Hanging newly graduated students out to dry
My head spins when I see science opportunities designed to increase the diversity of applicants to graduate STEM programs, they
Is “critical thinking” a generalized skill?
Based on the things I’ve been reading lately, the answer to the titular question is “mostly no.”
It’s
Recommended reads #163
It’s been a whole month since the last one of these? How about I prune this down to the
Some ideas for better office hours
Welcome back to a new semester! I don’t know about you, but I am often generally unpleased with how
The deficit model of science communication
This is central concept for science outreach. Some interactions today have led me to wonder whether we are all on
Help us to diversify and humanize biology courses!
a guest post by Project Biodiversify (www.projectbiodiversify.org @biodiversifying)
We contain multitudes. Our courses should reflect this.
We contain
A time portal journey to the pre-internet era
I inadvertently created my own archive of pre-internet academic life, and spent some of this weekend exploring it.
The year
How university endowments predict, and don’t predict, teaching loads
It’s typically exciting to find out that your hypothesis is wrong – and I was wrong! Here’s my back-of-the-metaphorical-envelope
Recommended reads #162
Would your cat eat your dead body? Now there’s peer-reviewed science to answer this question.
An exceptional obituary for
Why do some places have high teaching loads and others have low teaching loads? [poll]
Of course, institutions with more money have lower teaching loads. I have a specific hypothesis: Endowment size predicts teaching loads,
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