmospheric gases in climate warming in 1856, and how she designed and conducted her experiments. It’s pretty cool.
What is the effect of Article Processing Charges on the geographic diversity of authors? Are paywalled journals more accessible to publish in for people in the Global South? This preprint manuscript is about a study takes advantage of a “natural experiment” in publishing space, and if you have thoughts about equity and access in scientific publishing, I bet you’ll find this fascinating. Last author Emilio Bruna explains this paper in a concise twitter thread.
As developed nations are on their way to returning to normal, we in the United States are in this pandemic for the long haul. January 2021 is the earliest that our government will even possibly start to do anything about the situation, and I’m not sanguine about the probability of a legitimate election outcome in what’s left of my country. That means it’s on us to figure out how to do science even under these conditions. Because as scientists, we need to keep doing science, now more than ever.
When I returned from sabbatical three years ago, I held off on bringing new students into my lab, other than doing some short group field projects. I had a bunch of reasons* to not take new students on.
My plan was to ramp back up this year. And I still I think it’s time to for me to get some students back into my lab. This sounds fun!
Here’s a big list of ways to convert typical active learning approaches to a physically distanced classroom, asynchronously online, and synchronously online. It looks supremely helpful if you’re thinking, “I want to do more active learning while teaching in the pandemic, but how?”
It looks like immunity to COVID isn’t so ephemeral, which is good.
Now that many of us know what an online conference is like, it appears there’s increased demand for more of then. I would presume that, as societies get more experience running these conferences, they’ll become even more engaging and more accessible.
Here’s an idea for discussion: What do you think about alternating online and in-person conferences?
In the past couple years, we have made progress in dropping the GRE, and now the pandemic has come through with a huge assist. Maybe that’s the final blow for the GRE, as programs are now dropping it permanently. Which means that people who cared about the GRE are now placing higher importance on other pieces of applications, including recommendation letters.
Which leads me to ask: Are recommendation letters a good thing or a bad thing? Of course, I don’t think this is a binary matter and there’s a lot of nuance involved here.
I have heard a variety of concerns about recommendation letters in the graduate admissions process, and I think it would be foolhardy for us to think that we’ve made a big amount of progress by getting rid of the GRE. The problem with the GRE is that it doesn’t reflect ability, research potential, or value to the academic community, as it’s more tied to wealth, access to resources, and the accumulation of cultural and social capital. You could say the same thing about recommendation letters, too.
Let me illustrate the problem with recommendation letters with a little, and wholly true, story.
A landmark paper about gender inequities in academic advancement and funding by Rissler et al. just came out in Bioscience. I bet it’s going to become a classic. In this paper, the pool of potential applicants for NSF funding is estimated, and the rates of application and funding are evaluated. The tweet features Figure 1, showing the the frequency of (self-reported) men and women in tenure-track faculty positions by academic rank.
Just moments before Rissler et al. 2020 was published, Caroline Tucker published this blog post as an infuriating and heartbreaking illustration of the mechanisms at work. (You may recognize Dr. Tucker from her work blogging at EEB and Flow, as well as her research on biodiversity and trait-based ecology.) Just in case you wondered how bad the situation is and how much work is in front of us, please read the Bioscience paper and Dr. Tucker’s post.
The new solicitation for the NSF Graduate Research Fellowship Program arrived last night with NSF’s daily digest bulletin. There were eight items they brought to our attention as changes from last year, but when I was going through it late this morning, the soundtrack screeched to a halt:
4. Although NSF will continue to fund outstanding Graduate Research Fellowships in all areas of science and engineering supported by NSF, in FY2021, GRFP will emphasize three high priority research areas in alignment with NSF goals. These areas are Artificial Intelligence, Quantum Information Science, and Computationally Intensive Research. Applications are encouraged in all disciplines supported by NSF that incorporate these high priority research areas.https://www.nsf.gov/pubs/2020/nsf20587/nsf20587.htm
I am simply asking, what the heck is going on? I’ve got a lot of questions.
This is just a quick post to let you know that there is now an Earth Sciences Mentor Match program available!
If you’re an undergrad in Earth Sciences who would like a more experienced person to help advise you through applying to grad school, and/or help you write an application for a graduate fellowship such as the NSF GRFP, then you can ask for a mentor! The program targets students who are in groups underrepresented in the Earth Sciences, and is open to all. Likewise, if you’re in the Earth Sciences and would like to volunteer to mentor, please sign up!
This program is designed to increase access and help make the playing field less inequitable to the BIPOC students who have been minoritized in these disciplines.
For a lot of us, this Fall will be our first experience teaching fully online. This shouldn’t be like emergency teaching in the Spring. We can be ready.
I think it’s unfair to students if, yet again, we bumble through online teaching. What can do we do to make sure that our courses are designed to engage students and support their learning?
What works in a classroom often doesn’t work online, and what works online often doesn’t work well in a classroom. A lot of us will be stretching our skill set as instructors. At the very least, we can learn what is supposed to work online as we design our classes.
Rich Lenski’s excellent guide: “How to write a response to reviewers in ten easy steps.” (As an author this is what I do, too. As an editor, this is what I like to see because it minimizes my effort searching through manuscripts for information, and allows me to focus on the science.)
More results on how the pandemic is affecting scientists unequally, including a larger reduction in research time for women.
There’s a news report in Nature about the financial challenges that scientific societies are facing because of cancellations of in-person conferences.
Not everything about 2020 is horrible: We’re running EEB Mentor Match again! More than ever this year, undergraduates from under-resourced institutions need guidance to help them into graduate school. Undergraduates in minoritized groups can use a boost from those of us who have cracked the code to get into grad school and get funded.
