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CEILS Senior Associate Director, Faculty Advisory Committee Chair, and Instructional Consultant Receive Physics & Astronomy Department Teaching Awards
Shanna Shaked (top photo), CEILS Senior Associate Director and instructor in Physics received a teaching award for her work revising and teaching Physics 5B.
Ian McLean (center), faculty in Physics and Astronomy who serves as the Chair of CEILS Advisory Committee, received an award in recognition of his leadership in revising Physics 5C.
Joshua Samani (bottom), CEILS I
nstructional Consultant and Teaching Professor for Physics (LPSOE) received an award for curricular revision of Physics 5A along with the prestigious "Teacher of the Year Award" for his work and in recognition of his scholarship in pedagogy, service to the department, and his role providing the backbone of the new Physics 5 series from its introduction in Fall 2017.
Shanna, Ian, and Josh were among several faculty awarded for their teaching efforts in the Department of Physics and Astronomy in 2018 - congratulations to all!
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Featured Resource - AAU Undergraduate STEM Education Initiative: Matrix of Summative Evaluation of Teaching Strategies
AAU is aware that there is a large body of literature on how people learn as well as a number of valid ways for faculty members to engage in formative assessment of their teaching. AAU has created a matrix that is intended to capture strategies campuses are using to incorporate evidence beyond student course evaluation in the summative evaluation of faculty members' teaching (e.g., promotion and tenure, and annual/merit reviews).
AAU is continuously developing the matrix and considers it a living document. If you are aware of an effort not included in this list and would like to add it, please visit
here
. As a critical lever for change, AAU is intentionally working to highlight these strategies. They are also engaged with national projects focused on this topic.
The matrix can be found online by following
this
link.
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Research Coordination Networks in Undergraduate Biology Education
-
Program Funds Deadline
The RCN-UBE program funds the creation of networks of researchers, educators, and other stakeholders that improve undergraduate biology. Among other things, awards can be used to build community, develop standards, address interdisciplinary topics, and minimize duplication of efforts. The theme of an RCN-UBE proposal can be any topic likely to improve undergraduate biology education.
Full awards: up to $500K, five years
Incubator awards: up to $75K, one year
Proposal Deadline: January 22, 2019
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The Promoting Active Learning and Mentoring (PALM) Network is Now Accepting Applications for the Next Cohort of PALM Fellows and their Mentors.
PALM Fellows Will:
- Gain mentorship from leaders in undergraduate biology teaching and learning
- Learn best practices in teaching and in assessing active learning
- Create an original teaching module that engages students in active learning
- Join a community of scientists dedicated to active teaching and learning, and share ideas and support
- Participate in Fellow-mentor journal clubs, meetings, and networking opportunities
- Obtain invaluable career development for faculty careers
More information about the program and application materials are
here.
Application Deadline: January 31, 2019
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Postdoctoral Scholars & Graduate Students
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CIRTL @ UCLA - Professional Development Opportunities for Graduate Students and Postdoctoral Scholars
The Center for the Integration of Research,Teaching, and Learning (CIRTL) provides national events and courses. UCLA is a CIRTL institution, and we offer in-person learning communities and training opportunities. For detailed information about CIRTL @ UCLA, please visit:
https://ceils.ucla.edu/cirtl-at-ucla/.
If you have any questions, please contact our program coordinator Dr. Rachel Kennison at
rkennison@ceils.ucla.edu.
Upcoming event (click on image below to open in new window):
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Spring 2019 Online Courses
Courses have live, real-time online sessions and require regular homework outside of those class meetings. Short courses typically meet weekly for one to two months, while full courses typically meet for two to three months. Registration is required; STEM grad students and postdocs from CIRTL institutions receive enrollment priority.
Mondays 1/28-4/15: 10 – 11:30AM PT
Get an introduction to key learning principles and the basics of effective teaching practices in this course about teaching in the STEM college classroom. Cap: 30. Register by 1/21/19.
Tuesdays 2/26-4/23: 8:30 - 10AM PT
Understand the theory behind how diversity affects learning and develop practical classroom strategies in this course designed for STEM/SBE grad students and postdocs. Cap: 30. Register by 2/18/19.
