#i do like programming when its not the coursework. also math. i enjoy math when the professor doesnt give an assignment for week 8s -

[1ore]

Hi, I've been following you since Ye Olde Esk Days and you've always been a huge inspiration for me as a fellow gender-questioning neurodivergent lesbian both in art and science.

I've been wanting to reach out because I'm considering enrolling in Enviroinmental Sciences (or something in that ballpark) in 1 or 2 years and wanted to ask how your experience studying it has been to you as a person with an artistic bakground? I am afraid my ADHD might get in the way of maths, and that I might not be "smart" enough to pursue a degree in STEM, despite the fact I've always been interested in scientific subjects and in the conservation efforts around the area (and the river) I grew up in. so, yeah, I don't really know what else to say xmx I hope this message wasn't too much, and thank you for taking the time to read it. Your art and its message has always meant a lot to me! (also, happy Pride month!)

ONE OF US! ONE OF US!

So, funny enough, math anxiety is part of what what led me to Environmental Science in the first place. My degree is a Bachelor of Arts in Environmental Science, not a Bachelor of Science, because IIIIIII didn’t want to take more semesters of calculus and organic chemistry than I had to 🤪 I struggled with math in highschool, and by the time I went back to school, it had been more than 5 years since I last took a math class. I was also more interested in the interdisciplinary parts of Environmental Science, so a BA let me put more credit hours towards classes in policy, law, social science, humanities, etc.

As far as I know, having a BA hasn’t held me back. I’ve been accepted into internships and other programs doing “real science” just fine. Maybe this won’t always be true, but I’ve figured out that I like teaching and engaging people in science more than I like being in academia, so that works out fine for me.

As for my experience with ADHD and math/science courses, I have euuuauuuehhh a lot of thoughts. This gets dense, sorry.

First, my ADHD came with a side of anxiety, which manifested as a compulsion to do well academically regardless of how much my mental health suffered. Doing busy work felt like hell on earth for reasons that were then mysterious to me, but disappointing my teachers felt Worse. So I became really good at, like, academic minmaxing, not so much learning or taking care of myself. It’s hard to articulate. I want to say I was muddling through these classes as a professional test-taker and not a student, and also not applying myself fully. But at the same time, I felt like I was well beyond my breaking point? This made more sense to me later when I got the diagnosis LOL. my capacity for doing the things I’m supposed to do, the way I’m supposed to do them, is lower than other peoples’. So either I do what I’m not supposed to do, or I do it “the wrong way.” <- meaningless.

I say all that because coursework is a poor metric of how “good” you are at science or math, or whether you'll enjoy doing them outside of the classroom. We know this LOL but I want to reiterate it. I learned how to get really good grades without learning how to reason my way through why xyz methodology is justified, or how to ask questions and be curious about what’s happening around me. It’s corny but it’s true. on one hand I still struggle with these, because I’m still working under the assumption that whatever’s going on in my head is the “wrong” way to do it. But ADHD does a lot of heavy lifting for us with lateral thinking and being able to make connections that other people can’t always see. If you want to do Science ™ (as in academic research,) this is an awesome tool to have in your toolkit.

There’s also a whole world of environmental work outside of academia that demands its own skillset, which coursework may or may not teach. Like, if you want to do hands-on restoration work or interpretive work or field technician stuff, this is less “can you spit out the balanced equation for photosynthesis on command” and more “can you operate a woodchipper” or “are you comfortable with public speaking and customer service.“ This is another part of what attracted me to envirosci--how wide-ranging the job market is. The backdrop of science is the same, but your day-to-day responsibilities can look wildly different.

Also, if it’s any encouragement, being an arts person has been a huge plus in my experience. My most recent employer told me outright that the artsy scicomm stuff in my resume is what made them think “oh, we need her.” Art and science are wives LOL a lot of the skills you hone as an artist are invaluable in science, especially if you’re doing any kind of communication work. (<- has seen some poorly-written papers and incomprehensible figures in her time)

Going along with that, back when I was yea high and wanted to do art professionally, I remember people telling me that you only go to art school for the professional connections. A lot of STEM careers are locked behind having a specialized degree, but I think this advice is still applicable here. Being a “good student” hasn’t helped me as much as abandoning my anxiety and sending cold emails, showing up at peoples’ guest lectures and office hours, participating fully and sincerely, etc. The stuff I did outside the classroom was more meaningful to me, in the end. (That said, I was lucky to have several classes that were more skills/training-oriented for things like GIS, field botany, conducting environmental assessments for NEPA, etc. You can swing projects for classes like these as opportunities to build skills or create portfolio pieces.)

