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Congratulations to Dr. Tracy Johnson, Professor of Molecular, Cell, and Developmental Biology, for receiving the 2017 Diversity, Equity, and Inclusion Award for Faculty Career Commitment to Diversity!
Dr. Johnson, a Howard Hughes Medical Investigator has been instrumental in establishing and supporting the Organization of African-American Students Excelling in STEM (OASES), a program that supports the success of African-American and other minorities in science. She also established a research-based program for first year science majors from underrepresented and underserved groups.
As the Life Sciences Associate Dean for Inclusive Excellence, and Co-Chair of the Life Sciences Diversity Advisory Committee, Dr. Johnson has played a major role in making Life Sciences a campus and national leader in diversity and inclusive excellence. Her work has been the driving force for the requirement of a statement on contributions to diversity and inclusion in all faculty merit and promotion dossiers.
Finally, Dr. Johnson has developed strategies to achieve excellence in pedagogy and scholarship through diversity and inclusion and was part of a small group of campus faculty who contributed to the passage of the College of Letters and Science Diversity Course requirement.
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Attention Life Science instructors and faculty!
Dean Sork cordially invites you to attend the Life Science Excellence Awards Ceremony, followed by a reception in honor of the awardees.
Monday, May 1, 2017
4:00pm
Hershey Hall Salon (Room 158)
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UCLA Undergrads and Faculty Attend Conference on STEM Education Research
On March 24, 2017, a group of UCLA faculty and undergraduates participated in SoCal PKAL 2017 – the regional meeting of the Association of American Colleges & Universities Project Kaleidoscope, held at the University of California, San Diego. Some of UCLA’s undergraduate learning assistants and researchers (pictured here) presented a poster describing recent efforts in physics education research.
(Pictured: Dr. Shanna Shaked and Learning Assistants Such Amin, David Ho, Ronnel Azizollahi, Nguyen Nguyen, and Nikhil Shah;
Photo credit: Deb Pires)
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Sign Up! Grad Students and Postdocs - Entering Mentoring Training (EMT) Program
Thursdays, June 29 - August 31, 2017 | 9:00 - 10:30am
The EMT program seeks to develop a mentoring ethos by providing leadership, mentorship and diversity sensitivity training to graduate students and postdoctoral scholars. EMT is associated with UCLA's Center for the Integration of Research, Teaching and Learning (CIRTL) program, which offers teaching development support for future faculty. Although EMT is not for course credit, those who complete the training program will receive a certificate of completion for engaging in the CIRTL@UCLA professional learning community.
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CEILS Journal Club for STEM Education Research |
Learning Community Meetings
Fridays from 2:00 – 3:00 PM Location:
1100 TSLB
Upcoming Journal Club Presenters (topics TBA in next Newsletter):
- April 28 | Dr. Liz Roth-Johnson and Undergraduate Students Nikolina Walas and Monique Gandawidjaja, from the LS Core will be presenting a talk titled, " Uncovering students’ novice conceptions of the endomembrane system." View the abstract.
- May 5 | Visiting Scientific Teaching Scholar: Justin Shaffer, University of California, Irvine, will present "Teaching With High Structure: What, Why, and Why Not?" View the abstract.
*Happy hour to follow the seminar at the Luskin from 4-6pm.
- May 12 | Dr. Nadia Sellami, URC-Sciences
- May 19 | Dr. Rachelle Crosbie-Watson, Dept. of Integrative Biology and Physiology,
- June 9 | Dr. Bill Grisham, Dept. of Psychology
*Happy hour to follow the last journal club from 4-6pm (location TBA).
Journal club will resume in the Fall quarter! Please email CEILS Director Erin Sanders (erins@ceils.ucla.edu) if you are interested in presenting your work in classroom innovation or a scholarly paper to the group next quarter.
About Journal Club: Participants explore relevant education literature in more depth and develop greater understanding of assessment techniques and data analysis methods. Presenters may select a paper and lead a discussion about how education researchers have documented the relationship between effective teaching practices and their impact on student learning, knowledge retention, and persistence in STEM majors. Alternatively, presenters describe classroom innovations and evidence-based instructional strategies they are trying in their own courses, soliciting feedback from participants while sharing their expertise in a variety of areas supporting instruction and assessment in STEM classrooms. Faculty, graduate students, and postdocs are welcome to participate!