Thursdays 3/21-4/18: 11AM-1PM PT
Learn about engaging, evidence-based pedagogical practices for statistics in this short course designed for current and future instructors. Cap: 20. Register by 3/11/19.
Spring 2019 Massive Open Online Courses (MOOCs)
CIRTL MOOCs take place on the EdX platform and use video-based modules, discussion boards, and peer-reviewed assignments to teach participants about different aspects of evidence-based STEM teaching over the course of 8 weeks. Registration is required; there is no cost to participate and no enrollment cap. For more information, visit the
CIRTL MOOC website
.
Weekly asynchronous modules from 2/4 through 3/29
Spring 2019 Online Workshops
Workshops have live, real-time online sessions and require independent work outside of those meetings. Workshops can have one, two, or three online sessions (multi-session workshops typically have one session per week). Registration is required; STEM grad students and postdocs from CIRTL institutions receive enrollment priority.
Wednesday 2/6: 11AM-12:30PM PT
Develop and practice your own strategies for effective communication with students in this case-study-based online workshop. Cap: 40. Register by 2/1/19.
Tuesday 2/12 & 2/19: 9:00-10:30AM PT
Draft a diversity statement - sought after in job applications - that incorporates your own experiences and helpful strategies in this two-part online workshop. Cap: 40. Register by 2/8/19.
Thursday 2/28: 10-11:30AM PT
Become familiar with a variety of digital tools designed to enhance student learning in this one-part online workshop. Register by 2/22/19.
Spring 2019 Drop-In Events
Wednesday 4/17: 5-6:30PM ET / 4-5:30PM CT / 3-4:30PM MT / 2-3:30PM PT
Hear grad students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research projects in this stand-alone, drop-in online event. No cap.
Exploring Careers in Teaching at a Community College
Schedule TBD
Drop in on events in this three-part series to learn more about what it's like to work at a community college. No cap.
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CIRTL Resource Spotlight
Did you know we have a YouTube channel? We do! We have a few different playlists on the channel - including one featuring brief videos explaining CIRTL - but we mostly use it to share recordings from our drop-in online events. Some recent additions to our channel include:
The CIRTL Network hosted an online discussion on minimizing implicit bias in academia on October 22, 2018. In this event, guest speaker Dr. Wayne Hilson, Jr. led a wide-ranging discussion touching on student and instructor recruitment, curriculum design, intersectionality, and more.
The CIRTL Network hosted an online discussion on leveraging Teaching-as-Research (TAR) projects in grant applications on July 18, 2018. In this event, guest speaker Elizabeth Savelkoul discussed specific funding agencies and opportunities, and how to identify commonalities between funding opportunities and TAR projects.
The CIRTL Network hosted an online discussion on identifying implicit bias in STEM on October 8, 2018. In this event, guest speaker Dr. Sarah Eddy discussed current research on bias, race, and STEM.
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Attention Life Science Undergraduates!
Biology Education Research Graduate Study Opportunity - Washington State University
The lab is affiliated with the School of Biological Sciences and the College of Education. These multiple affiliations allow graduate students easy access to graduate coursework in the Biological Sciences (including lab rotations), Science Education, Educational Psychology, Educational Statistics, Assessment, and Measurement. Stipend, tuition waver, and benefits are available for qualified applicants.
Applications for fall are due January 10
th
, 2019.
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Educational Testing Service (ETS) Internship, Fellowship, and Visiting Scholars Programs in Research
The Educational Testing Service (ETS) Research & Development (R&D) division is pleased to announce that we are now accepting applications for the 2019 Internship and Fellowship Programs in R&D. These programs seek applicants who are interested in pursuing scientific research under the guidance of ETS researchers and psychometricians.
Application Deadline: February 1, 2019
This program focuses on major research activities that will occur in 2019. Selected interns conduct research under the guidance of mentors at ETS offices in Princeton, N.J. Graduate students who are currently enrolled in full-time doctoral programs in the areas listed above and who have completed a minimum of two years of coursework toward their Ph.D. or Ed.D. prior to the program start date are eligible to apply.
