Higher education already had problems before Covid-19. The inconsistent and inequitable solutions colleges and universities were implementing to improve retention, persistence, and completion are insufficient. Remote learning only made the problems more apparent. Here’s what we’re doing to change that.

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.

STEM-based occupations are projected to grow more than any other in the next ten years. So there is a need for more students to study STEM to fill those jobs - a need that could be filled by reducing the gender gap. This brings up many questions. How big is the gap? When does it start? Why is there a gap? And the most important, what can we, as teachers in STEM, do to help close that gap?

While some colleges may not be using test scores, these scores do have their uses for K-12 schools. Because of that, the SAT and other standardized tests will not go away because they do have their uses. Here's a look at why the SAT stands the test of time.

Almy Education doesn't condone any kind of racism, overt or subtle. That's easy to write, even though I mean it sincerely. But as I often say to my children, who we are is not about words, but actions. That's true for many things, especially being against racism. Words are only a start.