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Scientific Teaching in Practice Webinar: Teaching in Large Lecture Courses
Friday, April 28, 2017
12-1p PT
Teaching in large lecture courses can have distinct advantages and challenges, from navigating stadium-style seating to reaching hundreds of students. There are many effective teaching strategies instructors can employ to create a high-quality, inclusive learning environment based on fundamental principles of how students learn. During this webinar, Sue Wick will share her experience with teaching in large lecture courses with an emphasis on providing practical strategies and solutions to common challenges. Participants are encouraged to bring specific questions about their own teaching to the conversation. In addition, Sue and Jess Blum will describe the Promoting Active Learning & Mentoring (PALM) network, a grant-funded opportunity for faculty and postdoctoral fellows to receive extended one-on- one mentorship on implementing evidence-based, active learning in their classrooms.
Featured Guests:
Sue Wick, PhD
– Professor of Biology Teaching & Learning and Plant & Microbial Biology, University of Minnesota
Jess Blum, PhD
– Assistant Education Specialist, Managing Editor of CourseSource, University of Minnesota
Facilitator:
Tracie Addy, PhD, MPhil
– Howard Hughes Medical Institute Program Director, Associate in Faculty Teaching Initiatives, Yale University
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Professor Melanie M. Cooper
Department of Chemistry
Michigan State University
"Evidence-Based Approaches to Curriculum Reform and Assessment"
Tuesday, May 16th, 2017 at 4:00p
2033 Young Hall
Please view the following flyer for a description of the event.
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Transforming Research in Undergraduate STEM Education (TRUSE) Conference
July 5-9, 2017 | University of St. Thomas, Minnesota
Join the STEM DBER Alliance!
Building a cross-disciplinary STEM DBER community that will advance and disseminate knowledge and theory that promote learning and success for all students across STEM fields. For more information on the Alliance and how to join, please see the following flyer.
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2017 Gordon Research Conference on Undergraduate Biology Education Research (UBER)
July 9-14, 2017
| Stonehill College, Easton, MA
Application Deadline: June 11th
Education research in undergraduate biology teaching and learning has led to significant advances in our understanding of how teaching, assessment and other undergraduate education practices can be changed to improve student learning as well as persistence in programs, particularly for students from underrepresented minority (URM) populations. This conference will bring together researchers, practitioners, and national leaders to discuss how new research and trends are improving undergraduate biology education for all.
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2017 Society for the Advancement of Biology Education Research (SABER) National Meeting
July 21-23, 2017 | University of Minnesota
SABER is the professional society of biology education researchers. This meeting will have keynote addresses from leading researchers, concurrent talks, poster sessions, and round-table discussions.
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Making Meaning through Modeling: Problem Solving in Biology
July 23-28 ,2017 | Michigan State University
Application Deadline: April 23rd
At this summer workshop participants will explore how to engage students more productively with models and the process of modeling.
The summer workshop is appropriate for faculty teaching all levels of undergraduate biology, quantitative biology, and life science-oriented mathematics, including advanced high school and AP Biology. Discussion topics range from effective pedagogical approaches, to sharing excellent resources, and building community around effective use of models.
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ASM Conference for Undergraduate Educators
July 27-30, 2017
| Sheraton Denver Downtown Hotel
Application Deadline: June 21st
Now in its 24th year, the ASM Conference for Undergraduate Educators (ASMCUE) gathers more than 350 microbiology and biology educators for an interactive four-day conference. Educators come from colleges, universities, and international institutions to learn and share the latest information in the biological sciences and education research.
The Conference program includes plenary, concurrent, poster, and exhibit sessions. Participants engage in formal and informal small group discussions between colleagues all focused on the same goal: to improve teaching and learning in the biological sciences.
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2017 SENCER Summer Institute
August 3-6, 2017
| Stony Brook University, New York
Deadline to propose a poster or session is May 19th
In addition to the newest iterations of core sessions on course design and research-based approaches to learning, SENCER has announced a slate of plenary speakers such as Fotis Sotiropoulos (Stony Brook University), Elyse Eidman-Aadahl (National Writing Project), and Davis Asai (HHMI) who will lead the program and address a variety of these critical areas:
- conversations about the changing landscape for civic engagement as a pedagogical approach,
- educational synergies between STEM and the humanities,
- strategies for scaling STEM education reform efforts,
- challenges related to diversity and inclusion in science, and
- examples of the impact of SENCER practice on career advancement.
The institute also will feature a special panel focusing on communities of transformation. The panel will include Karen Kashmanian Oates (SENCER), Rick Moog (POGIL), and Myles Boylan (NSF).
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Being a mentor helps graduate students fight imposter syndrome, better understand their own goals and desires, and broaden their community.
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Will more studies of biomedical training and careers actually create any change in graduate education? | Science
The launch of two new projects examining STEM graduate education provides the opportunity to ask: Will either finally figure out how to incentivize real reform?
