I had my students fill out mid-semester evaluations last fall. No big deal, just answer these four questions: 1) What am I doing to help you learn? 2) What could I be doing better to help you learn? 3) What are you doing to help yourself learn? and 4) What could you be doing better to help yourself learn? I had them turn the evaluations in anonymously to allow more genuine feedback. Later that afternoon, I started going through the responses. It was encouraging to see that, in general, responses to the first two questions indicated I was getting better, which was gratifying given the amount of time and energy I spent re-developing the class. For the most part, students were surprisingly honest when responding to questions 3 and 4, showing they understood their responsibility in their progress, or lack thereof. Somewhere towards the end of the ~160 evaluations, I came across one that answered question #2 with: “Teach naked.” [more inside]
posted by Blasdelb
on Sep 4, 2013 -
Hypothesis as thought-crime
...Now, however, a new brouhaha has erupted [at Harvard]and it seems impossible that Summers [the president]will emerge from this one without serious erosion of his moral authority. The trigger was a statement he made at a conference, suggesting that the reason there are more men than women in the mathematical sciences at top-flight institutions has to do with a small statistical difference in inate ability, which becomes a pretty large disparity when one looks at the 'high end' of the respective distribution curves...
The fatal words did not set forth his main theme, but merely constituted a brief aside, thoroughly hedged and qualified. Nonetheless, they touched off a firestorm of indignation, the most striking aspect of which was the intemperate response of a number of feminist scientists, who offered no counter-arguments, but simply declared the whole idea misogynistic and therefore forbidden intellectual territory.
posted by Postroad
on Jan 31, 2005 -