OK. I thiiiink that’s everything I have for you? I hope that answers your question. If not, I can give it another shot. I'll also leave you with this answer from beloved mutual Heedra re: what Environmental Science as a major is like. I can't believe it's 6 years old because it's part of what put Environmental Science on my radar in the first place LOL

[longitudinalwaveme]

When Giftedness Isn’t Relative: The Autism Spectrum, Hyperlexia, and Me

When it comes to Gifted programs in schools, I have seen a lot of criticism, much of it warranted, from both people who were placed into the Gifted program at their school and for those who were not. 

One of the biggest problems with Gifted programs is that they are somewhat relative: a child who is considered gifted at a small school might not make the cut at a school with a more rigorous academic schedule or a larger population, and the vagaries associated with the system have caused many gifted students to become perfections as they strive to maintain high grades as coursework becomes more complex. In other words, gifted programs often create unrealistically high expectations for children who are good at school. 

What makes talking about Gifted programs complicated in my case is that, while I definitely struggled with perfectionism in middle school (hello, social anxiety disorder)....I think I may have been a case where the “Giftedness” was not entirely relative. You see, my school considered me to be Gifted in reading specifically, and, while this by itself doesn’t prove anything, there were some extenuating circumstances in my particular case that made things unusual. 

You see, I am on the autism spectrum, and one of its signs is something called “hyperlexia”. The difference between this and gifted reading is...basically that the person is on the autism spectrum, which is annoying. Apparently, if you read well, but also have signs of autism, you can’t actually BE a gifted reader; it becomes an obsession. But I digress. The point is, I read early, and I read well above my age level. 

My mother said that I recognized letters when I was about 18 months old, and she taught me to read at age 4, before I entered preschool. She did not, however, tell my teacher that she had taught me. As a result, my teacher, who had noticed that I seemed to be reading a book, decided to test me to see if I was really reading or if I had just memorized the story (as some young children do). She had me read through the book, then flipped to the back of the book and pointed out a word that was fairly advanced and not a part of the story itself. I read that, too. This surprised her, and she called my mom, who explained the situation. By the time I was six or seven, I was reading chapter books. I was always at the highest reading level the school library had for my grade, and I was perpetually annoyed because there were certain books that I was prevented from reading due to my grade level. The highest levels for my grade were usually too easy.  I also did really, really well on timed reading tests. (I pretty much always made it through the entire passage and was usually about halfway through it again when the timer went off.) 

Naturally, being good at reading meant I was also good at school in general (a lot of elementary school revolves around reading and writing, after all). While my handwriting took awhile to shape up (being on the autism spectrum, my fine motor skills were slow to develop), and my math skills were basically just average (I got good grades because I consistently did the work), I did very well indeed in all my other classes...to the point where I was often bored. As a result, when I was tapped for the Gifted program in 2nd grade, I was thrilled. Finally, I had a class that I didn’t read through most of after finishing the actual work twenty minutes early! I was in the gifted program for the next three years, at which point I switched schools to a parochial school with a more rigorous courselaod and no actual gifted programs (though I was still easily the fastest reader in the class and made some of the best grades).

Being a kid who loved to read, was quiet, and loved the strict schedule of school (again, autism spectrum), I’m afraid I may have been something of a teacher’s pet as a kid. Not in the sense of trying to get other kids into trouble or in the sense of deliberately sucking up to the teacher, but in the sense of being the kid that all the teachers really liked because I always participated and obviously really liked school. What I was not was popular. In fact, until I switched to the parochial school, I made only one real friend...and she was promptly snatched away by another girl who didn’t want to share her friend with anyone. While I was lucky enough to only be bullied a few times (there wasn’t any persistent harassment), I was also a bit of weird loner who talked too much about books, was often lost in her own world, couldn’t read social cues, and kind of hogged the swings, so I was generally ignored, except in the classroom, where I was acknowledged as “that really smart kid”. (I suspect that the lack of bullying was probably correlated, at least in part, to the fact that my teachers all liked me and it was probably recognized by the other kids. Bullying a weird kid is a lot riskier when they regularly and comfortably talk with the teachers.) 

