A group of scholars at Concordia University in Montreal have dedicated themselves to “Decolonizing Light.”
The effort is not about banning flashlights, but rather advancing other ways of knowing about light, science and physics.
The group’s tagline is “Tracing and countering colonialism in contemporary physics.”
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Across the globe, governments are removing legal barriers to women joining the workforce. At the same time, many companies and governments are pushing for equal numbers of women and men in STEM (science, technology, engineering, and mathematics) and entrepreneurship.
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A Stanford University professor slammed California’s proposed Math Framework for being “false” and “misleading.”
Brian Conrad, Stanford University mathematics professor and director of Undergraduate Studies in Math, did a deep dive into the California Math Framework (CMF), which he laid out on his website. The proposal frequently contradicts the findings of academic studies its writers cite, according to Conrad’s analysis.
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The Chaska High School robotics team – dubbed the RoboHawks – have been offered a spot to compete at the world championship event in Houston, Texas.
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Young women were five times less likely than young men to aspire toward STEM careers in 80 different countries, according to research and a report from the Institute for Family Studies published in late January.
Women preferred “people-oriented” careers such as nursing or teaching, while men preferred “things-oriented” careers generally falling into STEM or blue-collar categories, researchers reported.
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A recent FOIA request filed by Campus Reform revealed that the University of Illinois, Chicago (UIC) spent $80,000 on a Diversity, Equity and Inclusion training created by the Kardia Group, LLC. The agreement was signed in 2018 and included two series of meetings and workshops for the Fall 2018 and Spring 2019 semesters.
The Kardia Group was founded in 2004 and describes themselves as a “leading strategic partner in the transformation of the culture, functionality, and success of the academic endeavor.” Its website lists resources and services ranging from Diversity, Equity and Inclusion to “transformational change for groups.”
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Many of our once revered and most hallowed institutions are failing us. To mention only the most significant ones: our top-ranking military echelon, the leadership of our federal investigatory and intelligence agencies, the government medical establishment—and of course the universities.
For too long American higher education’s reputation of global academic superiority has rested mostly on the sciences, mathematics, physics, technology, medicine, and engineering—in other words, not because of the humanities and social sciences, but despite them. The humanities have become too often anti-humanistic. And the social sciences are deductively anti-scientific. Both quasi-religious woke disciplines have eroded confidence in colleges and universities, infected even the STEM disciplines and professional schools, and torn apart the civic unity of the United States. Indeed, much of the current Jacobin revolution was birthed and fueled by American universities, despite their manifest hypocrisies and derelictions.
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Senator Tom Cotton (R-AR) introduced a bill to stop the Chinese Communist Party (CCP) from conducting espionage on American college campuses.
According to a press release from his office, Sen. Cotton re-introduced the “SECURE CAMPUS Act” on April 22. The bill would “prohibit Chinese nationals from receiving visas to the United States for graduate or post-graduate studies in STEM fields and would ban participants in China’s foreign talent recruitment programs and Chinese nationals from taking part in federally-funded STEM research.”
Sen. Cotton remarked that “Allowing China unfettered access to American research institutions is akin to granting Soviet scientists access to our critical laboratories during the Cold War.”
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On March 1, Eric Kaufmann published a remarkably detailed and comprehensive study of bias in academia, “Academic Freedom in Crisis: Punishment, Political Discrimination, and Self-Censorship.” Kaufmann’s writing is a product of California’s Center for the Study of Partisanship and Ideology, a small think tank set up to do research forbidden in today’s Academy. His research uncovering rampant leftist political bias in publication, employment, and promotion in the academy—and discrimination against anything right-of-center—qualifies as that kind of work.
In the academy, the free interchange of competing ideas creates knowledge through cooperation, disagreement, debate, and dissent. Kaufmann finds that the last three are severely suppressed and punished. This repression’s pervasiveness may be a death sentence for science, free inquiry, and the advancement of knowledge in our universities.
I am led to that dire conclusion because there doesn’t appear to be any way for universities to prevent it. No solution can arise from within the academy, as it self-selects lifetime faculty that are largely left-wing, making promotion of dissidents highly unlikely. Kaufmann demonstrates profoundly systemic discrimination by leftist faculty against their colleagues who disagree with them politically.
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With classrooms finally reopening and hundreds of billions of federal dollars earmarked for public schools, the issue of teacher pay will soon re-emerge. Before the pandemic, public school teachers were fighting against a widely perceived “teacher salary penalty.” President Biden vowed to “correct this wrong,” promising a dramatic increase in federal education funding to “give teachers a raise.” But what causes these pay differences? New Census Bureau data suggest that most teachers are paid roughly what they’d receive in other jobs. But if public schools wish to attract the best-qualified graduates to teaching, they need to stop paying the physics teacher the same as the gym teacher.
The Economic Policy Institute, a teacher-union-affiliated think tank, reports that public school teachers receive salaries about 20 percent lower than non-teachers with equal levels of experience and education.
But what does it mean for education to be “equal”? College graduates attended different institutions, majored in different fields, and received different GPAs, leading to different salaries later in life. That’s why parents encourage their children to attend more competitive colleges and, increasingly, to favor STEM fields over liberal arts majors.
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St. Cloud State University’s Department of Environmental and Technological Studies is the only program in Minnesota preparing future career and technical education (CTE) teachers.
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by Rachael Brovard In a rare moment of bipartisanship last week, Democrats and Republicans joined hands to make a small, but fundamental change to our immigration system. Not to provide critically needed updates or wholesale reforms, but, rather, to toss a sop to the billionaires of Big Tech. Thanks…
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by Abigail Herbst It’s a common occurrence: a math teacher stands at the front of the classroom, struggling to keep the student’s attention. One student is on the phone. Another stares straight ahead into the distance. And the kid in the back row is asleep. Again. However, as the teacher…
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by Michael Liccione The prestige of science in our culture is well-earned. That scientists discover truths (or at least serviceable approximations to truths) is undeniable. The evidence for that is how successfully scientific findings have been applied for centuries as technology, which has improved life greatly for countless people. Sound…
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