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Soft skills: what they are and how to develop them

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Soft skills: what they are and how to develop them

What are soft skills? 

Soft skills are the personality traits, behaviours, and interpersonal skills that we use to interact with other people. In the workplace, they represent our ability to work effectively and harmoniously with others, and it’s for this reason they are exactly the type of skills that employers look for. According to the Society of Human Resource Management’s (SHRM) ‘2019 State of the Workplace’ review, soft skills represent the top three missing skills amongst job applicants. 

Soft skills are not usually tied to specific professions, rather they relate to our personalities and, as such, they are highly transferable skills. Although they’re less tangible than hard skills, they can still be learnt and developed, and employers will value any qualifications you have that demonstrate a willingness to improve them.

Some fundamental soft skills for the workplace include creativity, persuasion, emotional intelligence, and collaboration. We’ll look into each in more detail below. 

Why are soft skills important? 

Soft skills are vital to employers, so much so that a 2018 survey by LinkedIn found that 57% of senior leaders thought that soft skills were even more important than hard skills. In part, this is due to their versatility.

Effective communication under high stress, empathising or encouraging a team member who might be struggling, and working collaboratively to meet a deadline are all examples of soft skills that carry the highest importance to any organisation. 

Soft skills also represent many abilities that can’t be replicated by artificial intelligence (AI), which will only increase their importance in the future. 

By understanding what soft skills are and discovering how you can develop your soft skills, you will strengthen your CV or resume, which is especially useful if you’re thinking about changing roles or careers.

To get you started, we’ve put together a list of soft skills below and how you can develop them. We’ve also signposted to relevant soft skills courses you can take for free on FutureLearn. 

The most important soft skills

Creativity 

What is creativity? 

According to LinkedIn’s 2019 skills survey, creativity is the most important skill in the workplace. But creativity as a soft skill doesn’t mean you need to be an artist or designer. It’s about learning to think in a creative way and finding innovative solutions to solve problems for your organisation.

As repetitive working tasks are increasingly automated, it’s the creative employee who will be highly valued as they can not only complete the work but also think about how to improve the process itself. 

How to be more creative

Learning to approach your work in a more creative, even unorthodox, way is something that you can learn to do.

Simple things like keeping an open mind when confronted with ideas rather than immediately shutting them down or utilising creative techniques like mind maps, role-playing, or provocations can be extremely helpful. 

Join:

Using Creative Problem Solving – Learn how to solve everyday problems using creativity and gain a competitive edge in the workplace.

Get Creative with People to Solve Problems – Discover the principles of human-centred design — a creative approach to problem-solving.

Communication

What are communication skills?

Effective communication in the workplace is based on your ability to converse productively with others. If you’re able to speak to people clearly and politely, whilst at the same listen empathetically to what colleagues, customers or clients have to say, you will be more productive and achieve better results.

Successful communication involves verbal, nonverbal and written skills, coupled with an understanding of active listening. 

How to improve communication skills 

Communications are a key aspect of almost all jobs and are utilised every day, so learning how to communicate effectively is a crucial skill.

You can take steps to improve your communication by focusing on the basics, like simplifying your message or doing a quick check of how your body language might be affecting your communication skills. Plus, make sure you’re fully engaged when you’re listening to others as this will lead them to be more attentive when you’re speaking. 

Join:

Communication and Interpersonal Skills at Work – Improve your communication skills at work and learn how to navigate positive collaboration in the modern workplace.

Business Fundamentals: Effective Communication – Gain a practical grounding in communication to boost your personal effectiveness, save yourself time, and reduce your stress levels.

Emotional intelligence

What is emotional intelligence?

Emotional intelligence (EQ) is your ability to understand and control your own emotions, whilst at the same time recognising and empathising withthe emotions of those around you. 

Emotional intelligence in the workplace is a highly sought after soft skill. Being able to harness your own emotions whilst understanding your colleagues’ motivations and feelings will lead to more harmonious and productive relationships. 

Emotional intelligence is also a highly prized soft skill in high pressure roles, when remaining calm is key, or those that involve negotiation, when you need to understand the other side’s position.

How to be more emotionally intelligent

Taking the time to work on your emotional intelligence may seem a little unusual, as many of the key facets, such as empathy or self-awareness can seem like innate qualities. However, these are all skills that can be developed with the right training.

For example, think of a workplace situation where your emotions may have worked against you, and think about how this affected the outcome. Use that as a starting position for developing your self-awareness, which is the first step to improving emotional intelligence.

Join:

Emotional Intelligence at Work – Discover why emotional intelligence is such an important workplace skill, and learn how it can be used to resolve conflict and build better relationships.

Critical Thinking

What is critical thinking? 

Critical thinking is the ability to reason and analyse information effectively. In the workplace, critical thinking involves the process of taking information or problems and processing them in the most logical way to extract value and find solutions.

It’s a highly valued soft skill, in part because it works so well in tandem with other soft skills. For example, if you have strong critical thinking skills, it will improve your time management because you can solve problems quicker. 

How to improve critical thinking

Being able to demonstrate situations where you have employed critical thinking to employers is a valuable asset. The first step to thinking more critically is to consider thoroughly the information you’re presented with.

Ask questions, explore motivations on all sides, and don’t take anything at face value. By rigorously evaluating information, you’ll be better placed to make informed decisions, which is the essence of critical thinking. 

Join:

Logical and Critical Thinking – Improve your logical and critical thinking skills and demonstrate to employers that you understand the key concepts of the subject. 

Adaptability 

What is adaptability?

Adaptability, or flexibility, is the ability to embrace change and challenges with a positive, resourceful attitude.

We all face unexpected problems in the workplace, but those with strong adaptability skills are able to approach these calmly and find solutions quicker than those who might be less flexible. 

Also, as the modern workplace is constantly evolving, having a level of resilience to these changes and an ability to view them as opportunities rather than obstacles is an attractive asset to employers. 

How to improve your adaptability 

Adaptability means being resourceful, curious, and persistent. Learning how to add this to your own skill set takes practice but it’s worth the effort. 

Try studying colleagues who you perceive as being especially flexible or whose workplace attitude you’d like to replicate. You could take notes on their behaviours or ask them directly for guidance.

If you’re facing a particularly difficult challenge, try and find the positives  – there will usually be some, even if it’s just the opportunity to show how you’ve overcome a problem. 

Join:

Wellbeing and Resilience at Work – Discover how to boost your adaptability and resilience in the workplace. 

Collaboration 

What is collaboration? 

