Search

• 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 

How are Data Gaps Worked Around:

Sarnia, and the surrounding area around chemical valley, have 9 air monitoring stations in which air pollutants are monitored from the nearby petrochemical complex. Until 2017, only data from one of these stations (the one on Christina Street in downtown Sarnia) was publicly available. This created a gap in accessiblility of important data for sarnia and the nearby AFN residents. In September 2015, the Clean Air Sarnia and Area group launched as a "community advisory panel made up of representatives from the public, government, First Nations, and industry, who are dedicated to providing the community with a clear understanding of ambient air quality in the Sarnia area." This group works to improve air quality in Sarnia by making information about air quality publicly available and by making recommendations to relevant authorities. In 2018, this group launched the website: https://reporting.cleanairsarniaandarea.com/ (also uploaded as an artifact) which allows public to access data from the air quality monitoring stations and understand how air quality compares to Ontario's standards. This site works to fill the gap of publicly available air quality data in Sarnia.

This report from Ecojustice shows a decline in air pollution compared to Ecojustice's first report released in 2007 for the area around Chemical Valley, yet Sarnia industries continue "to release far more pollution, and in particular far more SO2 , than comparable U.S. refineries." One contributor to the continued excessive emissions is Ontario's lagging air quality standards. The report notes that "Ontario’s AAQC and air quality standards are lagging behind current science on the health impacts of air pollutants, which may put the health of residents at risk." The report highlights pollutants where Ontario's standard is above the national standard or where Ontario has no standard at all. Additionally, Sarnia's benzene emissions are exempt from Ontario's health-based standard for this chemical and are instead regulated by  "an industry technical-based standard" allowing benzene levels to be far higher than the health-based standard. The lagging, lack of, or exemption from regulation undercut efforts in monitoring and reducing emissions to a "safe" level as what is considered "safe" by standards is out of line with what is considered "safe" by health and other standards.

I think it is an important step, clearly for presenting complaints, the problem will not be solved; we should all do it if we see something of this kind. In addition to the complaints, there are many steps to follow, such as organizing protests, taking care of daily consumption or becoming aware that a sustainable life is better for everyone.