Top Tweets for #DifficultSubjectsBook
A6: In addition, there are ample studies showing that the quality of education is SIGNIFICANTLY improved in racially diverse classrooms. I review a lot of that literature in my recent chapter in #DifficultSubjectsBook. #NotYourCover
Thank you to @BadiaAhad @spamfriedrice @chuerica1 @reappropriate @DrHarrisJay and @drdavidjleonard for our #DifficultSubjectsBook Twitter chat! The book is available at: https://t.co/a0u07NjKoi
@biancaphd So looking forward to being in convo with you and @TheNapMinistry at #2018ASA. Will be nice to talk all things "happiness!" #DifficultSubjectsBook
@drdavidjleonard Yes! This is precisely why we added practical strategies for implementation in #DifficultSubjectsBook - the "how" is so crucial
A5: I say this all the time, but self-care is radical, particularly for WOC educators. As with all self-care practices, it starts with prioritizing self-care activities as part of your praxis. #DifficultSubjectsBook
A5: We must also remember that we cannot sustain our work if we sabotage our own advancement to the point that we are forced to exit the classroom. Self-care includes caring about being successful scientists, even as we work to be the best mentors possible. #DifficultSubjectsBook
A5: WOC educators are often pressured to do a lot of free labor as mentors and life coaches, which often eats into our research time and weakens our tenure packages. We must take this work on, but also hold our non-WOC colleagues to do so too. #DifficultSubjectsBook
Q4: Each of Presumed Incompetent's 30 chapters provides useful analysis of #DifficultSubjectsBook issues. Pick one or assign the whole book, you really can't go wrong!
Yes, my chapter in #DifficultSubjectsBook spends a lot of time talking about how and why lecture-style teaching is generally suboptimal for the learning of STEM students, including underrepresented STEM students.
a well-respected and prominent Black professor who teaches at a PWI told me, point-blank, that he doesn't read his student evals and I shouldn't either. stuck with me for many of the reasons you've pointed to in the #DifficultSubjectsBook thread
Q4: Besides #DifficultSubjectsBook? Presumed Incompetent https://t.co/2JdEx6Z1ok is a key resource for discussing interactions of race and class for women in academia.
A4: I would also like to work with current STEM HS-level and college-level educators to develop a public syllabus specifically building teaching exercises appropriate for these classroom levels to incorporate social justice issues in the STEM curriculum. #DifficultSubjectsBook
A4: Surprisingly, there is a relative dearth of convo abt issues of diversity and social justice in the STEM classroom. I would like a public syllabus for #DifficultSubjectsBook to include several essays on why social justice matters in the STEM classroom. #DifficultSubjectsBook
A4: In my contact w STEM educators, I have heard lots of anecdotes abt how to bring social justice issues into classrooms, but only rarely encountered formalized teaching exercises that could be broadly applied. It's time to build that as a public syllabus. #DifficultSubjectsBook
Tune into this twitter chat happening now! #DifficultSubjectsBook
A3: As faculty, we must stay abreast of these issues, and educate ourselves of institutional and nat'l resources to help our vulnerable immigrant students. Support them in the classroom if they are fighting a battle w USCIS or under threat of deportation. #DifficultSubjectsBook
A3: Above all, make the fight to defend immigrants our fight as STEM educators. As faculty -- even junior-level faculty -- we can lend our voices and leverage our positions in support of immigrant rights and immigrant justice movements. #DifficultSubjectsBook
Q3: Student activists are looking for supportive faculty to encourage their own strength. I can't do that if I'm operating from a place of fear about tenure. I'm afraid of not getting tenure for a lot of reasons, supporting student activism is not one. #DifficultSubjectsBook
Q3: I don't let my junior faculty status impact interactions with student activists. I'm not interested in working at institutions that criminalize student activist support. We should encourage students to confront these difficult subjects head on. #DifficultSubjectsBook
A3: Know for example that students on F1 visas, including many STEM students, are having their visas denied or revoked, and they are being deported. This is happening right now. #DifficultSubjectsBook
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