Science has been under fire since the pandemic started. It is my intent with this blog to explain what scientists do, how scientists think and communicate with one another, and how to go about fact-checking science-based statements that are made in the news.

I know that you’re giving everything you can to your schools right now, leaving very little time to read through emails and blogs. For Almy Education’s last March blog post, I’ve recapped all of our March communications (newsletters, blogs, emails, etc.), all in one centralized location.

I know that you’re giving everything you can to your schools right now, leaving very little time to read through emails and blogs. For Almy Education’s last February blog post, I’ve recapped all of our February communications (newsletters, blogs, emails, etc.), all in one centralized location.

I know that you’re giving everything you can to your schools right now, leaving very little time to read through emails and blogs. For Almy Education’s last January blog post, I want to do things a bit differently. I’ve recapped our January communications (newsletters, blogs, emails, etc.), all in one centralized location.

Facts about the Covid-19 vaccine and how your body may react to it. We talk about molecular biology, cell biology, and immunology and the safety of this mRNA vaccine.

We cannot address data analysis without discussing how to represent data and communicate it clearly using graphs. Similar to the data analysis process, we usually tell students how to create a graph, but rarely let them try, and fail, to make an appropriate graph for themselves. This week, we’ll address how to teach students to make appropriate choices when it comes to creating graphs.

Not knowing how to analyze data is a universal issue and we, as instructors in STEM, can and should teach our students how to analyze data. It is in grappling with data that deep learning can occur.

We need to be cognizant that we and our students have different cultures, ethnicities, and backgrounds and work to shape our instruction to be inclusive. In this week’s blog, we take a look at the racial and ethnic gap in the STEM workforce in the United States

In the last two blogs, we identified the magnitude of the STEM gender gap and some reasons why this gap exists. If the past blogs were a call to action to bridge the gap, this blog is the action plan.

Closing the gender gap in STEM professions requires a thoughtful review of why the gap exists. Contrary to popular belief, boys aren’t inherently better at math than girls. There are far more nuanced reasons why women don’t choose to pursue STEM professions. One of them being, that they don’t see themselves in these professions.