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Artist Joan Edwards Jonas ’58
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Science for All
As the science department chair at a charter school in the South Bronx, I was thrilled to read about the developments in science teaching at MHC in “Ripple Effect: Fresh Teaching Attracts the Next Generation of Scientists” (winter). I graduated from MHC as a chemistry and English double major and went on to teach chemistry for several years. I currently help to lead curriculum initiatives and professionally develop teachers. I am a huge proponent of the pedagogical work undertaken in the science departments at MHC to promote science literacy for all, to connect relevance and importance, to integrate other disciplines, to stimulate and address interest, and to give students a safe space to demonstrate what they know and don’t know. While viewed as effective teaching techniques, I find them to be motivation essentials, and my colleagues and I strive to incorporate this work into our classrooms every day. I teach in a community where many students perform below their anticipated grade level due in part to a previous
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school experience that did not serve them well. Influencing our students to become scientifically literate citizens is a daunting task when school in the past was more debilitating than foundation building. My colleagues and I are working around the clock to fully prepare our students with the knowledge and skills to not only enter college, but to successfully graduate as well. I am extremely proud to see that MHC is a place where pedagogy is taken into careful consideration and where my students can thrive. With the diversity of students on college campuses today, it is only sound and responsible teaching to offer entry points for all students so that they can, according to Mary Lyon, “go forward, attempt great things, accomplish great things.” Christine Algozo ’97 Brooklyn, New York
Polite Discourse Refreshing
The two articles about more or less government (spring) were absolutely fabulous. It is hilarious to see the politics professor offer the economic
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argument, and the economist refer to a political pundit, albeit a conservative one. Most people want the services of government, but they do not want their paycheck to be affected. This really isn’t a question of government role or size, but who pays. This is why the issue of taxes is such a big one during presidential election campaigns. The Democrats want corporations and the wealthy to pay for a larger portion of services; the Republicans see taxes as a way to minimize investment and quell economic growth. Both Mr. Amy and Mr. Hartley believe there is a role for government, but the discussion is, in many ways, too large. What role does each believe the government should have in specific areas like building roads and providing health care? And what role would other entities play if the government were not able to provide assistance?
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discontinued? And who would pay under Mr. Amy’s view for universal health coverage? I’d like for each professor to seriously consider these questions, rather than argue at such a theoretical level. It’s great to see a thoughtful discussion of an issue without a lot of name calling or shouting. We aren’t able to have a discourse in polite conversation about many of these issues, and yet, our country’s founding really did envision a dialogue of disagreement—polite and respectful disagreement. Go for it, Alumnae Quarterly! Betty E. Walter ’84 Annandale, Virginia
Safer Crossings Were Needed Earlier
Would there really be any incentives for anyone to pave a road if the government didn’t do it?
We are writing in response to the article titled, “Local Highway Safer for Pedestrians,” (spring). We take issue with John Bryant’s statement, “… so far we have been fortunate that no one has been seriously injured.” We beg to differ!
Who in Mr. Hartley’s world would provide health coverage to senior citizens if Medicare were
In November 1988, during my senior year, I (Lynne Stevens) was crossing Route 116 at the junction