So meta

The Education seminar I’m enrolled in right now is a lot of fun, but is occasionally mind-bendingly self-referential.

It’s easy enough at the surface level: we (a mix of MA and PhD students) are learning what makes teachers effective. The trick is that we’re working on this practice NOT in order to teach K-12 students, but in order to teach teachers.

self reflection photo
Photo by arripay

We’re training to be teacher-educators, in other words. In business terms I’m in a three-month long Train-the-Trainer course—which, given my corporate business simulation and teacher-education roots feels like home—but where the ultimate end topics are K-12 math, science,  and humanities. Continue reading So meta

Male-female imbalance in STEM comes down to economics?

To know why fewer women choose math and science, you need to know the principle of occupational choice.

Source: Male-female imbalance in STEM comes down to economics | University Affairs

Here’s a fascinating take on the STEM imbalance from University Affairs: the major dynamic may not be sexism or any other institutional intent, but the accumulation of simple economic choices at the individual level. And the solution may be more background than foreground.  Intriguing, no? Continue reading Male-female imbalance in STEM comes down to economics?