The parochial school where I attended middle school was a Godsend, in more ways than one. I finally had classes that were challenging enough to be enjoyable, I actually made friends at school, there wasn’t an arbitrary book cut-off level anymore, and, most importantly, my building anxiety issues were finally addressed. As noted above, my math skills are basically average. I’m not actually BAD at math, but, since my reading skills were so high, I thought I was...and this provoked intense anxiety...to the point where I started having anxiety attacks in class. My mathematics teacher, who was amazing, immediately informed my mother about the problem, and, within a year, I started seeing my equally amazing counselor, Elisabeth. (I was incredibly blessed to have such supportive parents, teachers, and counselors. I know a lot of people on the spectrum aren’t as lucky.) 

When I was 12, I was formally tested for the first time and diagnosed with Social Anxiety Disorder and OCD. Furthermore, we also learned that, while my spatial intelligence was absolutely terrible, my reading intelligence was in the 99.9th percentile, and I was reading at a collegiate level. While I am not a genius in terms of overall intelligence, in terms of verbal intelligence only, I am. (This would be why I was able to read War and Peace in a week at the age of 13 and understand what was happening.) Strangely, he did not think that I was on the autism spectrum, but he did think that I might have Nonverbal Learning Disorder (due to the massive gap between my verbal intelligence and my intelligence in other areas), and it seems like there is a general consensus that NLVD is related to autism anyway. 

When I entered high school (at the same public school where my dad teaches), I was already an avid consumer of Shakespeare, classical literature...and frankly any other book I could get my hands on. I started taking Honors and AP courses as soon as they were available to me (for some reason, there weren’t any Honors courses available during freshman year). I scored a “5″ on the AP Government Test, the AP Language Test, and the AP Literature test, and was third in my class. (The main reason I wasn’t higher was because of the inconsistent weighing of honors and AP courses.) I enjoyed high school, and I am enjoying college even more. 

When I was 17, I was re-tested to see if I had Nonverbal Learning Disorder (as suggested by the previous test ) and/or autism (this because I had read enough testimonies from other people on the spectrum to identify myself with the condition). Again, I scored in the 99.9th percentile for verbal intelligence, and I was formally diagnosed with autism spectrum disorder. They also confirmed the first psychologist’s suspicions that I had NVLD. I was happy to get this diagnosis, as it confirmed my suspicions about myself (I am even more relieved to have gotten it now, since I am now aware of the fact that many women on the spectrum aren’t diagnosed until their thirties!) 

[datingadviceonreddit]

I [19F] am a sophomore undergraduate student studying applied physics. He [23-25M] is a pretty lanky and awkward guy, really quiet, and from what I can tell from social media is not in a relationship. He is a theorist. Honestly, I don't really know how old he is, all I know is mid-20s, and I've just turned 19 last month. I'd also like to know how any other graduate TAs in STEM would feel if one of your students asked you out!He's incredibly smart and we talk about interesting and fun maths theorems/conjectures, or talk about his PhD research or my current coursework whenever we are together in lab. Sometimes I stay past the lab finishing time (labs are from 1:25 - 4:25PM, but usually groups finish the work before then and leave early) and talk to him for an additional half hour. He never kicks me out of lab or tells me that he needs to go; he lets me drone on and on.Some things that have happened which gave me some hope (but I'm keeping my hopes low so I don't get too disappointed if things go sour):We talk about math. A LOT. I show him fun math problems that I've watched videos for on Youtube, he lights up and says "OMG I've watched that too! Have you seen ______ video about _____?", and so on.One of my (I guess) hobbies is to create art out of fun math concepts using a program like MATLAB or Mathematica, and I showed him a pillowcase made out of a tiled geometry proof and some wall art made from a conjecture I found interesting. I thought he didn't care, but the next week in lab he brought in some of his grad work for me to look at, and said "Since you seem to like cool designs and stuff, I thought I'd show you my work. I think you might find it cool." His work makes some pretty crazy figures too and I did appreciate it very much.When I'm nervous, I tend to overcompensate by cracking a lot of jokes. He always laughs when I say something, even if its lame.I have been a student in this lab course for a semester, and really enjoy the conversations we have been having. I was just wondering if it would be strange for me [19F] to message him with something along the lines of, "Hey! I've really enjoyed talking with you this semester and this might come off sort of weird, but I know I'd regret not doing it - would you be interested in meeting up for dinner and a movie?"I'm scared of coming on too strong; I can't tell if he's interested or clueless about my crush on him from the conversations we've had. It's the common problem of being unable to tell whether a person is interested in you or is just being courteous/nice.Should I ask him on a date this way? If and when I do, it would be after grades are finalized. Our university policy states that there is no problem with graduate TAs fraternizing with undergraduates as long as they are not in a position of power over them. via /r/dating_advice

