Welcome to Winter Quarter, 2020 from the CEILS Team!
(Photo left to right: Rachel Kennison, Jess Gregg, Shanna Shaked, Erin Sanders O'Leary)
With the new year comes a new quarter with new classes, students, and opportunities. Why not start off the decade with some education innovation? Now is a great time to freshen up your syllabus, design new class activities and assessments, and engage in some professional development opportunities with us.
All of us at CEILS wish you a happy new year and hope that you will enjoy and benefit from the many resources and upcoming events this year as we work together to promote excellence in undergraduate STEM education!
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This quarter we also welcome our newest team member, Katie Dixie, as the Program Coordinator for the California Regional Collaborative and the UCLA Aspire internship programs.
Not sure what the California Regional Collaborative is? Visit our
website
!
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Featured Teaching Resources
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As you may have experienced, the first class meeting is crucial for setting the stage for the quarter. You want to give students a taste of the engaging intellectual journey they will undertake in the coming weeks and you have great flexibility in how you go about it. The goal of this online guide is to make that opening session as effective as possible through the use and exploration of four key principles:
curiosity
,
community
,
learning
, and
expectations
.
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Interactive Teaching Strategies
Evidence continues to accumulate about the increase in course effectiveness when designed with an active learning approach; in-class interaction is associated with improved learning outcomes for all students, while often decreasing the achievement gap for under-served students.
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Need help with iClicker?
If you need an instructor kit please email media@ceils.ucla.edu. For assistance with installation, to learn about new features, or to troubleshoot any technical issues contact UCLA's iClicker representative Melissa O'Brien at melissa.obrien@macmillan.com.
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Featured Job Opportunity at UCLA
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Associate Director for Strategic Initiatives, UCLA Center for Community Learning, Undergraduate Education Initiatives
Apply by Jan 10th!
The Associate Director works strategically to advance community-engaged scholarship, teaching and learning at UCLA and provides intellectual leadership to lead the Center’s engaged department work: building partnerships with, and acting as a resource and consultant to the faculty in existing and emerging UCLA academic units within whose curricula community engaged learning and research is embedded.
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Upcoming Webinar: NSF IUSE Program, A Focus on Level 1 and Building Capacity Submissions
Date
: January 9, 12:00 - 1:30 pm PST
AAAS and NSF are co-hosting a webinar focused on the Level 1 and Building Capacity tiers of the NSF IUSE Program which encourage submission from investigators and institutions that have not received prior IUSE: EHR funding. The IUSE: EHR program "seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for all undergraduates." The program supports proposals interested in improving undergraduate education, developing faculty expertise, preparing K-12 teachers, and providing all undergraduate students with STEM competencies and a basic understanding of STEM concepts and principles. All projects must contribute to the body of knowledge about what works in undergraduate STEM education and the conditions that lead to improved STEM teaching and learning.
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Gender, Equity, Power Structures and Implicit Bias in STEM- Physics and Astronomy Colloquium
Date
: January 9, 4:00 - 5:30 pm
Location:
UCLA Physics and Astronomy Building Rm 1-434
Speaker:
Elizabeth Simmons
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University of California, San Diego
The presentation will start by reviewing data on the current status of gender equity in science, technology, engineering and mathematics (STEM) disciplines and summarizing social science research that illuminates some causes of gender disparities in STEM. With this context established, the focus will shift to how women enter into leadership roles in academic settings, what they experience and how gender impacts the way they exercise their authority. The final part of the talk will discuss how we can all contribute to changing the face of leadership for the future, to the benefit of all of us in STEM.
Free and open seating first-come, first-served.
Refreshments at 3:45 p.m. outside room
2-707 PAB
*Wine Reception at 5:00 p.m. 4th Floor PAB
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Webinar- Lessons Learned in the Major Professor-Graduate Student Relationship: A Conversation
Date
: January 10, 1:00 - 2:00 pm
Hosted by the CIRTL Network
The major professor-graduate student relationship is critical, and is one of the strongest predictors of student success. Sit in on a conversation between a professor and three of her graduate students as they discuss what they've learned over the course of their mentor-mentee relationship.
You must register for this event!
Register
here
.
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Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence‐based instructional practices (EBIPs) particular to chemistry through meta‐analysis.