Application Deadlines: December 28, 2018 (preliminary) and February 15, 2019 (final)
This program seeks graduate students who have completed their doctoral coursework and are at the dissertation stage of their program, working on a dissertation related to statistics, psychometrics, educational/psychological measurement or quantitative methods. Selected fellows study at their universities and carry out research under the supervision of an academic mentor and in consultation with an ETS researcher or psychometrician.
Application Deadlines: February 1, 2019 (preliminary) and March 15, 2019 (final)
This program provides opportunities for early career scholars to work with ETS researchers on a variety of cutting-edge topics, including foundational research as well as research embedded in real-world testing programs. Selected fellows work on research projects and conduct independent research that is relevant to ETS's goals under the mentorship of research scientists or psychometricians in Princeton, N.J. Candidates must have received their doctorate within the past three years. This year, we are seeking applications in the following areas of expertise: measurement, psychometrics and statistics; process data modeling and analysis; and artificial intelligence.
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Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, the authors designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance.
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Group work is often a key component of student-centered pedagogies, but there is conflicting evidence about what types of groups provide the most benefit for undergraduate students. The authors investigated student learning outcomes and attitudes toward working in groups when students were assigned to groups using different methods in a large-enrollment, student-centered class, with particular interest in how students entering the class with different levels of competence in biology performed in homogeneous or heterogeneous groups, and what types of group compositions were formed using different methods of group formation. They found that low-competence students had higher learning outcomes when they were in heterogeneous groups, while mid- and high-competence students performed equally well in both group types. Students of all competence types had better attitudes toward group work in heterogeneous groups. The use of student demographic variables to preemptively form groups and allowing students to self-select their group mates both yielded heterogeneous competence groups. Students in the instructor-formed, demographic groups had higher learning outcomes compared with students allowed to self-select. Thus, heterogeneous groupings provided the most benefit for students in our nonmajors, large-enrollment class.
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Make Learning Immediately Relevant with Scenarios |
eLearning
One way to engage learners is to make content immediately relevant. People naturally pay more attention to information they can use right away than information they “might need someday.”
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Boosting the Number of Students from Underrepresented Groups in Physics
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Nature
Programmers
from high school through to graduate school are aiming to keep more women and people from underrepresented groups in the physical sciences.
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Evaluating the Extent of a Large-Scale Transformation in Gateway Science Courses |
Science Advances
Science Advances evaluate the impact of an institutional effort to transform undergraduate science courses using an approach based on course assessments. The approach is guided by A Framework for K-12 Science Education and focuses on scientific and engineering practices, crosscutting concepts, and core ideas, together called three-dimensional learning.
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Will My Student Evaluations Decrease if I Adopt an Active Learning Instructional Strategy? |
AAPT
College instructors are often afraid to use active learning instructional strategies because they fear that students may complain and/or give them lower evaluations of teaching.
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Join CEILS facilitators for our 2-hour workshops on best practices in teaching and learning at UCLA. You can view descriptions of these workshops
on our website. In addition to these scheduled events, CEILS can work with departments to meet your specific needs as well - contact us at media@ceils.ucla.edu for more information.
January 15 | 12:00 p.m. - 2:00 p.m. |
Boelter Library Learning Commons, 8270 Boelter Hall
Tools for Peer Observations & Self-Assessment of Teaching
January 29 | 12:00 p.m. - 2:00 p.m. |
Boelter Library Learning Commons, 8270 Boelter Hall
Increasing Student Learning through Group Work
February 13 | 12:00 p.m. - 2:00 p.m. |
Boelter Library Learning Commons, 8270 Boelter Hall
Creating Equitable Learning Environments & Teaching Inclusively
PART I - February 26 | 12:00 p.m. - 2:00 p.m. | Powell Library Inquiry Lab 3, Room 330
Creating Equitable Learning Environments & Teaching Inclusively
PART II - March 12 |12:00 p.m. - 2:00 p.m. | Powell Library Inquiry Lab 3, Room 330
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D
isabilities and Inclusive Design Training: Web
Date: December 17, 2018
Time: 11:00 a.m. - 12:00 p.m.