[terryvbryant-blog]

Reduce reuse recycle essay 500 words

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uL9sGQw

[zavienwilksthe3rdplace]

University Research

     I primarily want to focus on these 2 because its what I enjoy the most and it’s what I want to do in the future. I like using Cinema 4D and I like using Photoshop as well. So I am hoping to combine the two and create something cool with both programs.

     I also had a look at 3D concept art and I thought that it looked cool. I had a look at a website called 3D Concept Art: http://www.3dconceptart.com/

 The Job that I want when I’m older would be between a 3D animator or 3D concept artist. I enjoy making 3D characters to the point where I want to bring them to life as well. So I am going to look at universities that can do both or just one of those.

University of Northampton 

Location: Northampton

Games Design and Virtual Reality BSc 

This course has a lot of module options for the student to choose from. Game techniques, Software Engineering and problem solving, Visual studies, Project, 2D Digital Practice, 3D Modelling, Virtual Reality, Professional Practice, and Dissertation. I had a look at the university because it has the courses I wanted and also it is close to where I live at the moment. The cost for this place is fairly cheap, £7000 a year. The Module options of this course are great too because most of it is game related which is what I am interested in the most.  

Start Date: 18-Sep-00     Full Time: 3 Years

Entry Requirements: 96 Tariff Points  (I’m not sure what that means, and it didn’t say anything about GCSE.) 

Home Fees: £7,000 a year Guaranteed for Full time

University of Derby

Location: Derby

3D Animation BA

I chose this University because it teaches you how to work with a team which is what I’m hoping to do instead of working by myself when I’m older. The way they asses you in this course is they have a look at your course work and see how you function with a team, they mostly look at your coursework though I had a look at their Course website : https://www.derby.ac.uk/art-and-design-courses/3d-animation-ba-hons/ . It explained what they would teach the student whether that’s animation or photography, but for me I mainly want to focus on animation.

Start Date: 18-Sep-00    Full Time: 3 Years

Entry Requirements: I would need at least 5 GCSE’s, grades A-C or grade 4 including Maths and English.

Home Fees: £9,250 Full time per year.

De Montfort University

Location: Leicester 

I chose this university because of the course it offers. It offers a Game Art course that caught my eye.  The course offers a lot... It covers three main areas of game art; Game Production, Visual Design, and Critical game Studies. This will allow the student to develop his/her practical expertise in the understanding of the anatomy and form of visual design. To me this is important because I am really into making characters. Learning the human anatomy would be very usefull.

Game Artist Requirements 

3D Animator

[richardtheteacher]

An article by Richard James Rogers

Illustrations by Pop Sutthiya Lertyongphati

A warm, inviting classroom that’s colorful, fresh and light can really benefit your students. In fact, expansive research published by the University of Salford shown that well-designed classrooms can improve learning progress in primary school pupils by 16%.

This was the first time that clear evidence of the effect of the physical classroom environment on learning was established.

  Oftentimes, teachers are stuck with the classrooms they are given. If your furniture is old, natural light is bad or the air-conditioning isn’t perfect, then it’s tough luck. One thing we can change, however, is the quality of our displays. Other aspects of the classroom environment can also be adjusted alongside this (See my article about this here: The Starbucks Protocol), so don’t neglect that side of the equation either.

So what are the best ways that we can create beautiful classroom displays?

