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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 

1) “Repeatedly, I have been surprised by the impact that even lightly sketched case histories can have on readers.”

2) “But even the manifesto conceded that less formal expertise would remain important in the areas of practice that had not been subject to high-level testing. THAT confession covers much of the territory.”

The author conducted his research by personal experience and reference to case examples.

The main point of the article is that doctors need individual stories about patient success stories but that the current medical community has largely done away with this. His argument is that that are needed because of their impact on patients, their use in identifying problems like depression, knowing others have felt the same or have the same condition can give hope, and they can inspire research agendas.

Dr. Kramer refers to various people in various medical cases but redacts their names.

The Journal of the American Medical Association and the medical community as a whole embraced “evidence based medicine” back in the 90s and claimed that individual case stories were inferior, antiquated, and a thing of the past.

Oxford University press and the New England Journal of Medicine started writing case reports embracing stories.