Collaboration – or teamwork– is the ability to work effectively with your colleagues. It encompasses and requires a variety of other important soft skills, such as emotional intelligence, adaptability, and communication. 

Working collaboratively means you can solve problems quicker and better understand your own strengths and weaknesses. Working together also fosters a healthy work environment of learning and sharing between colleagues. 

How to work more collaboratively

Working together with others towards a common goal is a crucial and common aspect of many roles, so being able to do it effectively is a skill worth investing in. 

Learning how to work more collaboratively first requires a self-analysis of where you feel you work well in a team and where you think you could improve.

Next time you find yourself in a collaborative working situation, try and take on a role you’re not used to. This will help you develop a full spectrum of collaborative working skills. 

Join:

Career Credentials: Evidence Your Expertise in Teamwork – Showcase your collaborative working skills and use this course to progress in your career.

Collaborative Working in a Remote Team – Learn how to work effectively and collaboratively with your team, whether you’re at home or on the other side of the world. This skill will be key as many are forced to work from home due to coronavirus.

Browse our full list of soft skills courses

What will COVID-19 mean for universities and colleges in 2020/2021?

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What will COVID-19 mean for universities and colleges in 2020/2021?

According to UNESCO, the outbreak of COVID-19 has disrupted the education of 1.5 billion learners across the world – 91% of the world’s student population.

In the university and college sector, institutions have been forced to close the doors to their campuses. Students studying practical courses have had to put their learning on hold. Those studying theoretical courses have had to shift to learning at home, with teaching moving online.

This is a level of disruption the likes of which we have never seen before. Many are speculating that degree delivery at universities and colleges will never be the same again.  

What will the coronavirus pandemic mean for higher education in the coming year? Here are some trends we expect to see.

More collaboration between universities

While, in the short-term at least, the above trend is ominous for the university sector, we may see some positives arising from adversity.

In the UK, the pressures of marketised higher education and preponderance of rankings has led to high levels of competition between institutions. Some commentators anticipate that the pandemic will reverse this trend, leading to more collaboration among universities. The necessities of this crisis will see universities work together to ensure that the needs of incoming and current students and researchers are met.

Anthony Seldon, vice-chancellor of the University of Buckingham, also advocates a stronger union between UK universities under the aegis of Universities UK. This would give the sector a more coherent voice in dialogue with the media and government. The role universities have played in dealing with the coronavirus pandemic will have built some goodwill for the sector. This will help reassert the relevance of universities to society as a public good, deserving of funding and protection.

In February, Universities UK president Julie Buckingham made the case in The Telegraph for the creation of a framework that would measure the positive impact of universities beyond the boosting of graduate salaries. At a time of national need, this may be a good time for the sector to come together and make this case. 

One of the proposed indicators in this framework is the proportion of graduates working in essential public services. Given the reassertion of the importance of nurses in recent months, we might presume few would object too strongly to this measure.

The coronavirus pandemic has seen universities, research institutes, and industry come together to advance our understanding of the epidemic. These links may well set down a precedent for further positive research collaborations to find the solutions to shared challenges.

Below, we consider the impact of shifting teaching online. Some speculate we may also see research following suit, creating a paradigm which facilitates greater inter-institution collaboration as the walls, figuratively at least, come down.

The HE sector could play a role in recovery

In February, the Higher Education Policy Institute published a report calling for a reassessment of the role that universities can play in serving society’s needs.

This report calls for a focus on skills at both a local and national level, through a foundation of a National Skills Council with access to £400 million worth government funds. It also proposes that a share of national funding for innovation is rerouted to local investment, and a civic index is created to help monitor institutions’ local engagement. To improve access, the report tables the scrapping of first-year fees for those who are the first in their family to attend to university, and that outreach programmes are strengthened.

However, these are all recommendations, and there is no guarantee that all or any of the suggestions are taken up by the UK government. With economic growth and employment likely to be hit hard by the coronavirus epidemic, the issue of how to bring about recovery will be the most pressing issue of the next few years.

Though this report was written and published before the coronavirus pandemic had hit the UK, it outlines the ways in which universities can be the backbone of recovery. By focusing on the creation of skills, civic engagement, and widening access – particularly at a time of lower employment – the worst damage could be at least mitigated. The regional focus also would serve to boost local economies and job creation, rather than just looking to London.

This report builds on the Augar Review, published in May 2019. This headline recommendation of this report was the lowering of annual tuition fees from £9,000 to £7,500 and the reintroduction of means-tested grants up to £3,000. The review also advocates moving away from structuring loans around undergraduate degrees, and instead packaging them as a lifelong learning allowance.

These recommendations consider FE and HE as being part of one system, geared towards plugging national and regional skills gaps. It also pushes for giving universities the right to award certifications at lower levels than a full-length degree. This greater flexibility would be intended to allow universities to serve the needs of a more diverse student base, and to effectively meet collective needs.

Teaching will shift online, requiring new skills for educators

With social-distancing measures forcing universities to close down physical campuses, much provision has been moved online by necessity. Cambridge University recently announced it was moving all lectures online until the summer of 2021. Other universities are likely to follow suit.

While no one was expecting such a drastic shift, online teaching has already been becoming increasingly prevalent in recent years.  

In the US, according to the Department of Education, 34.7% of enrolled students took at least one online class in 2018. While a good proportion of these (16.3%) were enrolled in fully-online degrees, most (18.4%) took an online class as part of a traditional degree. This latter figure increased from 16.5% in 2016. Online teaching, then, was already becoming a crucial part of higher education delivery.

We don’t have equivalent figures for the UK. We have seen, however, increasing numbers of students from countries like the US, Canada, and Australia enrolling in online degrees, even in the face of a short-term decline in overall numbers. We might also note that the first-year cohort at The Open University is more than twice the size of any other university.

Will the coronavirus pandemic accelerate the shift to online university teaching? 

Some commentators have speculated that this will be a ‘black swan’ moment – an unforeseeable event that changes things forever. Despite the case being made for incorporating online education over the years, it has traditionally been seen as the poor relation of in-person provision. But following its centrality during the coronavirus outbreak, might faculty and students become converts to the flexibility and possibilities of online higher education?

In theory this could be a success. There is no evidence that classroom-based learning produces better outcomes. On the other hand, it has also been shown that online provision often leaves a lot to be desired, potentially exacerbating already existing attainment gaps.

The latter findings are particularly in reference to for-profit provision in the US, often targeted at traditionally left-behind learners. At the root of the inequity in evidence here is a lack of meaningful interactions between staff and students, and among students themselves. Social interaction has been proven elsewhere to be at the heart of positive learning outcomes in online learning.

This shows how successful course design and delivery are key for online teaching to be a success. Zoom lectures and emailed crib sheets are not enough. There needs to be real contact between students and staff.

The speed at which the coronavirus pandemic has turned the HE sector on its head means that many universities, academics, and curriculum designers will have been caught unprepared. For online delivery to be a success, institutions have to wholeheartedly commit themselves, investing and strategizing.  

The need to prepare instructors

Potentially, these changes will be for the better – widening access, shifting in-person interactions to be more productive, and stripping away competition in favour of collaboration.

For these positive changes to be brought about, however, educators must know how to teach online successfully. The good news is that all the pieces necessary for successful online education delivery are in place. Many students are digital natives, adept at using technology in every aspect of their lives. Course designers and technologists at universities and colleges are there to support teaching staff, and a wide range of general and specialised software is available to aid delivery.

Many tertiary educators are not entirely comfortable with online teaching. Only 9% of academics prefer to teach in a mostly online environment, according to a 2019 study from Educause. And while 51% are comfortable with blended learning environments, most of these (30%) prefer a mostly face-to-face teaching environment. No less than 43% of survey respondents preferred an exclusively face-to-face teaching environment.

This online shift will come as a shock to the system, then. But there is no escape from the necessities engendered by social distancing. It’s not just the immediate future for which tutors need to be ready – it may be that the crisis changes higher education in the long-term.

In order to support those responsible for the delivery of online education, FutureLearn and The Open University are offering Online Teaching: Creating Courses for Adult Learners.

This microcredential is aimed at those in the sector responsible for designing online courses – from lecturers to course designers to technologists and is part of a planned suite of programs addressing all aspects of online education.

Discover the Online Teaching microcredential

Learners will explore how adults learn online through the prism of various key theories. They will evaluate different technologies and delivery methods, gauging them for appropriateness for specific settings and learners and ensuring inclusivity and accessibility.

The ultimate goal will be to furnish educators with the necessary skills and expertise to design and deliver effective online courses.

 

Category Current Issues, Learning

Nine ways to promote positive youth mental health during lockdown

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Nine ways to promote positive youth mental health during lockdown

The COVID-19 pandemic has meant that many of us are adjusting to major changes in the way we go about our daily lives.

For young people, the disruption may be particularly challenging, as their usually active and social lives go quiet in lockdown.

Although we currently don’t know the full impact of the pandemic on mental health, we do know young people are particularly vulnerable to developing mental health problems.

Psychology experts at the University of Reading have created a practical online course, COVID-19: Helping Young People Manage Low Mood and Depression, designed to support young people experiencing low mood or depression during this time.

The course draws on evidence-based clinical practice and can be taken by young people themselves or the parents, teachers, and supporters of a young person who is struggling.

If you live with a young person who is having difficulty navigating the times we’re living in, there are practical steps you can take to help.

Below, clinical psychologist and clinical research fellow at the University of Reading, Monika Parkinson, and lecturer in clinical psychology, Faith Orchard, have outlined nine key takeaways from the course that will help you, help the young person you care for.

1. Structure your days

Daily routines are one of the main things that have been disrupted in the majority of households.

Now, working and leisure time looks very different for most of us. However, our bodies thrive on routine, so it’s helpful to maintain some new or existing habits.

For example, our brain creates associations, so if we work or study in our bedrooms, we’ll associate the bedroom with work. If you can, help the young person you live with to mark the change between study and leisure time. This can be achieved simply by making sure all study materials are packed away from the kitchen table at the end of the day or more strictly by making study spaces in your home completely separate from living or sleeping areas.

2. Manage sleeping habits

Sleep is another area that really benefits from routine.

Family bedtimes and wake times may have changed in lockdown and that’s ok. However, try to implement some consistency when it comes to the time your child goes to bed so that their body can support sleep by releasing hormones at the right time. Make sure they dedicate time to winding down in the evening where they switch off from study and devices.

You should also try to keep bedrooms cool and dark for sleep and remember to fling open the curtains in the morning to let the sunlight in and reset the body’s hormones.

3. Learn how to release negative thoughts

It’s important to share coping strategies with the young person in your care to ensure they don’t get caught up in negative thinking.

To do this, suggest that they try to see their thoughts as clouds in the sky, leaves on a stream, or cars driving by.

They should acknowledge their thoughts and then let them go. If any negative thoughts do stick around, suggest that they look for a different side to the issue. For example, what would they tell a best friend if they were having the same negative thought?

4. Notice coping mechanisms

This is an extremely intense time for all of us. You and any young people in your household should take the time to reflect on the things that you’re learning about yourself during this time.

What helps you cope well? What triggers have you noticed make your mood dip? How do you ask for help? What, if anything, do you need to do differently? What is important to you and how will you hold onto this when things start going back to ‘normal’?

5. Set an example

Young people are constantly receiving information about the world around them and this can influence what they think and feel.

Try to be mindful about how you react and respond to different situations. During the pandemic, it will be particularly helpful to show that it’s normal to be worried or sad. Be sure to label the emotions that you experience.

It’s also great to encourage healthy habits by doing them yourself, such as eating good food, partaking in physical activity, and taking time out for self-care.

6. Up your communication

Family communication can be tricky at the best of times, and this will be more challenging if people are experiencing lots of different emotions.

Often families experience difficulties with miscommunication where what is said is misinterpreted. This is particularly common when young people are feeling low, as they may interpret what’s being said as more negative.

Try to be clear in your communications, and ask questions if you don’t understand a particular response. When problems are identified, it can be helpful to work together as a family to think about lots of different solutions – even the wild and wacky ones.

7. Try to notice the good moments

We are constantly being bombarded with negative information right now and a lot of our usual outlets for fun and enjoyment have changed or gone.

Making time for fun is so important for lifting our mood – especially silly fun, that makes you laugh out loud. 

Notice these silly moments when they arise, and try to create and encourage them where you can.

8. Remember it’s okay to have ups and downs

The COVID-19 lockdown has caused major disruption, and young people and adults alike are having to rapidly adjust to different ways of living. 

Young people may be particularly worried about schoolwork or family members, and the stress and anxiety induced may leave them feeling low. These changes in mood and worries are to be expected. 

It’s important that the young person you live with knows not to feel guilty for experiencing a range of emotions during these difficult times.

9. Look after yourself

It can be very difficult for some parents or carers to imagine putting themselves first. But, to be able to take care of others, we need to be well ourselves.

Whilst routine is important and it’s great to plan activities to keep busy, remember that it’s also ok to take time for you. Not every minute needs to be filled.

Though it might seem hard to do, we cannot emphasise how important self-care is during this time. Self-care can involve anything that’s nurturing to you, from some quiet time of reflection to an online exercise class.

If you’d like to learn more about building positive family communication, managing low thoughts and feelings, and helping young people to build long-lasting resilience, join the University of Reading’s course for free today.

You can browse all of our courses created in response to coronavirus here.

Our First Mobile Development Path Has Arrived!

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Our First Mobile Development Path Has Arrived!

People all over the world are spending more time than ever before on mobile devices. And with so much time being spent using smartphone apps, it’s no surprise that our learners have been requesting more courses related to mobile development.

Over the past year, 25,000 of you have highlighted mobile development as a primary area of interest. Which is why we’re excited to share that we’ve just released our first Pro Skill Path related to mobile development. Develop Basic Android Apps with Java is designed for anyone that wants to get started with Mobile Development, regardless of experience.

💡 If you’re interested in building iOS apps, we’ve got something new for you too. We’ve updated our Learn Swift course with a collection of new modules, plus additional Pro-exclusive quizzes and projects. You can find out more about that at the end of this article.

A look inside Develop Basic Android Apps with Java

We spoke with Codecademy curriculum developer Sara Rose to find out more about the new Path — who it’s designed for, what you can expect to learn, and what you’ll create. Check out the interview below.

Q: Who is the Develop Basic Android Apps with Java Skill Path right for?

This Path is for anyone who wants to get started with Mobile Development generally, learn Android specifically, or even just wants a cool way to apply what they learn as they learn to code! We wanted to make a course truly designed for anyone and everyone looking to get started with Android development, regardless of experience.

Never coded before? We’ve got you covered! This Skill Path will take you from never having programmed before to understanding programmatic thinking, Java syntax, and developing Android apps.

Already know Java and looking to get into Android? Simply skip over the Java content you know and get your feet wet with Android.

Already know how to code but new to Java and Android? You’ll breeze through the Java syntax and be ready to go in no time.

Q: Will I really be able to build an app by the end of this Skill Path?

One of my favorite things about this Skill Path is that you’ll begin working on your capstone project really early on. Over the span of the Path, you’ll be building out Unquote, a fun and silly trivia quiz game.

As you learn new concepts, you’ll immediately apply them to Unquote — building out the project piece by piece. By the time you get to the final project, you’ll have written every part of Unquote and be ready to share it with anyone in the world — literally.

One of the coolest things about Android is how easy it is to share and distribute your apps. By the end of this course, your friends and family can be using your apps on their own real Android devices.

Q: What skills will I take away when I’m finished with this Path?

We’ll teach you how to program in Java and think like a developer — skills that you’ll be able to take with you to any other programming language and be able to apply to wherever your coding takes you. Plus, we’ll also try to get you as pumped about Android as we are — it’s such an awesome platform with amazing global reach. Android grows and improves every year.

In this Path, you’ll also be developing on your own computer off of our platform. You’ll be working with Android Studio — Android’s Integrated Development Environment (IDE).

Q: Once I finish this Path, what should I do next?

There’s always so much more to learn! In addition to giving you the basics to get started, this Path is designed to empower you to continue growing as a developer.
If you enjoyed building a project from start to finish, we recommend checking out the Create a Front-End App with React. In this Skill Path, you’ll build an app to search for highly rated businesses in a given city and connect it to the Yelp API to pull review data.

You could also learn Swift, so you’re ready to be a cross-platform mobile app developer. Let your ambition and ideas guide what you should learn next. We’ll give you the basic skills and tools you need to get running, but there’s no limit to where this programming journey takes you.

What’s new in Learn Swift?

For those of you that are interested in iOS app development, we’re excited to share that we’ve made some recent updates to our Learn Swift course.

Learn Swift, created by curriculum developers Sonny, Kenny, Galina, and Alex (pictured below), will get you up to speed on the programming language used to build apps for iOS, watchOS, macOS, tvOS, and Linux.

We’ve rolled the Learn Swift course out a few modules at a time. We recently launched the four remaining modules, which dive into Dictionaries, Functions, Structures, and Classes. The course and all modules are available for free, with Pro-exclusive quizzes and projects to help you take your learning to the next level.

Kenny shares more about the course in the quick interview below.

Q: Who is the Learn Swift course designed for?

Learn Swift is especially good for beginners who have not written code before and want a taste of the world of programming. The course assumes no prior knowledge and walks the learner through from the basics of a Swift program to creating mini programs of their own.

But Learn Swift isn’t just for beginners. It can also help more experienced learners get a sense of the Swift programming language and its unique patterns of development.

Q: What will I learn by the end of this course?

After completion of Learn Swift, you’ll know the fundamentals of the Swift programming language. You’ll feel comfortable with writing Swift syntax, creating mini projects, and you should be able to read through a Swift program and understand the intention behind the code.

The fundamentals you’ll learn in this course cover common programming concepts, including variables, data types, conditionals, functions, and more. Once you’re done, you’ll be able to apply those fundamentals in order to more easily pick up other programming languages as well.

Want to explore all the courses and Paths we offer? Check out our full catalog.

Shearing Sheep, and Hewing to Tradition, on an Island in Maine

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Shearing Sheep, and Hewing to Tradition, on an Island in Maine

With travel restrictions in place worldwide, we’ve launched a new series, The World Through a Lens, in which photojournalists help transport you, virtually, to some of our planet’s most beautiful and intriguing places. This week, Greta Rybus shares a collection of photographs from a set of islands in Maine.

Three miles off the coast of Maine, in a remote area northeast of Acadia National Park, lies a cluster of islands — including Little Nash Island, Big Nash Island and Flat Island — populated only by sheep.

The Wakeman family, who live on the nearby mainland, are the year-round caretakers. Alfie Wakeman works full-time as a pediatric provider in the local clinic. His wife, Eleni, works full-time as a speech-language pathologist and the assistant fire chief for the local volunteer fire department. Their three daughters — Wren, Lilly and Evie — are all college-age or newly graduated.

Each spring, Alfie leaves his medical practice for three weeks to live on Big Nash Island for the lambing season. (In his text messages, Alfie includes smiley faces when he talks about going to the island, or about new lambs; sad faces punctuate his texts when he discusses leaving the island.) The sheep, wild and self-sufficient, are able to thrive off the providence of the island. But every so often a sick lamb needs special care.

About a century ago, a 10-year-old girl named Jenny Cirone — the daughter of the lighthouse keeper on Little Nash Island — began raising sheep. She would go on to tend her flock for more than 80 years.

Alfie, Eleni and their daughters knew Jenny well. They lived next door to her and helped her care for the island and its sheep. They still understand this part of the world largely through Jenny and her stories.

Jenny knew everything about the island and the ocean around it. She hauled lobster traps with Alfie almost until the day she died, a month shy of 92. She remembered each sheep, its lineage, how much wool it made. She gave names to every lamb, and to each spot on the ocean floor that was good for a lobster trap.

At the end of lambing season, a community gathers on Big Nash to help round up and shear the sheep. (The other islands’ sheep will be sheared, too, but those require smaller crews.) The volunteers — around 40 people — include a handful of knitters and spinners; they often wear sweaters made of Nash Island wool. Some show up because they live down the road and are accustomed to pitching in. Others are lured by an adoration of good wool. Still others come because of the island itself — for the tradition, for the memory of Jenny.

Before they’re sheared, the sheep must be rounded up — a process that requires considerable patience. Around 20 people sweep the island methodically; no animals can be left behind on the little hills or rocky beaches, and the sheep shouldn’t be spooked. (Sheep are notoriously skittish.) Everyone joins in — their arms outstretched, their hands sometimes clasped together — as they funnel the sheep toward a corral made of salvaged driftwood.

When the corral is full, the crew works to pull lambs from underneath the sheep, moving them to a separate pen; there, the rams are castrated and the ewes’ tails are docked. Each lamb and sheep is carefully checked and given any necessary care. Meanwhile, the shearers skim whirring blades along the bodies of the sheep, their hands and the clippers hidden under the thick wool. (Much of shearing is done blindly, by feel.)

The work is physically demanding, but the shearers move quickly, often without pausing for food or water. After hours of labor, and once the last sheep’s wool has been removed, the shearers return their tools to their cases, the blades slick with lanolin, and the group migrates to a cabin — Big Nash’s lone building — for a potluck meal: baked beans, a salad, turkey, rhubarb cakes. A simple rule is announced: “The shearers eat first.”

Another roundup will happen again in the fall: The sheep will be gathered, checked and tended to. Some will stay on the island, growing thick with wool, while most of the males and a handful of ewes will be brought to the mainland to be processed as meat.

The sheep chosen for slaughter will be scooped up, their soft woolen bodies carried from the driftwood pen, down the rocky beach, to a dinghy. Then, from the dinghy to the family’s lobster boat, until sheep are packed from bulkhead to transom, calm and blinking in the sun. Volunteers will sit on the sides of the boat or climb onto its top as it motors back to the mainland. A waiting truck will bring the sheep to the local butcher.

Maine was once a land of shepherds. Its islands and coastal communities were dotted with the fleeced bodies of sheep, its shrubs and trees grazed into oblivion. Historical photos show wide expanses of pasture that have now become thick with forests and houses.

Back then, there were more families like the Wakemans, who raised their own animals and grew their own food, who gathered people together to share both their work and a meal, who used dark humor and whispered their thanks on the days when animals gave up their wool or became food.

Some of the sheep spend their entire lives on these islands, from birth to death. They become the islands. Their sun-bleached bones are entrenched in the earth, embedded in the grassy knolls and wetlands where they once grazed, their bodies decomposing to nourish a new generation.

Jenny Cirone is also here; her gravestone sits at the far end of Big Nash, her ashes buried in the place with the best view of the lighthouse. She, too, is a part of the island — the grass, the sea, the sheep, the story.

Find Poetry in the Pages of a Newspaper

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Find Poetry in the Pages of a Newspaper

These days, people are turning to art or poetry while stuck at home, because they want to feel something other than being at home. One way to feel something different and exciting is to craft a found poem.

Rita Dove, a former United States poet laureate, said that poetry is “the bones and the skeleton of the language. It teaches you, if nothing else, how to choose your words.”

The hardest part about writing a poem is choosing the right words. A found poem is created by cutting and pasting words found in another text; your text will be a newspaper or magazine. You will steal words you like by cutting them out and pasting them on a sheet of paper. But wait, you might be asking, what makes a strong poem? A poem is an experience, and a poem is a grouping of words that makes the reader feel something.

There are no real rules, but there is a topic: finding the extraordinary in the ordinary. Something is extraordinary when something ordinary, or common, takes you by surprise or makes you gasp.

You will need any print publication, some paper, a pen, scissors and some glue or tape. Here’s a secret: All artists steal. Steal your way into a found poem by following these steps:

Find a work space. Find a flat space like a floor, a table or a desk. Maybe play your favorite song or TV show in the background for inspiration. Or, choose a quiet setting. Your work space is your creative universe, so be comfortable.

Brainstorm. Create a list of extraordinary moments. Look out for something small but exceptional around your apartment, outside your window, or maybe when you are out for a walk. It may be an act of kindness or, a shock of color on a flower or the wing of a bird; it could be a conversation you overhear, or an emotion you feel while talking to a friend, reading a book or watching a movie. The extraordinary is all around you; all you need to do is look. Pick a moment and start thinking of words that describe it. Jot them down.

Snip. Snip. Snip. Start cutting out all the words and phrases that relate to your moment. Having trouble? Try not to think so much and just cut. What words sound good to you when you say them aloud? What words help you visualize your extraordinary moment? Search the paper and neatly cut them out. Place them in a pile. Cut out duplicate words (you might want them later) and cut out words of different font sizes.

Layout. Before you start pasting your words into lines of poetry, lay them out and rearrange them. How will you create your poem? A poem is made up of lines that form groups of words called stanzas (Italian for room). Let your paper be the house of your poem. How many rooms will you build? One, two or more? Do you want long lines or short lines? Play with their position until you have them just right.

You may want to use a poetic device like a simile (a comparison with “like” or “as”), a metaphor (a comparison without “like” or “as”) or a rhyme. Maybe use repetition to play with sound, or cut two words and paste them together to make a word you can’t find. Try indenting lines or creating extra white space in or around your words and lines for a visual effect.

Paste. Ready? Carefully paste each word down, and now you have your own found poem.

Poetry isn’t scary, especially when you already have the words. See the found poem accompanying this article, which was created from its text. Have fun.

How to Start a Neighborhood Association

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How to Start a Neighborhood Association

Some neighborhood associations muster around particular issues, like cleaning up Superfund sites, food security, housing, education or over-policing. Others handle more general community concerns, like development and beautification. Mutual aid and community emergency response are also frequently built into neighborhood associations. Whatever the issue, this work has been done somewhere before; devising a neighborhood association is, in part, a matter of shaping an existing blueprint (for example, the organizing guide published by the Citizens Committee) to your needs.

