BC EDUCATION
Saved by @luke_hiwilson

Newlane University Manifesto--12 tenets: 1. Education should be available and accessible to every person on earth; making quality education inaccessible or exclusive is immoral. Education belongs in the same category as shelter, clean water, and basic food.

 2. Education should be disconnected from geography. Students should be able to learn anything from anywhere on earth. With few exceptions, tying education to geography is a form of exclusion.
3. Education should be disconnected from a schedule. The most effective time to learn something is when the student is ready, not when the teacher or institution is available.
4. Education should not be admission- or permission-based, but freely available upon the asking. The current admission-based system is a vestige of a scarcity model that could only fit a limited number of seats in a classroom.
(4 continued) No one should have to be admitted or ask permission to learn a subject.
5. Education should not have a prescribed completion time. The amount of time it takes to learn something shouldn’t be decided before hand; some students can learn something in minutes that will take others days or years to learn.
6. Education should not be set to a specific time period in a person’s life; it should be a process like eating, drinking, and exercise: continual, habitual, and evolving. Students should not be categorized or limited by what they have studied or learned to date.
7. Education should not be competitive or judged by other students’ achievements. Students should only be assessed on whether they have mastered the stated objective or ‘not yet’. Removing competition decreases the incentive for cheating or cutting corners.
8. Educational records, including learning achievements, grades, transcripts, credentials, and degrees should be owned and managed by the student rather than an institution.
(8 continued) Students should be able to move freely between any learning institution or organization at anytime or for any reason.
9. Educational records should include universally understandable, useful, and verifiable documentation of student mastery of explicit learning objectives, rather than an institutional stamp attesting to completion of a vague curriculum.
10. Education should not have a prescribed way of teaching. Prevalent teaching approaches are often culturally, gender or socio-economically biased.
(10 continued) While clear and explicit learning objectives can be universally agreed upon, the manner in which these are achieved should be as diverse as the student body.
11. Educational learning paths should be personalized and as varied and diverse as the students pursuing them.
12. Education should not be at the service of institutions, but at the service of learning. Organizing education around institutional timelines, schedules, expertise, records & convenience is efficient for institutions, but limits the student, & by extension humanity’s potential.

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When the university starts sending out teaching evaluation reminders, I tell all my classes about bias in teaching evals, with links to the evidence. Here's a version of the email I send, in case anyone else wants to poach from it.

1/16


When I say "anyone": needless to say, the people who are benefitting from the bias (like me) are the ones who should helping to correct it. Men in math, this is your job! Of course, it should also be dealt with at the institutional level, not just ad hoc.
OK, on to my email:
2/16

"You may have received automated reminders about course evals this fall. I encourage you to fill the evals out. I'd be particularly grateful for written feedback about what worked for you in the class, what was difficult, & how you ultimately spent your time for this class.

3/16

However, I don't feel comfortable just sending you an email saying: "please take the time to evaluate me". I do think student evaluations of teachers can be valuable: I have made changes to my teaching style as a direct result of comments from student teaching evaluations.
4/16

But teaching evaluations have a weakness: they are not an unbiased estimator of teaching quality. There is strong evidence that teaching evals tend to favour men over women, and that teaching evals tend to favour white instructors over non-white instructors.
5/16
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Alias #versus Stage Name: What’s the difference?

Alias means “another name; an assumed name,” while stage name means “the pseudonym of an entertainer.”

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THREAD: Are Schools SAFE during Covid? A Collection of Research, Science, and Data on Schools: Risks to children, teachers, and comparisons within the community.

Sources: Academic, institutional or governmental. I will summarize conclusion and cite link.

Let's begin..

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European CDC:

"Investigations of cases identified in school settings suggest that child to child transmission in schools is uncommon and not the primary cause of SARS-CoV-2 infection in children

whose onset of infection coincides with the period during which they are attending school."

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"Educational staff and adults within the school setting are generally not seen to be at a higher risk of infection than other occupations, although educational roles that put one in contact with older children and/or many adults may be associated with a higher risk."

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Public Health Netherlands:

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