#1: Display Student Work

Why?: 

Provides kids with a sense of pride and accomplishment

Acts as a ‘living demonstration’ of the excellent learning that’s going on in your class

Provides a benchmark for all students to aspire to

How?

Provide opportunities for students to complete large projects (groupwork lends itself well to this). 

Make the output theme-based and creative (e.g. ‘Create an infographic about the events leading up to World War Two)

Have very clear success criteria in place (e.g. The newspaper article should contain at least three neat paragraphs and two clear and colorful pictures)

CRUCIAL: Select work to display based on the agreed success criteria

OPTIONAL EXTRA’S:

Get the students to select the best work to display

Display the brief of the task given and the success criteria

Display your comments on the work (or, even better. get the students to write two things they like about each piece of work and use sticky notes to attach to each)

#2: Display Student Achievements and Progress

  Why?

Can motivate high performing students

A number of parameters can be celebrated: attainment on tests, sporting achievements, progress made on a project, etc.

If done properly, it will develop a ‘growth mindset’ in your students, where they realize that they can always learn new things and make progress

Creates ‘lifelong learners’

How?

Try setting up an ‘Achievements Wall’, where examples of achievement can be constantly updated as the academic year progresses

Maybe get the kids involved –  set up a plastic wallet for each kid where they can add examples of work or achievements they are proud of

“An AMAZING book! A must-read for all teachers!”

Hold an ‘achievement sharing’ afternoon or lesson, at the end of each term, where students can talk about each other’s achievements

Include all of your students – don’t leave anyone out

Possibly use this kind of display to track progress on a project the kids are doing (e.g. you could have a large column for each group, where each lesson one group member adds a few bullet points to summarize what the group did).

#3: Display key words and command terms

Why?

Every subject has its own set of key terminology which is essential to understanding and expressing concepts, contexts, events, and processes.

Regular exposure to the correct use of key terminology creates greater confidence in exam-prep classes

Great for bilingual, ESL and EAL students

Works with any subject

How?

Display command terms and meanings for examination classes (e,g, ‘Explain’, ‘Describe’, ‘Outline’, etc.)

Display different versions of common words for your subject (e.g. subtract/minus/take-away)

Display topic-specific terminology when kids are learning particular units (e.g. Food and Digestion words might be ‘Stomach’, ‘Foodpipe’, ‘Small Intestines’)

Use diagrams to display the key terminology for visual concepts (e.g. the parts of parallel electrical circuit)

If some students in your class speak a language other than English as their mother tongue, then you can even make your terminology multi-lingual by getting those students to translate the words

  #4: Use plastic wallets

Why?: 

Plastic wallets keep work neat, they’re easy to stick up (only a pin is needed for each one) and they’re easy to update

Plastic wallet displays lend themselves to being more ‘interactive’ than traditional displays

How?

Fill plastic wallets with samples of excellent student work (see number 1 above)

Put the exam syllabus, program of study and exam papers inside

Students may wish to use them to store answers to quiz questions, clues for crosswords and puzzles and even revision cards for exam-preparation

If you use them to keep key words inside, then this allows you a quick access point when playing learning games such as ‘Mystery Word’ (see instructions below)

#5: Display upcoming events

Why?:

Students need to know their key deadlines and key events (such as coursework hand-in dates and examination days)

They can be used to get students excited about a theme-based event, such as World Book Day, British Biology Olympiad or school Sports Day

They can motivate students to get moving on their projects and coursework, such as their IB TOK Presentation.

How?

If the event has a glossy poster that goes with it, then definitely display that

Display the key parts of the event (e.g. the schedule for the day)

Clearly display the instructions the students must follow to get ready for the event

Display photos of past-students who were successful at this event last time (if available)

#6: Display Mission Statements

Why?

When students are reminded of their school’s overall aims, theme, and focus, it gels the school together as a winning community

When mission statements specific to courses are displayed, discussed and applied (e.g. the IB Learner Profile), they can provide students with valuable principles that will guide them their whole lives.

How?

If your school already has a published poster/document containing their mission statements, then display that

Think of ways in which the statements apply to your subject area, and display that (e.g. We are thinkers – ‘We critically evaluate our experimental methods and use the lessons learned to modify future methods).