Location: IDRE Portal - 5628 Math Sciences
Learn about the challenges facing students, faculty, and staff with disabilities and how you can empower this population though accessible design. The trainings are stand-alone events.
Upcoming trainings include:
- January 7, 2018: Basics
- January 14, 2018: Instructional Content
- January 28, 2018: Documentation
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National Events & Webinars
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Quantitative Undergraduate Biology Education and Synthesis Online Professional Development Opportunities
Quantitative Undergraduate Biology Education and Synthesis
(QUBES) project offers an online platform to facilitate faculty professional development and sharing open educational resources for teaching quantitative skills. QUBES offer professional development opportunities called
Faculty Mentoring Networks
(FMNs). FMNs are semester-long professional development opportunities designed to engage you with other faculty to enhance your teaching.
This Spring 2019, QUBES are offering two different FMNs! The options are:
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2019 Best Practices in Curriculum Design, Teaching and Assessment Online Course
Date: January 9 — April 30, 2019
Location: Online Course
Beginning January 9, 2019, this course provides participants tools to teach with confidence at non-doctoral institutions and insights to prepare a strong application for academic positions.This series of six, two-hour webinars includes:
- Fundamentals of inclusive teaching
- Resources for enhancing classroom practices
- Tips and tools when applying for academic positions
Make this part of your plans for the New Year and apply for teaching positions with confidence!
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SABER West - Registration Open, Poster Abstract Submission Open
Date: January 19 - 20, 2019
Location: UC Irvine, California
The third annual SABER West conference will be held on January 19 and 20, 2019 at the campus of the University of California, Irvine. SABER is the Society for the Advancement of Biology Education Research and was founded in 2010.
CEILS will be organizing a UCLA group to attend this conference together. We hope you will consider submitting a poster abstract for this year's conference. Please register and contact media@ceils.ucla.edu if you are interested in applying for possible subsidies for registration, hotel room accommodations, and carpool options. Presenters are responsible for their own poser printing and workshop costs.
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General Education and Assessment Network Conference
Date: Feb 14-16, 2019
Location: San Francisco, California
AAC&U’s 2019 Network for Academic Renewal conference, “
Creating a 21st-Century General Education
Responding to Seismic Shifts
,” invites colleagues from all areas of the higher education landscape to join us in sharing efforts to create intentional and integrated programs, to assess our current practices, and to generate evidence of high-quality learning within our educational experiences for all students.
Concurrent and poster sessions will provide examples of how participants are implementing, assessing, and/or revising different attempts to address these topics. On the final day, participants will reflect on the questions, consider what they have learned from sessions, and share what they see as the path forward to a twenty-first-century general education.
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2019 Summer Institute on High-Impact Practices and Student Success
Date: June 18-21, 2019
Location: Villanova University, Pennsylvania
The
Institute on High-Impact Practices and Student Success
will help campus and state system teams advance student success by making quality and equity the foundations for excellence in undergraduate education. Teams will work with Institute faculty, comprised of nationally recognized scholars and practitioners, to articulate guided learning pathways that serve as catalysts to deepen connections between the assets students bring to college, their educational experiences, and preparation for lifelong success.
Drawing on evidence-based research that demonstrates a positive relationship between student participation in
high-impact practices
(HIPs) and improved student outcomes, teams will define and develop curricular and cocurricular practices to support student engagement, advance curricular coherence, and generate equitable outcomes.
For more information about the Institute on High-Impact Practices and Student Success, please visit
here.
Applications Deadline: March 7, 2019
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ASM Conference for Undergraduate Educators (ASMCUE)
Date: August 1-4, 2019
Location: Tysons, Virginia
ASMCUE is the perfect venue to share your best practices with more than 300 educators from community colleges, primarily undergraduate institutions and doctoral-granting universities. More than 80% of the presentations at the conference come from attendees like you.
Don't miss your opportunity to learn, connect and share with your peers. Join ASM to be part of this engaging, interactive event.
