[…]felt that it was the area where I could make the biggest impact. The discipline of physics allows for the ultimate combination of student inquiry, critical thinking, hands-on-learning, project-based instruction, and quantitative literacy in the science context.” Professional Experience During his undergraduate studies, Ian served as a physics learning assistant, physics tutor, and lab assistant at the University of Wisconsin, River Falls. Ian completed an internship at the University of Rochester, where he got to study third-order bi-nodal astigmatism in the Hilbert Telescope. Additionally, he completed an internship at the University of Washington, Seattle, where he worked on validating a […]
[…]need is fueled by a demand for nutritional sustenance. This research will provide recommendations for communities to produce the bulk of nutritional needs from the immediate surrounding area. Each inhabitable continent is populated by Natives, those who have been there since before industrialization. This groundbreaking study will call upon Indigenous peoples and owners of first knowledge to inform and publish alternate practices of Earth-sustainable sourcing and habitation. A research project that will culminate in proposals to install sustainable farming communities inside large urban areas globally. This project suggests significant reduction of transportation costs and includes replacing concrete surfaces with vegetation […]
[…]is my only option. The opposite is, perhaps, that some months are “easy” and you “coast” through them. I don’t think either point of view is helpful during the school year. I don’t want to coast or just get through. What I really want is an impactful and meaningful teaching experience. I have come to realize that tough times can be more meaningful, leaving me with the feeling that my teaching matters. I’m not looking for easy, and not even happy, but I am looking to enjoy my time teaching and that comes when I find meaning in the work […]
[…]“long-distance” learning. The adaptations vary from teacher to professor—some feel more comfortable with technology and adapt to change easily. Other instructors might face challenges that are out of their control, such as lack of technological resources, and must work with what they have or is available to them. I call it “long-distance” learning because it is reciprocal: teachers learn as we go and some of our students teach us valuable technology tips! I remember my last day of in-person instruction like it was yesterday; Friday March 13, 2020! COVID-19 closures hit us by surprise and we had to adapt to […]
[…]is a space where Black folx truly matter to each other, where souls are nurtured, comforted, and fed. Homeplace is a community, typically led by women, where White power and the damages done by it are healed by loving Blackness and restoring dignity . . . “homeplace” is a site of resistance. (p. 64) As teachers trying to unpack students’ sense of belonging, it is important to recognize our group’s collective positionality. We are all White and thus members of the dominant racial group in the United States. This racial identity, combined with our own socialization into the racial narratives […]
[…]been fortunate enough to gain access to insight about some of my students that has challenged the comfort that my assumptions provided. With this in mind, it is concerning to think about how many other curtains have not been lifted for me, and, as a result, how many illusions I continue to live when it comes to communication with my students, peers, colleagues, community members, family and friends. With my students, assuming that my interactions with them are all separate narratives that I am entering at an uncertain time allows me to always strive to see behind their faces and […]
[…]my own story, I am not scaring my students or delegitimizing myself, as I feared. Instead, their comfort level increases when I make the space for students to bring their own struggles with mental health and other possibly hidden identities into the classroom. By sharing the very stories I used to worry would bring judgment or fear, I give permission for students to bring their whole selves, wherever they are in their own journeys, to our class. I often notice students relax when I share my story, not tense up in fear or judgment. IV. Since the COVID-19 pandemic started, […]
[…]voice and give them the option of rejecting our suggestions for revision. So what do we call this “product” that we send into the world? This collection of perspectives that only teachers hold? If we were to cast off this term, what would take its place? And what else might we need to cast off to welcome and affirm the full range of teachers’ experiences? We invite you to get in touch with us at kaleidoscope@knowlesteachers.org if you are interested in being a thinking partner as the staff explores these questions. Download Article Becky Van Tassell, a Knowles Senior Fellow, […]
[…]podcast, we hear from biology teacher Jamie Melton about the many small moments where she finds compassion for herself. To hear more about how we find compassion for ourselves and extend it to others, listen to the podcast below. Download […]