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When professors pose a question in class, they often find that the same few students raise their hands — while everyone else avoids eye contact. To avoid this dynamic, some instructors simply call on random students. They should think twice, says Judith E. Larkin. No one likes being put on the spot, says Larkin, a professor emerita of psychology at Canisius College. But the experience, her research shows, is particularly negative for women.
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Students' Sense of Belonging Varies by Identity and Institution
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Inside Higher Ed
A new study shows that minority and first-generation students have a higher sense of belonging at two-year colleges than their counterparts at four-year institutions. Researchers who conducted the study also found that while racial-ethnic minority and first-generation students at four-year institutions are less inclined to feel that same sense of belonging, first-year students at both two-year and four-year colleges and universities said they "somewhat agree" that they belong on their campuses. The students rated their experiences on campus using a "belonging scale" of one to five with four representing that they "somewhat agree" they feel a sense of belonging.
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New Physics Teacher Workshops -
Electricity and Magnetism
Date
: January 25, 2020
Location:
Loyola Marymount University
Date:
February 1, 2020
Location:
University of San Diego
The New Physics Teacher Workshops are a series of free, day-long professional development workshops for teachers new to teaching physics. They produce three workshops over the course of each school year, each covering a progressive range of topics. Workshops are currently tailored to high school level teaching, but with overlap under consideration in both age directions.
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Supporting Neurodiversity on Your Campus: Changing Mindset and Methods
Date:
February 17 - 19, 2020
Location:
Washington, D.C.
While neurodiversity isn’t a novel concept in higher education, there is still a lot of confusion around its definition as well as its implications for the classroom and campus life. If you wish to build or improve the neurodiversity initiative on your campus, join us for this workshop where you will learn a variety of ways to support your diverse student body.
You will leave this course with a new understanding of what neurodiversity means in higher education, both inside and outside of the classroom.
Optional Post-Conference Workshop | Designing for Diversity: Using Universal Design for Learning Principles to Enhance Curriculum
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2020 Diversity, Equity, and Student Success
Date:
March 19–21, 2020
Location:
New Orleans Marriott
The diversity of our nation has long been acclaimed and valued. As a society, we value the diversity of ideas and beliefs that fuel innovation, economic vitality, and social change. We rely on our collective abilities to transcend differences by identifying solutions that promote collective action for the common good. The power of collective action is evidenced in social, political, and cultural movements that have resulted in lasting change for our society: recognition and expansion of civil rights, including disability rights; women’s rights; LGBTQIA protections, and religious expression. These movements were not successful because of one individual’s deeds, but because of the collective action of many diverse and engaged individuals. The power of collective action has been, and will continue to be, the impetus for lasting change.
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Carnegie Foundation Summit on Improvement in Education
Date:
April 1–3, 2020
Location:
San Francisco Marriott Marquis
The seventh annual Carnegie Foundation Summit on Improvement in Education will be held on April 1-3, 2020. This three-day event brings together a diverse and vibrant community of educators, researchers, entrepreneurs, philanthropists, and policymakers dedicated to accelerating improvement in education. It is only by engaging and leveraging diverse perspectives in our improvement work and networks that we will be able to develop effective solutions that work for all of our students all of the time. Summit presenters detail their experiences addressing achievement gaps in order to improve outcomes for all students. The powerful presentations in breakout sessions often spark questions and insights from attendees that lead to meaningful conversations.
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AAC&U 2020 Teaching to Increase Diversity and Equity in STEM (TIDES) Institute
Date:
June 8-12
, 2020
Location:
Washington, DC
The AAC&U TIDES Institute, derived from our evidence-based professional development model, offers a unique opportunity for STEM faculty to build capacity and self-efficacy in understanding the root causes of minority group underrepresentation in STEM and their unique role in addressing them. Through uniquely designed presentations and experiential activities, as well as expert-guided discussions with institution transformation coaches, this Institute overcomes the limitations of the one-size-fits-all approach to STEM faculty professional development for improved undergraduate STEM teaching. It promotes both accountability to self and others as a unifying theme and connects participants to a national networked improvement community for culturally responsive teaching in STEM that can be leveraged for widespread change.
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Call for Proposals: 2020 STEMwrite Institute for Writing to Learn in STEM Disciplines
Date:
June 24-26
, 2020
Location:
University of Minnesota
Visit the
website
for more information.
The 2020 STEMwrite Institute invites faculty teams from biological sciences to a lively and productive three-day institute that focuses on Writing to Learn in STEM disciplines. Grounded in evidence that brief writing assignments have positive impacts on conceptual learning, this institute enables participants to develop brief, conceptually-focused writing activities and assessment tools that can be realistically implemented in large-enrollment, introductory biology courses.
