There's a lot of rhetoric these days around educating students 'for the 21st century', and the need for '21st century skills', while (not always but often) disparaging what is currently taught & how it's delivered. Catherine Kelsey has a good op.ed. on this on the Education Central site, in which she comments on two other […]
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is there science in reflexology?
I subscribe to the Tertiary Insight newsletter (a great way to keep up with news of what's happening in the tertiary sector). Yesterday's edition included a statement (& a link) about the NZQA's decision to cancel the registration of the Aromaflex Academy. It seems that this Private Training Establishment (PTE) was placed under strict conditions […]
Continue readingwhat are the challenges for first-year core science courses?
Prof Karen Burke da Silva was the keynote speaker at Day 1 of the 2017 First-Year Science Educators' Colloquium, held in Wellington. Her topic:Transforming large first year science classes: A comprehensive approach to student engagement. Currently at Flinders University, she's been instrumental in setting up an 'integrated teaching environment' that's seen a drop in withdrawals, […]
Continue readingengagement & experiences in undergraduate science education
At FYSEC2017, Gerry Rayner led a session called "Undergraduate science education in the 21st century: issues, needs, opportunities". Gerry kicked off by commenting that education has a greater impact – on students, teachers, and the wider society in which education systems are embedded – when people work together across a range of disciplines. What are […]
Continue readingdoes science blogging still matter? yes. yes, it does.
That's the premise of an article in Nature (Brown & Woolston, 2018), which I discovered via the excellent Debunking Denialism on Facebook (& if that's not a good example of how various social media are interlinked, I don't know what is). Since mine is a science blog, obviously I was interested in the Nature narrative. Brown […]
Continue readingwhat is feedback, and do universities do it well?
I've just received a reminder that I need to set up the paper & teaching appraisal for my summer school paper. This is a series of items that students can answer on a 1-5 scale (depending on how much or how little they agree with each statement), plus opportunities to give open-ended responses to a […]
Continue readingconsidering the transition between school and university
I'm sitting in the sun waiting for the 2017 First-Year Science Educators' Colloquium (FYSEC) to kick off- & it's somewhat embarassing to realise that I hadn't done anything with some of the notes I took at last year's event. However, much of the discussion then is still just as relevant today, & in fact many of […]
Continue readingmore on laptops in lectures
This is a cross-post from my other blog over at Talking Teaching. I type much more quickly than I write (some would argue, also more legibly). But when I'm taking notes in meetings, I do it with a (very old-fashioned) fountain pen & notebook. The reason is that this makes me filter what I'm writing, […]
Continue readinghuman evolution – new discoveries, & how do we accommodate them in our teaching?
What follows is loosely based on a workshop I ran at this year's Biolive/ChemEd secondary science teachers' conference. (A most excellent conference, by the way – kudos to those organising & presenting.) I've added a bunch of hotlinked references. Back when I was in 7th form (or year 13 ie a rather long time ago), […]
Continue readingprofs, publications, & social media
A while back, my Twitter feed brought up a post with the intriguing title "Prof, no-one is reading you". The article kicks off with the following provocative statement: Many of the world's most talented thinkers may be university professors, but sadly most of them are not shaping today's public debates or influencing policies. Now, them's […]
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