- Dec 2022
A key challenge is to identify systems that enable sharing of Earth's limited resources and nature's benefits to ensure human well-being in equitable ways.
!- key challenge : identify systems that enable equitable sharing
- Sep 2022
In combination with SCA, CERICoffers freedom from the transmission model of learning, where theprofessor lectures and the students regurgitate. SCA can help buildlearning communities that increase students’ agency and power inconstructing knowledge, realizing something closer to a constructivistlearning ideal. Thus, SCA generates a unique opportunity to makeclassrooms more equitable by subverting the historicallymarginalizing higher education practices centered on the professor.
Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)
While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).
Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)
Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?
Astructured approach to reading the primary literature creates a moreequitable learning environment when integrated into existingcoursework and learning activities.
There doesn't seem to be any evidence in this paper to support this assertion.
- Oct 2021
Sun, W., Liu, Y., Amanat, F., González-Domínguez, I., McCroskery, S., Slamanig, S., Coughlan, L., Rosado, V., Lemus, N., Jangra, S., Rathnasinghe, R., Schotsaert, M., Martinez, J. L., Sano, K., Mena, I., Innis, B. L., Wirachwong, P., Thai, D. H., Oliveira, R. D. N., … Palese, P. (2021). A Newcastle disease virus expressing a stabilized spike protein of SARS-CoV-2 induces protective immune responses. Nature Communications, 12(1), 6197. https://doi.org/10.1038/s41467-021-26499-y
- Jul 2020
Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
- remote learning
- online class
- higher education
- teaching tool
- face-to-face instruction
- natural science
- equitable evolution
- instructor perspective
- Jun 2020
- new possibility
- people-focused street
- walkable street
- physical distancing