Analyze

• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

Climbing this "disposal" cell was the main event of our guided tour of the Weldon Spring's Interpretive Center. It represents the "finished product" of the toxic waste clean up project and Legacy Management site. Engineered and constructed with 8 layers of strategically chosen materials, the cell is expected to "deter the migration of [its] contaminants" for up to 1000 years. Thus, it is really more of a storage cell than a disposal cell...

Some of the questions coming from our group concerned the criteria of assessment used to determine the cell's long term durability and functionality. For instance, the cell was designed to control and treat leachate--water that has become contaminated from seeping through the cell--but this capacity has its limits. Though the cell has been designed to handle well-over the historical record of rainfall in the area, climate change has rendered history an ineffective means of predicting the severity of weather in the future.

Another concern is the transfer of knowledge about the cell and its toxic contents. How do we make sure no one opens it up (or blows it up) over the course of 1000 years? The strategy of the DOE is to monitor the cell by testing the local area for contaminants, maintaining strict military surveillance over the area, and by using the interpretive center to educate tourists and the local community about the cell, i.e. Legacy Management. But the US federal government's (or any institution's) ability to keep this up for 1000 years is obviously questionable, at the very best. What is certain here is that, by managing nuclear waste, with its inhuman time scales and the correlate amplification of complexity, we are venturing into uncharted waters. The DOE wants to create the impression that everything is under control and it may be, for the time being. It is also reasonable to take pains not to incite widespread fear and panic. But it is similarly important to recognize that we, in this moment, simply cannot be in control over 1000 years of possibility.