“Thankfully, there’s a science to understanding emotion. It’s not just a matter of intuition, opinion, or gut instinct. We are not born with an innate talent for recognizing what we or anyone else is feeling and why. We all have to learn it. I had to learn it. As with any science, there’s a process of discovery, a method of investigation. After three decades of research and practical experience, we at the Yale Center have identified the talents needed to become what we’ve termed an “emotion scientist.””
“By now enough has been written about academic assessment to fill a library, but when you stop to think about it, the whole enterprise really amounts to a straightforward two-step dance. We need to collect information about how students are doing, and then we need to share that information (along with our judgments, perhaps) with the students and their parents. Gather and report — that’s pretty much it.”
“We are enrolling one of the most academically accomplished and diverse classes in our history. I’m certain there will be much scrutiny over the academic performance of this class in their first year, but I would encourage anyone analyzing that data to recognize the overlapping impact of COVID on these students—both in their junior and senior years and leading into their first year on our campuses.”
Copyright
Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson