BC EDUCATION
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APPLYING TO GRAD SCHOOL, POST #18: INTERVIEWS (PART 4)

You've finished your interview(s) and you're tired, but it's not over quite yet! What should you do after interviews?

@OpenAcademics @PhDVoice #AcademicChatter #AcademicTwitter #phdchat #gradschool #firstgen #nontraditional

 Firstly, congratulate yourself for making it through the interview! Take some time to relax and reflect on your experience, especially if you have forthcoming interviews for other programs. Take note of questions and positive and negative moments that stuck out to you.
*Huge note: PLEASE try not to beat yourself up too much if you didn't know the answer to every question in the interview. Depending on the type of interview (and interviewer) you had, there might have been many difficult questions presented to you, specifically for the purpose...
of not only seeing how much you know, but also seeing how you think and process problems when you *don't* know the answers. If you can, reason your way through the question and explain yourself as well as you can, so that they can see your way of thinking, but if you truly...
have no idea, it's perfectly fine to just say that you don't know, as opposed to rambling nonsensically and hopelessly.

That was all to say, try to make notes of tough questions so that you can be prepared for similar questions in the future, but don't beat yourself up if you...
weren't able to answer them as well as you would have hoped.

Next, I would recommend sending thank-you emails to your interviewers. My best advice is to make them brief but personal. Send an email to each interviewer thanking them for their time and their consideration, and...
if applicable, mention/thank them for anything they said or did at any point before or during the interview that you especially appreciated. For example, if they gave you some kind or encouraging comments about your current research, you can thank them for those. You can also...
take this opportunity to ask them any new questions about the program, its admissions procedures, etc. that you either didn't get a chance to ask on the day, or that you've only come up with after you finished your interviews.

If you were introduced to any current students...
during your interview and you have their contact info, you can also email them with any follow-up questions you have about the program, their experiences in the program, etc. Don't hesitate to reach out to current students, because they'll usually be honest about what they...
like/dislike about their program, and they might be able to give you some advice as well, as you continue navigating the rest of the admissions cycle. However, please stay professional! As peer-like as they may be to you, you're still an applicant, so be careful of information...
you share with them.

I've mentioned previously how important administrative staff are; please remember to thank them for their time too! Their jobs are extremely difficult, especially at this time of year, so please show them some appreciation for their diligent efforts to...
make this experience as smooth as possible for you. You can also stay in contact with them during this time and ask them any new questions you have about the program, but PLEASE don't trouble them incessantly about when you'll receive your admissions decision. If none of their...
correspondences have mentioned an approximate timeframe, then you may ask *ONCE*, but after you've received an answer, don't follow up about a decision date again until after the date they gave you has passed.

By now, you might have experienced enough of your prospective...
programs to have an idea of what aspects you like and dislike about each, but if you get to interview, the interview can give you even more information about each program. Take some time to think about what you learned from meeting and speaking with your interviewer(s),...
current students, administrative staff, and any other people you met during the experience. Some things you might consider: Did they treat you well? Did they make you feel welcome and comfortable [as much as possible in an interview setting]? Is this environment one that you...
would like to spend your grad school experience in? Do they have the support you might need, both personally and professionally?

The wait after an interview can be excruciating, but once you've done all of these things, try your best to rest and relax! Prepare for any future...
interviews, if you have more coming up, but try to occupy yourself and your thoughts elsewhere as much as you can; you've done everything you could, and you should be proud for getting this far. Sending good vibes and strength to all of you as you endure this stressful time!

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@Mssarahmssarah
For months, but especially after the new CDC school recs came out, supporters of reopening all schools now have been peddling the idea that schools across the country have been open all year successfully. This argument is used to push for ALL schools to be opened now.

A long 🧵

Though some schools in the U.S. are open & doing well with safety protocols, many places used as examples of opening success have profoundly unsafe schools & are neglecting covid safety. Some have been lucky not to have outbreaks and other issues--it's not that they're safe.

In the last few weeks, I've been in touch with teachers in Ohio, Florida, Texas, Wisconsin, New Jersey, Utah, and Pennsylvania.

(Thanks to @eduwonkette_jen @GeoRebekah and @saribethrose for the threads and forums that have helped me meet SO MANY teachers this year).

I collected the accounts of dozens of teachers. Obviously, this isn't an exhaustive list and it isn't a study! It's what teachers on the ground in some states are experiencing. And it's easy to see why so many in our profession are so frightened this year.

Here's the list:

There are currently open schools in the US that are being hailed as "successful" that have:

▪️no safety protocols at all besides contact cleaning, in some districts
▪️some districts with no mask mandate
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I have news about online teaching and reading workload, friends.