We are pairing up students seeking support for fellowship and grad school applications with more experienced scientists who have agreed to give support and advice throughout the process. If you’re looking for a mentor, or you’d like to volunteer to be a mentor, please sign up!
It must be so difficult to be in charge of a university right now. This is a critical moment for the future of every institution, and every college and university is facing their own unique uncertainties.
In the previous post, I was saying how it is known and obvious that in-person teaching in the Fall is a very bad idea. Considering how many people are actually planning to teach in the Fall, I imagine they perceive this assertion as myopic or simplistic. Because there’s more to be dealt with than the virus.
Taking steps to keep the campus community safe can be expensive. Some approaches are better and more feasible than others, though you can only really know in hindsight. Whenever we resolve this epidemic in the US, the surviving institutions will be in recovery mode, and everybody in charge all want to be positioned well. This kind of forward thinking is necessary for the folks in charge.
In my privilege as a tenured professor in a (California) state university backed by a strong union, I have the luxury of knowing that my own livelihood is relatively well protected. But this isn’t true for everybody I work with, and our students are at very high exposure and face extreme challenges because of this epidemic. Nonetheless, I have some level of dispassionate distance on this issue. Nobody is going to blame me personally if my university bungles the response to the pandemic in the Fall. (And, anyhow, it looks like they’re doing a great job, by the way.)
The people who are making the decisions have some major responsibilities, including:
- education of the student body
- fiscal health of the institution
- institutional reputation and prestige
- risk management (safety and health of the community)
In our particular moment, who the heck can attend to all of these responsibilities simultaneously and do a good job for all of them?
Over the past several months, higher education has been a theater of the pragmatic and the absurd. At this writing, most colleges and universities in the US are planning to return students to campus and hold classes in person, with some kind of fig leaf precautions. At least, that what they’re saying they’re going to do. Looking at the landscape of the COVID infection rate, this makes absolutely no sense.
In sizing up the pandemic plans of most universities, I have no idea how to identify the boundary between denial and deceit.
Bringing people together on campuses is a recipe for spreading the disease. It doesn’t have to do with the dorms, or frat parties, or any of that. It’s just that teaching in classrooms will circulate the virus. This is known.
An extremely helpful guidebook to HyFlex teaching. (Which is when courses are delivered both in person and online at the same time by the same faculty member. And which is what some of us are being expected to do in the Fall!?). This Georgetown site also has other helpful guides to prepping for remote teaching in Fall 2020, too.
When professors hit on students, it harms their academic performance. We know this because a series of experiments have now been published. How can you ethically do an experiment on this? Looks like you gotta read the paper.
Some folks did an experiment with a randomized design to find out whether tweeting about scientific papers improved their citation rates.
A meeting report from the Gordon conference on undergraduate biology education research. A lot of great stuff in there.
“The world has never been fundamentally fair and decent for most people in most places, and yet they manage to build lives full of meaning and suffering and joy.”
I shared this not long ago, but it seems that not everybody is yet aware of or talking about this landmark paper in PNAS. The summary says: “By analyzing data from nearly all US PhD recipients and their dissertations across three decades, this paper finds demographically underrepresented students innovate at higher rates than majority students, but their novel contributions are discounted and less likely to earn them academic positions. The discounting of minorities’ innovations may partly explain their underrepresentation in influential positions of academia.”
Here is a piece of educational research on the relationship between undergraduate research and depression, another product Brownell lab at ASU. The article includes specific recommendations for those doing research with undergraduates to promote inclusive research experiences for students with depression. Sounds like a must-read for all of us with undergrads in our (currently virtual) labs.
When universities start teaching in the Fall, what choices does the pandemic give us? Here’s a full taxonomy of fifteen options. (Including HyFlex, which seems to be popular even though it’s also perhaps the most difficult for faculty to pull off well?) What is your university saying it will do, and what do you think they will actually do when the Fall arrives?
As if you didn’t know this, but: Colleges that are reopening are making a big mistake.
When we made the switch to online because of the pandemic, I imagine we all were asking ourselves: “How can students learn under these circumstances, and how can I possibly teach well?” Now that we’ve adjusted somewhat, I think now is the time for us to consider another consequential question: Which technological tools might be harming the educational environment of our virtual classroom?” In particular, is it a good idea to implement automated electronic surveillance of our students in this time of crisis?
Teacher evaluation form for Spring 2020, from McSweeney’s
Asking little kids to “do science” is substantially more impactful than asking them to “be scientists.” Just in case you wondered whether words matter, and whether subtle differences can have a big impact.
They say that your curriculum vitae records what you’ve done in academia. That might be true, but it doesn’t say what you’ve gone through.
For a lot of folks, simply persisting is the greatest career achievement.
What do final exams mean in a pandemic? [highlighted read]
Meat the man behind the thoughtful Steak-umm twitter account.
While I’ve mentioned it briefly in the past, now I’m ready for the full announcement: my book is good to go and is available for pre-order!
One of my goals with this blog is to make evidence-based teaching practices more accessible to scientists who aren’t prepared for a deep dive into educational jargon and theory. I sometimes have been asked to recommend a book that does this, and I couldn’t find one. They say that you should write the book that you think the world needs, so that’s what I did. It’s an outgrowth of Small Pond Science, but it’s all new material.
Our pandemic summer [highlighted read] This piece by Ed Yong is another supreme piece of journalism. He’s going to get an award for his work in The Atlantic during this pandemic, I hope?