I was chatting with colleagues about the mechanics of handing back papers to students. How do you do this?
As a class gets bigger, the more time it takes to return assignments and exams back to students. And at some point, you hit a threshold where it’s just impracticable.
This is an issue that some people are handling very poorly, and others are struggling to handle well. Continue reading
As we train the next generation of STEM professionals, we use a filter that selects against marginalized folks, on account of their ethnicity, income, gender, and other aspects of identity. This, I hope you realize, is an ethical and pragmatic problem, and constrains a national imperative to maintain competitiveness in STEM.
When we are working for equity, this usually involves working to remediate perceived deficiencies relative to the template of a well-prepared student — filling in gaps that naturally co-occur with the well-established inequalities that are not going away anytime soon. These efforts at mitigation are bound to come up short, as long as they’re based on our current Deficit Model of STEM Recruitment. Continue reading
Imagine this scene: A professor at work gets a phone call.
Phone Voice: Hi, I’m the parent of Bill Smith, a student in your intro class.
Professor: Um, hi..?
Phone Voice: Bill was upset about the score he got on a quiz last week, and he thought some of the questions were unfair.
Professor: I’m sorry but I’m prevented from discussing a student’s academic records under the protection of FERPA [the Family Education Rights and Privacy Act].
Phone Voice: But I am his parent and Bill told me it was okay to speak with you about it.
Professor: That might be true, but without evidence of a FERPA waiver signed by the student, I can’t have this conversation.
Phone Voice: Oh, we had that waiver form signed at orientation.
Phone Voice: During an orientation session together with our son, the university presented to him a waiver form to sign to waive access to FERPA. It’s on record. I can email a copy if you want.
Professor: I prefer the student talk to me about his own grades.
Phone Voice: I realize that, but I have the right to discuss his grades with you and I’d like to talk about question three on the quiz. Continue reading
I had a conversation a couple months ago about the fact that I’m a bit wary of taking Straight-A students into my lab as research students. Here’s an explanation. Continue reading