I have experimented with REDUCING the number of readings I assign for a class. This is hard in overview courses because you always feel like they should have "the lay of the land" and master all that there is.

HOWEVER...

My students have performed BETTER with reduced reading workloads.

Undergrads focus on ONE reading per week, while having 3 more available "if they so happen to have the time to read them" (they often do try to read these extra readings).

Masters' level students have appreciated taking a "let's just take things more slowly" approach.

Doctoral level students felt somewhat weirded out that I wasn't assigning three books a week. Though they appreciated it.

What I have drawn from my experiences:
- Workshops work.

Having a section of the class that is "hands-on, let's get writing/analyzing/thinking/reading" as a workshop fulfills two goals, for me:

1) Cements my students' understanding of the method.

2) Helps them have actual time to think and read and write rather than rush through.

Depth and breadth are issues we need to compromise on.

- Do I want them to read more broadly or more deeply?
- Do I want them to become more expert in a few things or become more generalist-type people?

These choices are malleable, as is our context.

What is NOT malleable:
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Advertisement
Christopher F. Rufo \u2694\ufe0f
Christopher F. Rufo ⚔️...
@realchrisrufo
SCOOP: Seattle Public Schools tells teachers that the education system is guilty of “spirit murder” against black children and that white teachers must “bankrupt [their] privilege in acknowledgement of [their] thieved inheritance.”

Let's review the whistleblower documents.👇

The trainers begin by claiming that teachers are colonizers of Native American "ancestral lands" and that “the United States was built off the stolen labor of kidnapped and enslaved Black people’s work, which created the profits that created our nation.”


The participants identify themselves by both gender pronouns and race labels. While it has become commonplace in academia to use gender pronoun identifiers, this is perhaps the first example of an institution creating the expectation for explicit race-labeling in the workplace.


The trainers tell white teachers that they "must commit to the journey" of anti-whiteness, even if their "lizard-brain" makes them "afraid that [they] will have to talk about sensitive issues such as race, racism, classism, sexism, or any kind of ‘ism.’"


The central message is that white teachers must recognize that they “are assigned considerable power and privilege” because of their “possession of white skin.” To atone for this guilt, they must “bankrupt [their] privilege in acknowledgement of [their] thieved inheritance.”
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Albert Schram
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@albertschram
A thread about online teaching and learning (T&L).

@wv012 @Passengercis @thebandb @carelstolker @BieTanjade @C4Innovation @rianneletscher @PietVdBossche @wijmenga_cisca @Pduisenberg @QMProgram #highered #edtech #teaching @threadreader unroll (1)

Here is a university road map on how the strengths of conventional, face-to-face teaching and online T&L can be optimally used to address today’s lecture room challenges.

I am not an instructional designer, but I have been teaching online internationally for over 10 years (2)

In the last 2+ years, I taught hybrid & online undergraduate courses at the University of Maryland Global Campus, among the largest top-20 online colleges in the USA.

UMGC has received numerous awards for its innovations: https://t.co/jd7JkHIK8Q and https://t.co/IPKizZwclA (3)

15+ years ago UMGC was one of the founding members of QM “Quality Matters” a non-profit with 1,500+ members in 26 countries.

QM offers membership of a community of practice, numerous free resources, online training, and review/accreditation services https://t.co/ZoFVsgcBC7 (4)

It is obvious that universities will also be affected by the 4th industrial revolution, and things can not stay the same as they were after the invention of the printing press.

Until recently, a lecture room looked the same as 900 years ago incl. flirting and sleeping (5)
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Louigi Addario-Berry
Louigi Addario-Berry
@Methemedantics
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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If u are looking to enter a scrip just before the breakout
what would u look for?
How would u identify scrips just before breakout?

Here are a few pointers
Carefully understand the them and use at ur own discretion
(All comments r compiled from a question i posed)

1/23

Price is testing the same resistance repeatedly since long.
But now in recent times it's forming multiple candles near the same resistance with low volume.
Observe it and see for opposite move.
As soon as u get a positive candle, get in to it.

2/23

1. Volume buildup (vol > when resistance point created) along with, increase in OI, increase in delivery % on HTF
2. On LTF, price stalling around breakout area for at least 1-2hr.
3. No major events.

3/23

Stock reaching breakout LVL with HL-HH
Contraction of price and volume near it especially near 20 days ma.
If there is any breach of the latest HL it should be followed by a bullish candle with good volume.
Left side of the chart has a rally with a very steep slope of ma.

4/23

Number of wide range green bars with high volumes.
If stock is at its ATH then it adds more conviction bcz there wont b supply after that point

Consolidation below the resistance, volume of the candles & strong bullish candle closing at near highs just below the resistance

5/23
TRADING , ALL