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• 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 

Archiving is always political

"Observers of community archives have tended to distinguish between those politically and culturally motivated endeavours acting to counter to the absences and misrepresentations relating to a particular group or community in mainstream archives and other heritage narratives and those whose the inspiration is not so directly or overtly political or cultural, but rather is a manifestation of a shared enthusiasm for the history of a place, occupation or interest. Whilst it is an important distinction, the authors would also contend that even in the most nostalgic and leisure-orientated community archive projects there is something inherently political in individuals and communities taking an active role in the re-telling of their own history." (2013, 5)

"One of the consequences and dimensions of this commitment to independence and sustaining autonomy is the resulting dependence on the significant personal sacrifice (financial, physical and mental) of key activists and a network of volunteers, arising from great emotional and political commitment to the collections and their impacts. As we have already noted this commitment is both an enormous benefit to the archive but also a potential vulnerability with regard to the long term stability, succession and sustainability." (2013, 12)

Second wave community archiving

"[D]evelopments in the web and social technology were a significant factor in what in the UK we might term the second wave of community-based archives and heritage activities in the late 1990s and early 2000s." (2013, 13)

Search for definitions and the 'institutional gaze'

"[W]hy are “we” (and here we are referring not only to academics in archival studies, but also to archival practitioners) so focused on formulating definitions of and making distinctions between mainstream and community archives and their endeavors? For the most part, “we” are not the voices of, or even representing “community archives”– although that line is becoming more blurred with increased numbers of professionally-trained archivists coming from and returning to these communities. We are the ones applying the term “community archives” to these diverse social, political and cultural initiatives and we are the ones viewing their inception and flourishing as some kind of phenomenon or movement. But are they really, or is that our projection, possibly because we recognize how these initiatives address the shortcomings of our more traditional archival constructions and practices?" (2013, 14)

After the storm, transportation was little to no opporational when it comes to families trying to get somewhere safe.  

NJ Transit as kind enough to stay open for people to be transported safely from danger.