Calling attention to the need to transform science education and more in this week’s news roundup!

Hey Higher Ed, Why not Focus on Teaching?
(NPR Ed)
Stanford physics and education professor Carl Wieman won a Nobel Prize for his innovative, break-through work in quantum mechanics. Wieman has since levered the prestige and power of that prize to call attention to the need to transform undergraduate teaching, especially science education.

Gifted Programs Ditched for Hands-On Learning for All at More NYC Schools
(DNA Info)
A small but growing number of educators believe they have found the key to helping struggling schools in low-income neighborhoods.

Can Scientists Help End The Teacher Shortage?
(The Atlantic)
Technology and math professionals are leaving the laboratory to lead the classroom.

The First State to Offer Free Community College to Nearly Every Adult
(NPR Ed)
The opportunity to go to college for free is more available than ever before. States and cities, in the last year especially, have funded programs for students to go to two-year, and in some cases, four-year, schools.

The Chilling Effect of Fear at America’s Colleges
(The Atlantic)
The coddling of students’ minds has resulted in grave restrictions of free speech on campus—but academic leaders are also to blame.

Had a Job Interview but no Callback? Here’s what to do next time
(The New York Times)
Here’s where things may have gone wrong and how to improve your performance for the next time:

Employment trends in academic psychology
(APA Monitor)
News from APA’s Center for Workforce Studies

How Student Loan Forgiveness Changed Graduates’ Paths
(The New York Times)
Since 2007, more than 550,000 people have planned their lives around the program, which helps workers who go into government or nonprofit public service — police officers, teachers, nurses, public defenders and others — pay for their educations. Passed by Congress under President George W. Bush and expanded under President Barack Obama, it effectively erases any federal student debt that remains after 10 years of loan payments and public service employment.

Students build satellites as educators show greater focus on upgrading STEM education
(Education DIVE)
As part of a hands-on STEM curriculum, a number of high schools and universities across the nation, including Thomas Jefferson High School for Science and Technology in Northern Virginia and the University of Wisconsin, have adopted programs where students can actually design and build low earth orbit satellites.

Studies find high achievers underestimate their talents, while underachievers overestimate theirs
One day in 1995, a large, heavy middle-aged man robbed two Pittsburgh banks in broad daylight. He didn’t wear a mask or any sort of disguise. And he smiled at surveillance cameras before walking out of each bank. Later that night, police arrested a surprised McArthur Wheeler. When they showed him the surveillance tapes, Wheeler stared in disbelief. ‘But I wore the juice,’ he mumbled. Apparently, Wheeler thought that rubbing lemon juice on his skin would render him invisible to videotape cameras. After all, lemon juice is used as invisible ink so, as long as he didn’t come near a heat source, he should have been completely invisible. Police concluded that Wheeler was not crazy or on drugs—just incredibly mistaken. The saga caught the eye of the psychologist David Dunning at Cornell University, who enlisted his graduate student, Justin Kruger, to see what was going on. They reasoned that, while almost everyone holds favorable views of their abilities in various social and intellectual domains, some people mistakenly assess their abilities as being much higher than they actually are. This ‘illusion of confidence’ is now called the ‘Dunning-Kruger effect’, and describes the cognitive bias to inflate self-assessment.

When Practice Does Not Make Perfect
(Lasting Learning)
We’ve all heard the old adage, “practice makes perfect.” It’s the idea that if we just practice long and hard enough, doing the same thing over and over, we can master anything. Here’s the problem: It’s not the amount of practice that matters, but rather the type of practice that really counts.

Should academics be paid for peer review?
(The Times Higher Education)
As the number of papers needing review increases, journals are thinking of replacing a voluntary system with cash rewards

More Than a ‘Summer Slump’: How the Loss of Structure Affects Academics
(The Chronicle of Higher Education)

Jamie Hagen has been preparing for this summer for a long time. Ms. Hagen, a doctoral student finishing her dissertation in gender studies at the University of Massachusetts at Boston, works part time from home, sets strict schedules for herself, and is a tireless networker. The students and professors she came to know in classes have moved on or away, and working hours every day on the project that could decide her career, she said, is isolating.

How To Apply The Brain Science Of Resilience To The Classroom
(NPR Ed)
Neuroscience isn’t on many elementary school lesson plans. But this spring, a second grade class at Fairmont Neighborhood School in the South Bronx is plunging in. Sarah Wechsler, an instructional coach with wide eyes and a marathoner’s energy, asks the students to think about the development and progress that they’ve made already in their lives.

Happy Teachers Practice Self-Care
(Education Week)
Secure your own oxygen mask first before assisting children. That saying aboard planes has resonated with Danna Thomas, a kindergarten teacher in Baltimore who founded a teacher-support group called Happy Teacher Revolution.

About the Author

Amanda Macchi, MPH
Amanda comes to the APA as a recent graduate of the George Washington University’s Milken Institute School of Public Health. During her time at GW, Amanda studied global health, focusing on the challenges facing mental health in low-and middle-income countries. She received her undergraduate degree in marketing from Emerson College in Boston, Mass. In her free time Amanda loves pyrography, furniture making and spending time with her dog, Becky.
Nick Bornstein
Nick is an education and communications intern with the APA. Originally from the San Francisco Bay area, Nick is a current undergraduate student pursuing a Psychology degree and a minor in Business Administration at the George Washington University. Nick's interests include travel, studying German, history, politics, and economics.