When considering how members of your neighborhood association will stay in touch, it’s helpful to look to networks that already exist. Communication lines that have been built up in response to the pandemic — Slack hubs or WhatsApp threads offering mutual aid, for example — likely have robust presences. Bed-Stuy Strong, a mutual aid group founded in March with upward of 3,500 members, recently published tips for creating a neighborhood-wide Slack (search for “How To Make A Slack Neighborhood Hub During COVID-19”). “When I pictured a WhatsApp group with a few thousand people on it, it just seemed so unbearably noisy. People’s needs might get lost,” said Sarah Thankam Mathews, the group’s organizer. Slack is easy to use and allows members to organize separate channels around specific issues or locations. “Bed-Stuy is a really big neighborhood; it’s allowed for a little bit of segmentation,” Ms. Mathews said.

But some members of your network might not have access to or be fluent in email or text; for that reason, having multiple methods of keeping in touch, and enacting a plan for who will keep everyone in the loop and how, can be helpful. “How do you reach the elderly and the homebound?” said Healy Chait, one of the organizers of the mutual aid group Invisible Hands. “It’s important not to forget you’re dealing with real people on the other end.”

You might consider clearly outlining purposes, boundaries and etiquette for your group chats — since ListServs sometimes go awry and the Best of Nextdoor Twitter account has become notorious.

Now that you’ve whittled down your agenda to a few shared priorities, it’s time to take it back out to the community to solicit additional feedback, which ensures people’s concerns are addressed and keeps the process transparent. While social distancing is in place, this can take the form of flyers and emails, or even safely going door-to-door. And, as recommended by the Idaho-based nonprofit PocatelloWorks, you might also consider how your neighborhood association fits into its wider region or into a network of other neighborhood associations. In Bed-Stuy, for example, the Bed-Stuy Works Alliance is a coalition of block associations throughout the neighborhood; in Red Hook, Brooklyn, the nonprofit Resilient Red Hook works with other organizations in the community to advocate for emergency and climate change preparedness.

After amassing contact information for the lower half of his road, Mr. Kahn-Harris consolidated his WhatsApp group with that of the upper half of the road, making a street-wide chat. Then, someone else set up a WhatsApp group with representatives from each of a cluster of such street groups. “It built up pretty organically,” he said.

The Citizens Committee has recommended “as little structure as possible — just enough to get the work done”; too much deliberating about structure can detract from actually accomplishing anything. Whatever it looks like, be deliberate about your leadership structure instead of allowing people to simply fall into roles. Otherwise, Mr. Ullah explained, the neighborhood association risks unintentionally replicating external power structures it intends to avoid.

The best-paying jobs in 2020 and how to get them

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The best-paying jobs in 2020 and how to get them

Salary is not the only consideration when you’re looking to improve your career prospects, but having an understanding of the best paying jobs and how to get them can be helpful in planning your career path. As you would expect, medical careers rank highly, but they are far from the only sector with high-paying jobs. 

We’ve selected some of the highest paying careers from a variety of sectors and industries, but one thing they all have in common is that you need to be passionate about your role. Ultimately, the best way to get jobs that pay well is to be interested in the subject. 

To help you understand where your passions lie, we’ve included links to a variety of FutureLearn’s online courses alongside each role. 

What is a software developer?

A software developer, or software engineer, applies scientific and mathematical principles in order to create the kinds of amazing technology that we use in our everyday lives. As a software developer, you’ll spend your days writing code, designing programs and solving complex problems. You could be employed across a range of industries, ranging from IT to construction, finance and many more. 

How do you become a software developer?

Software developers are in demand — with a projected 25.6 per cent employment growth between 2018 and 2028 and they are also one of the highest paying jobs on this list. Many software developers begin their careers with a qualification in computer science, computing or information technology, or gain hands-on experience through internships. 

How much do software developers make? 

$105,000 / £85,000 / AUD 150,000

Explore software development courses

Learn how to code or build your programming skills, and take your first steps towards becoming a software developer. 

What is a dentist?

A dentist is responsible for the oral health of their patients, including everything from a check up to major surgery. Dentists can choose to specialise in a variety of areas from teeth straightening to surgeries. 

How do you become a dentist?

Becoming a dentist is a long process but the rewards are evident. Usually a five year dental undergraduate degree is the first stage, followed by postgraduate training (dental school in the United States) followed by obtaining relevant qualifications from dental governing bodies. 

How much do dentists make?

$159,000 / £130,000 / AUD 240,000

Discover dentistry

Discover the world of dentistry and how to become a dentist with this online course from the University of Sheffield. 

What is a psychiatrist?

A psychiatrist is a doctor who specialises in the treatment of mental health conditions. They are distinguished from other mental health professionals, such as psychologists, in that they are also medically qualified doctors and can prescribe medication. Psychiatrists usually specialise in one area, such as general adult, child and adolescent, or intellectual disabilities. 

How do you become a psychiatrist? 

Becoming a fully qualified psychiatrist requires a significant amount of training. You’ll need a medical undergraduate degree, but from this point it differs by country. In the UK, for example, you’ll then undertake two years of medical foundation training followed by six-year training specific to psychiatry. In the US, you’ll complete an undergraduate degree followed by four years in medical school. 

How much do psychiatrists make?

$220,000 / £180,000 / AUD 330,000

Beyond Diagnosis: Is Psychiatric Diagnosis Helpful?

An introduction to the history, practice, and functions of psychiatric diagnosis.

Healthcare and medicine courses

Becoming a psychiatrist first requires becoming a qualified doctor. Discover a selection of online courses that will help you begin or advance your career in medicine. 

What is a pharmacist?

Pharmacists are medically trained professionals who specialise in the provision of medicines, both directly to patients, and to other healthcare professionals. They have a deep knowledge of medicines and their effects on the human body, can advise on suitable prescriptions and treatments, and are qualified to dispense them. 

How do you become a pharmacist? 

In the UK, you need a masters degree in pharmacy (MPharm) to practise as a pharmacist, which usually takes four years. In the US, it’s a similar path, with a four year PharmD degree required. In Australia, you have a choice of a four year Bachelor of Pharmacy course, or a two year post-graduate Masters of Pharmacy. 

How much do psychiatrists make?

$125,000 / £100,000 / AUD 190,000

Pharmacy courses

Discover the world of pharmacy and learn how to start a career as a pharmacist, with our selection of online pharmacy courses.

What is a lawyer?