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Can we anticipate graduate student success if we can't assess it? | ACSB
Predicting graduate student success requires better measures than GRE scores, GPA, or number of papers published. This paper advises taking a more holistic approach to assessing student success.
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How Administrators can Help Prepare Ph.D.s for Nonfaculty Careers |
Chronicle
Using alumni as a resource for job-hunting doctoral students was one suggestion for institutions looking to better prepare them for careers outside of academia.
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Only 41% of students are able to complete their undergraduate degree in four years. This article describes how to overcome the six most common roadblocks to timely graduation.
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Five Ways to get Students Thinking About Learning, Not Grades |
Faculty Focus
So many students still cling to the notion that grades measure ability. How do we make the point that IQ matters far less than the commitment to hard work
?
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A new visual tool from the National Science Board allows users to see the number of Ph.D.s working in 26 fields within academe, government & industry.
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Professional Development
Postdoctoral Scholars & Graduate Students
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CIRTL Summer Workshops:
In this two-part online workshop, participants will learn how CVs and resumes vary for academic positions, non-academic positions, and grant applications. After learning about strong CV content, style, and organization, participants will develop long form academic CVs and short form resumes, and then refine them through a collaborative peer review process.
Registration will be open from 11AM Central Time on May 29 through June 14. Cap of 60 students.
In this online workshop, we will look at the various elements of game design that can help engage and motivate students such as collaboration, autonomy, purpose, competition, feedback, and scaffolding. As a group, we will explore activities that are based around familiar game formats, design frameworks around existing games re-purposed to address specific learning objectives, and examine how to embed game structures within a course's design.
Registration will be open from 11AM Central Time on June 5 through June 19. Cap of 100 students.
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Call for Applications!
UCLA Postdocs Longitudinal Investment in Faculty Training (UPLIFT)
The UPLIFT Program at UCLA supports postdoctoral scholars in the biological sciences who have a demonstrated interest in teaching, research, and supporting diversity in the STEM fields. UPLIFT combines a traditional mentored postdoctoral research experience with an opportunity to develop academic skills, including teaching and mentoring undergraduate STEM students, through workshops, courses, and a faculty mentored mentored teaching practicum at our partner institution Cal State University Los Angeles.
The program is funded by an IRACDA grant awarded to UCLA from the NIH. UPLIFT is expected to facilitate the progress of postdoctoral candidates toward research and teaching careers in academia. Other goals are to provide a resource to motivate the next generation of scientists at our partner institution and to promote collaborations in research and teaching between faculty at UCLA and CSULA.
For more program information, and how to apply for an UPLIFT fellowship, please visit the CEILS website at the following link:
https://ceils.ucla.edu/uplift/
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UCLA Career Development Conference for Graduate Students and Postdoctoral Scholars
Thursday, May 4, 2017 | 9:30a - 6:00p
Ackerman Grand Ballroom
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Opportunities for Funding & Collaboration
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Scholarship Opportunities to the 2017 Fall Conference on Case Study Teaching in Science
September 16-17, 2017
| Buffalo, NY
One scholarship given to one person in each of the three categories: 1. Post-Doctoral Fellow/Graduate Student, 2. K-12 Teacher, 3. College Faculty Member
Please see the
following page
for more details and application instructions.
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W.M. Keck Foundation Research 2018 - Undergraduate Education Program
The Foundation's Undergraduate Education Program promotes distinctive learning and research experiences in science, engineering, and the liberal arts at four year undergraduate colleges only in Foundation designated states, or through national organizations that address undergraduate needs.
Click
here
for a link to the program website.
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NIH Bridges to Baccalaureate Program (R25)
The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this National Institute of General Medical Sciences (NIGMS) R25 program is to support educational activities that enhance the diversity of the biomedical research workforce.
To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Courses for Skills Development, Research Experiences, and Curriculum or Methods Development. A program application must include each activity, and describe how they will be synergized to make a comprehensive program.
The Bridges to Baccalaureate Program is intended to provide these activities to community college students to increase transition to and completion of Bachelor's degree in biomedical sciences.
Click
here
for a link to the program website.
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Featured Job Opportunities
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Center for Education Innovation & Learning in the Sciences | UCLA
For more information about CEILS events and resources, including a list of STEM education events from previous mailers, please visit the CEILS website at
www.ceils.ucla.edu
or stop by the CEILS office in Hershey Hall (Rooms 122 & 126 or 210).
If you wish to be added to the CEILS mailing list, please send your request to
media@ceils.ucla.edu
.
Please note, this Bi-Monthly Newsletter is circulated through many departmental listservs. Most other CEILS correspondence, including special event announcements and reminders, are sent to CEILS mailing list recipients only. Thanks!
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