Displays large, colorful key words from the mission statements and get your kids to add ideas as to how they can be applied inside and outside of school

#7: Display biographies of famous people

Why?

Provides inspiration

Can be used to teach about the skills and personality traits the famous people have or had

How?

Get large, clear photographs or paintings of the famous people and display those

Try to make it subject specific (e.g. Science could be Isaac Newton, Albert Einstein, etc.)

Include a paragraph of two of their story. Make the text large. Emphasize the fact that they all worked hard in the face of adversity

#8 Display memorable events

Why?

Events which have already passed, especially if used to reinforce a subject area, can provide students with useful triggers and memories than can help their exam performance

Provides lots of talking points, which gels the school or class together as a community

How?

Include lots of photos of the event that took place

If the kids produced some kind of output (e.g. baking cakes, making scarfs, etc.) then display the work or photos of it

Try to include student summaries of what they enjoyed about the event, and what they learned from it

#9: Display model answers

  Why?

Another way to get the students used to seeing key terminology in practice

Reinforces the importance of the exams

Provides a benchmark to aspire to

Gives the students an idea of how to format their answers, and how much to write

How?

Print questions from past-papers (maybe as A3 sheets) which cover fundamental, key concepts in your subject area (e.g. A classic right-angled trigonometry question in maths)

Get your students to fill in the model answers using exemplars you give them, in different colors

Display the model answers yourself, but get the students to annotate the answers in colored pens with the marks given at each stage, plus reasons why. 

#10: Display revision summaries

Why?

Brings all of the concepts together

Provides a point of reference on the run-up to exams

Provides stimulus material for student-led revision

Provides motivation to revise

How?

Use mind-maps, bullet point lists, infographics and checklists

Display every page of the syllabus

Split the class into groups. Each group produces a revision poster for a particular topic

Display the URLs of websites that students can use for revision

#11: Display processes

  Why?

Many subjects have processes (e.g. T, F, A, R means Thoughts lead to Feelings, Feelings lead to Actions, Actions lead to Results)

Can be used to reinforce moral or logical principles (e.g. the Four D’s of success: Discipline, Dedication, Drive, and Desire)

Can be used to memorize physical actions (e.g. DR ABC from First Aid – Danger, Response, Airway, Breathing, and Circulation)

Can be used for essential safety information (e,g, the Green Cross Code: Stop, Look, Listen)

How?

Colorful flowcharts lend themselves well to this

Display photographs or pictures of each stage

Display instructions for each stage

Show a completed template at the end (e.g. a completed scientific report on an experiment)

#12: Make it 3D

Why?

3D displays look more attractive and unique than 2D ones

Can be made of unusual materials (such s fabrics) to create textures

How?

SAFETY: Make sure no hard parts stick out too much. I once remember a display on the corridor in an old school where a glass trophy was displayed on a glass shelf, at about head-height. A partially blind student walked into the shelf and really hurt himself. 

Paper is the best material for turning in 3D shapes – it’s cheap, available and relatively safe

Students can make little boxes out of paper, attached to the display board, containing answers to quiz questions

Pop-up images and ‘flip to see the answer’ type pieces lend themselves well to 3D displays

#13: Make it multi-sensory

Why?

Tons of research shows that students learn using all of their five senses

It brings an interactive and fun element to the display

ICT can be incorporated

How?

Think of ways to include smells, textures and sounds to your displays (taste probably won’t work well!)

Fabrics work well for textures. Sometimes you can use the materials discussed in the display (e.g. copper wires for a display on electricity, aluminum and steel cans for a display on recycling)

Try to rig up a push-button sound system (e.g. an iPod connected to speakers with pre-loaded audio files installed)

#14: Display essential course information

Why?

Vital for exam preparation classes – they need to know what % each exam paper counts for, what their coursework is worth, etc.

How?

Include large, colorful titles of the course components along with their percentages

Include exemplar work for each component

Include real case-studies (e.g. Student X got 83% on Paper 1, 65% on Paper 2 and 71% on Paper 3, and ended up getting a grade B)

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  Creating Classroom Displays: Essential Tips for Teachers An article by Richard James Rogers Illustrations by Pop Sutthiya Lertyongphati A warm, inviting classroom that's colorful, fresh and light can really benefit your students.