A lawyer (also known as an attorney or counsel) is a person licensed to practice law and give legal advice. Solicitors and barristers are both types of lawyer. The origins of the profession date back to ancient Greece, where powerful orators would defend their friends and clients in the courtroom. 

The modern role now includes gathering evidence, prosecuting or defending clients, and managing complex litigation. A lawyer’s primary role is to uphold the law while protecting the rights of their clients. 

How do you become a lawyer? 

To become a lawyer via the traditional route, you typically require an undergraduate degree (in the UK/Aus this should be LLB qualified) or a law conversion course (if your degree was unrelated to law) followed by law school (US) or an apprenticeship in a firm of your chosen field, such as barrister or solicitor. 

How much do lawyers make?

$120,000 / £100,000 / AUD 180,000

Explore law courses

The subject of law is vast and covers many specialities. Gain a better understanding of legal fields and process with our online law courses from the world’s major universities.

What is a surgeon?

Surgeons carry out operations and other medical procedures on patients. Surgeons primarily carry out specific operating procedures, but also carry out ward rounds and a range of other administrative duties. Some surgeons choose to specialise in a single area, such as brain surgery or heart surgery. 

How to become a surgeon? 

As with psychiatrists, surgeons are first required to become medically qualified doctors before their surgical training begins. From that point there are usually several years of surgical training within a hospital, followed by further training if you’re choosing to specialise in one area. 

How much do surgeons make?

$208,000 /  £170,000 / AUD 315,000

Browse healthcare courses

The first stage of becoming a surgeon is a degree in medicine. Begin your journey towards this with an online course in healthcare and medicine. 

What is a geologist?

Geologists study the processes and materials of the earth. Their focus is to better understand the workings of our planet, and they use those learnings across a variety of purposes and industries. Geologists are employed in sectors like mining and quarrying, engineering, oil and gas, government agencies and academia. They typically can expect a mixture of field-based work, desk research and laboratory time.

How do you become a geologist? 

Becoming a geologist (or geoscientist) typically requires an undergraduate degree in geology or a related field. This is usually followed by postgraduate study in a specific field of geology, such as environmental geoscience, pollution control or seismology. 

How much do geologists make?

$92,000 / £75,000 / AUD 140,000

Take an introduction to geology

Take your first steps into the world of geology. Discover where materials that make up everyday objects come from and how to use them sustainably.

What is a finance manager?

As you would expect, finance is one the highest paying career choices. A finance manager is responsible for understanding the financial health of a company. Also known as a financial manager or finance lead, they provide financial guidance, direct and develop investment strategies and help shape the long term financial goals of their company.  

How do you become a finance manager? 

To become a finance manager, you would typically require a bachelor’s degree in finance, accounting, economics or a business-related discipline. This is usually followed by further training and accreditation in specific disciplines, such as accounting. In the UK, for example, common certification is from the Association of Chartered Certified Accountants (ACCA) or Chartered Institute of Management Accountants (CIMA). 

How much do finance managers make?

$127,990 / £100,000 / AUD 190,000

Explore finance and accounting courses

Build your finance and accounting skills with online courses covering key finance topics like financial forecasting, money management, and bookkeeping.

Category Current Issues, Careers

What is the wider impact of coronavirus on society?

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What is the wider impact of coronavirus on society?

In this post, Professor Martin Mckee – Professor of European Public Health at the London School of Hygiene and Tropical Medicine – discusses the wider social and economic impacts of COVID-19 and what might be done to minimise their effects on health and society.                                                                                                    

This article is taken from LSHTM’s free online course COVID-19: Tackling the Novel Coronavirus. You can join for free today to learn more about coronavirus and its worldwide implications.

The COVID-19 pandemic has changed our lives in ways that we could not have imagined. Once busy streets are emptied, bars and restaurants are closed, many children are still unable to go to school. 

But what might our future society look like as a consequence of the response to COVID-19?  And what might we be able to learn from this experience to make the world a better place?

We can start by looking at the impact of the responses that have been adopted around the world. Many countries imposed restrictions on what people can do with the objective of reducing the opportunities for transmission of the virus. They included limits on non-essential travel outside the home, closure of shops and entertainment venues, and bans on mass gatherings.

The following draws extensively on analysis by the LSHTM that has been published in the British Medical Journal. I would encourage you to read it, as it expands on these issues further.

The economic impact of COVID-19 restrictions

People who are unable to work during the pandemic risk losing their income and face possible unemployment if businesses fail. 

We know from previous experience, like in the global financial crisis of 2008, that loss of income or employment has profound consequences for health, and in particular, for mental health.

It’s a source of great anxiety for those affected. There are things that governments can do to reduce these risks, but only if they already have the resources and systems in place that are necessary to respond. 

Many rich countries have introduced schemes that provide a basic income for those unable to work. This provides some immediate security, but, as importantly, it provides relief for the businesses in which they work, keeping these jobs open so that they can recover quickly while its restrictions are lifted. Of course, unfortunately, there are many countries where this is not going to be possible.

The mental and physical impact of social isolation measures

Social isolation measures have severe consequences for mental health, particularly for those who live alone, and even more so if they have pre-existing health problems. We now know much more about the health-damaging consequences of loneliness, but we must also think about the practical difficulties that people face, like buying food or getting medicines. 

Again, there are enormous differences between rich and poor countries. There has been a digital revolution enabling many people who are physically isolated to maintain virtual contact with their friends and families, but sadly, once again, this is not the case in many of the world’s poor countries.

Additionally, we’re not all experiencing social isolation in the same way. Not everyone lives in a happy family home. We need to think about how we can support victims of domestic abuse who are confined to their homes, unable to escape their abuser. We also need to think about the risks of exploitation of young people who are not in school.

There is further concern around an increase in health-damaging behaviours. Being stuck at home can be very boring, and it’s not helped by the cancellation of things like televised sports events. 

Though it seems access to illicit drugs has reduced in many countries because of the difficulties faced by suppliers, in these circumstances, there’s a real risk that people look for relief in alcohol. 

Perhaps the greatest risk of all is from problem gambling. We’re now understanding much more about how gambling companies exploit vulnerable people, and many companies are likely to see this pandemic as an opportunity.

The disruption of essential services and education

We’ve already seen how some national health services have stopped many of their routine activities to concentrate on COVID-19. At the same time, people with other conditions are reluctant to go to hospital for fear of becoming infected.

In some countries, the number of people attending hospital with heart attacks has fallen by about half. At least some of the excess deaths being recorded are due to people not seeking care when they need it.