Proposal Deadline: January 10, 2019, 11:59 p.m. PST
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Featured Job Opportunities
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UCLA Job Opportunities
Regional Programming Coordinator - UCLA CEILS
The Center for Education Innovation and Learning in the Sciences (CEILS) at the University of California, Los Angeles (UCLA) invites applicants for a position of Program Rep II, hereafter referred to as Regional Programming Coordinator. This position is a full-time, 12-month appointment, with a start date of February 1, 2019. This appointment is funded by a grant from the National Science Foundation (NSF) and is for one year.
The Regional Programming Coordinator will fulfill the goals identified by the NSF INCLUDES Alliance: Aspire - A National Alliance for Inclusive and Diverse STEM Faculty. Responsibilities include working to build communication channels that strengthen professional relationships among Southern California's 2- and 4- year institutions, coordinating the launch of a regional internship program for graduate students and other working professionals interested in teaching at a community college, and providing general administrative and logistical support for these outreach efforts.
Assistant Director, Undergraduate Research Center - Sciences
Under the supervision of the Undergraduate Research Center (URC)-Sciences Director, the Assistant Director is the primary manager and advisor for the following URC-Sciences programs and activities: the Biomedical Sciences Enrichment Program (BISEP), the Clare Boothe Luce Undergraduate Research Program (CB Luce), i2URP, The University of California's Leadership Excellence through Advanced DegreeS (UC LEADS) program, and the URC-Sciences Science Summer Program. The Assistant Director teaches the seminars for UC LEADS students. The UC LEADS course is taught every quarter. The Assistant Director also coordinates the quarterly Faculty Advisory Board meeting and organizes and oversees the URC-Sciences participation in UCLA’s annual Freshman Bruin Day event, as well as the annual Research Poster Day conference and the URC-Sciences Open House. The focus of this position is to support the research experiences for undergraduates, including outreach, counseling and management of introductory and advanced research opportunities. Some grant writing and program assessment is required.
► Please see posting details and how to apply
here.
Assistant Adjunct Professor openings for the 2019 Boyer/Cram/Libby Teacher-Scholar Program | Chemistry & Biochemistry
The UCLA Department of Chemistry & Biochemistry (
www.chemistry.ucla.edu
) is pleased to announce Assistant Adjunct Professor openings for the 2019 Boyer/Cram/Libby Teacher-Scholar program. Three Assistant Adjunct Professor “Teacher-Scholar” positions are open. They honor UCLA Nobel Laureates Paul D. Boyer, Donald J. Cram, and Willard F. Libby, and recognize their many contributions to the advancement of chemistry and biochemistry. The Assistant Adjunct Professors “Teacher-Scholars” are expected to serve for three-years, with the initial appointment as Assistant Adjunct Professor being for one year and subject to renewal for the second and third years.
► Please see posting details and how to apply
here.
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National Job Opportunities
Associate/Assistant Professor in Biology Education
Minnesota State University, Mankato
► Please see posting details and how to apply
here.
Assistant Professor in Organismal Biology and Biostatistics
Davidson College
► Please see posting details and how to apply
here.
Instructor Position in Microbiology
Oregon State University
► Please see posting details and how to apply
here.
Associate/Assistant Professor in Biology Teaching and Educational Innovation
University of Guelph
► Please see posting details and how to apply
here.
Tenure
-Track Faculty Positions in
Engineering and Computer Science
Cal State Los Angeles
► Please see posting details and how to apply
here.
Instructor in Microbiology
Oregon State University
► Please see posting details and how to apply
here.
Tenure-Track Faculty Positions in Biology
Diablo Valley College
► Please see posting details and how to apply
here.
Tenure-Track Faculty Positions in Chemical Education
University of North Carolina at Greensboro
► Please see posting details and how to apply
here.
Lecturer/Lab Coordinator in Biological Sciences
St. Edward's University
► Please see posting details and how to apply
here.
Manager of Laboratory Instruction in Biochemistry
University of Massachusetts Amherst
► Please see posting details and how to apply
here.
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Connect with UCLA's Center for Education Innovation & Learning in the Sciences
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 our CEILS office in 222 Hershey Hall.
If you wish to be added to the CEILS mailing list for future newsletters and special announcements, please send your request to
media@ceils.ucla.edu
.
Please note, this 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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