Similarly, the majority of the burden of education disruption falls unequally on different socio-economic groups and on people living in countries with weaker education systems. 

Some children will be able to connect with their teachers virtually on the internet, but many will not. Looking ahead, there is a real danger of a lost generation.

Social disorder and fear

Throughout history, pandemics have caused people to look for someone to blame. Sadly, there have been a number of accounts of racist attacks, sometimes encouraged by comments from politicians. It’s important to guard against stigmatising groups within society.

The psychosocial impact of COVID-19 cannot be overlooked or understated. While political leaders must communicate the risks involved and the progress being made in combating the pandemic, we also need to recognise that this is likely to instil fear and anxiety in many people. This could be a major barrier to returning to normality, as it will likely be a long time before many people are willing to go into crowded places, such as entertainment venues and on public transport.

In some ways, less reliance on public transport is an area where there may be some good news. The reduction in vehicle traffic in some places has meant that it may be possible to see blue skies for the first time in decades. 

However, there is a risk that if people are fearful of using public transport, they’ll turn to cars which may create more severe consequences for our health and the environment.

Looking ahead, the one thing that we can say with certainty is that societies will change. They always have after major disease outbreaks. Whether this was the Black Death in Europe in the 14th century which contributed to a series of peasant revolts and the reformation, or the influenza pandemic in 1918 which contributed to increasing support for social security. 

We’ve explored these issues further in a paper in Nature Medicine. Its key message is that this crisis does provide an opportunity to tackle some of the long-standing problems that have faced our societies, however, it is up to us whether we seize this opportunity for change.

To hear more from Professor Mckee and delve further into how coronavirus is impacting the world, join LSHTM’s free course and start learning today.

Browse our full list of courses created in response to the coronavirus here. 

Category Coronavirus, Current Issues

Racism in the Classroom: Why Does This Keep Happening and What Can We Do?

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Racism in the Classroom: Why Does This Keep Happening and What Can We Do?

If your institution has trouble hiring and retaining black academics there is no time like the present to ask yourself why. What are the barriers in your field or institution for black academics? As every publication in higher education keeps reminding us, we currently have more Ph.D.s than jobs for Ph.D.s in academia (though there might be a “slight dip” helping to stem the tide of unemployed Ph.D.s). We should be spoiled for choice when it comes to hiring. But only roughly 5% of these Ph.Ds are being awarded to black people (12). There are a number of reasons why black students chose not to persist to graduate programs, and ultimately into the professoriate. 

In research fields, one way to combat this is to actively promote black students so that they gain experience and exposure. If you supervise student research and you do not work with black students ask yourself why. After my first few years as a professor I was supervising several very talented and motivated students who all happened to be men. This did not sit well with me. Psychology happens to be a female dominated field, at least at the undergraduate level. I also feel particularly strongly about promoting women in the sciences. So why was I only working with men? Where were all the women? It occurred to me that I was being very passive in my recruitment of student researchers. I simply accepted students who approached me about doing research. This gaffe was particularly embarrassing since I know how shy and hesitant I was as an undergraduate despite being well-qualified. After that realization I started actively recruiting student researchers. At the end of the semester I sent an email to students who did particularly well in my class to let them know that they did well and that if they were interested I would be happy to do research with them. The change in the makeup of my research assistants was dramatic. Now my lab is almost entirely composed of women, many of them women of color. 

As much as I would like to take total credit for this transformation in my lab, it was not my one email alone that convinced students to join my lab. The same semester I decided to start actively recruited I was approached by one of my top students about doing research. She had gotten advice to get involved in research early and wanted to know more about how to do it. She was a black woman who was also very active in other clubs and activities on campus, and a role model for other students. When I asked my student researchers why they wanted to get involved with research several of them said it was this student’s passion and enthusiasm for research that got them interested. Representation matters. These students saw someone like themselves, someone they could relate to, being involved in research and that opened up the possibility to them.

Beyond promoting black students, we also need to be promoting black colleagues and asking what we can do to make more supportive and inclusive environments. Several of my colleagues have said they want to hire more diverse faculty in their departments, but can’t seem to find any applicants of color in their field. Our job postings say that we believe in diversity and that we want to hire people from all backgrounds – but only people from certain backgrounds are applying. Why? How are we building a supportive and inclusive environment on and off campuses? How is that being communicated to the outside world so that a potential applicant would feel comfortable applying? Are we actively recruiting and seeking out black academics? 

We will not fix these problems overnight. We cannot attend one workshop on diversity and think that we have now become experts. We cannot check off best practices on a list and claim to solve racism in the classroom. We cannot hire one black faculty member and say that we have solved representation in our field. We need to commit to continuing to educate ourselves and to continue to listen to our students and colleagues about the issues that affect them. We need to know that we will make mistakes and that we can learn from those mistakes to do better. 

(1) U.S. Department of Education Office of Civil Rights. (2014). Civil rights data collection: Data snapshot (School discipline; Issue Brief No. 1). Washington, DC: U.S. Department of Education Office for Civil Rights.

(2). Scott, T. M., Gage, N., Hirn, R., & Han, H. (2019). Teacher and student race as a predictor for negative feedback during instruction. School Psychology, 34(1), 22-31.

(3) Blake, J. J., Butler, B. R., Lewis, C. W., & Darensbourg, A. (2011). Unmasking the inequitable discipline experiences of urban black girls: Implications for urban educational stakeholders. Urban Review, 43, 90-106

(4) Reardon, S. F. (2013). The widening income achievement gap. Educational Leadership, 70(8), 10-16.

(5) Rothstein, R. (2017). The Color of Law. Liverright.

(6) Roithmayr, D. (2014). Reproducing Racism: How everyday choices lock in white advantage. NYU Press.

(7) Kaestle, C. F. (2016). Federalism and inequality in education: What can history tell us?, inKirsch I., Braun, H. (eds) The Dynamics of Opportunity in America (pp 35-96). Springer, Cham.

(8) Peterson, D. S. (2014). A culturally responsive alternative to “drill and kill” literacy strategies. Multicultural Perspectives 16(4): 234-239. 

(9) Adjapong, E. S., & Endim, C. (2015). Rethinking pedagogy in urban spaces: Implementing hip-hop pedagogy in the urban science classroom. Journal of Urban Learning, Teaching, and Research, 11: 66–77. 

(10) Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for pedagogy: The whanaugatanga thesis. American Educational Research Journal, online

(11) Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Harvard Education Press.

(12) National Center for Science and Engineering Statistics (2018). Doctorate Recipients from U.S. Universities: 2017. Alexandria, VA. National Science Foundation

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