To apply, teams are directed to detail their interest by completing this
application survey
by February 1, 2020.
Each application will be reviewed by members of the research team who will look for evidence of applicants’ alignment with STEMwrite goals, team composition, and evidence of institutional capacity for implementation. Teams will be notified of decisions by February 14th and asked to register by February 22nd.
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2020
ASM Conference for Undergraduate Educators
Date:
July 9-12, 2020
Location:
Bellevue, Washington
The ASM Conference for Undergraduate Educators (ASMCUE) is driven by, for, and with the community! Microbiology and biology educators gather to learn best practices and classroom strategies, hear biology education research updates, and meet new colleagues who teach the same classes. Join us and come learn from your peers and network with like-minded educators.
Plan now to contribute to ASMCUE by submitting a proposal for a concurrent education session, workshop, education research poster, short tips & tools talk ("microbrew"), or dissemination station!
Deadlines:
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2020 PKAL STEM Leadership Institute
Institute I:
July 8–13, 2020
Institute II:
July 15–20, 2020
Location:
Adamstown, Maryland
The PKAL STEM Leadership Institute empowers individuals- particularly early- and mid-career STEM faculty, principal investigators, and administrators- in fully understanding and implementing the theory and practice of navigating the politics of change, addressing inter- and intra-personal conflicts, and re-structuring the institutional systems that limit our capacity for global competitiveness in science and technology.
The goals are to sensitize the participants to the systems, structures, and influences of power and privilege within higher education, equipping them with the tools and skills needed to bring about social change in STEM.
Early Action Deadline:
January 15, 2020
Regular Deadline:
March 16, 2020
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Call for Proposals & Registration Open: International Consortium for Education Development (ICED) 2020
Date:
June 15-18, 2020
Location:
Zurich, Switzerland
In the process of initiating change, universities, as research institutions, are major and active protagonists. To prepare their graduates, however, they must also adapt their teaching to the new scenario of change. They must set new objectives, and be ready to deploy innovative approaches to teaching, learning and curriculum design.
The goal of the ICED 2020 conference at ETH Zurich is to foster a future-oriented exchange and discussion among ICED members on how university faculty may be enabled to forge, from the students of today, the future-ready graduates of tomorrow.
Deadline for submissions
: February 3rd, 2020
Early registration
: March 31, 2020
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CIRTL - Graduate Students and Postdocs
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Attention UCLA Graduate Students and Postdoctoral Scholars!
The Center for the Integration of Research, Teaching, and Learning (CIRTL) is a national network providing graduate students and postdoctoral scholars with online training on evidence based teaching and professional development opportunities.
UCLA is a member of CIRTL, giving graduate students and postdoctoral scholars access to all CIRTL online programing across the network, as well as local learning communities and opportunities for professional development on campus. We also have a separate newsletter specifically for our CIRTL@UCLA community where we share information most relevant to graduate students and postdoctoral scholars.
Subscribe to the CIRTL newsletter here
.
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Featured Job Opportunities
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Associate Director for Strategic Initiatives
University of California, Los Angeles
► Please see posting details and how to apply
here
.
Physics for Life Sciences Sequence Coordinator (Instructor/Lecturer)
University of Michigan
► Please see posting details and how to apply
here
.
Assistant Professor in of Entomology Education
University of Georgia
► Please see posting details and how to apply
here
.
Assistant Professor in Biology Education Research
Arizona State University
► Please see posting details and how to apply
here
.
Assistant Professor in Science Education
Ohio State University
► Please see posting details and how to apply
here
.
Visiting Professor/Instructor of Neuroscience
Lafayette College
► Please see posting details and how to apply
here
.
Academic Coordinator in Division of Biological Sciences Student Programs
University of California, San Diego
► Please see posting details and how to apply
here
.
Tenure Track Instructor in Chemistry
Santa Monica College
► Please see posting details and how to apply
here
.
Assistant Professor- STEM Education Research
University of Texas at El Paso
► Please see posting details and how to apply
here
.
Instructor in
Physics
Oregon State University
► Please see posting details and how to apply
here
.
Visiting Assistant Professor of Biology
Davidson College
► Please see posting details and how to apply
here
.
Tenure-Track Instructor in Biology / Molecular Biology
Utah Valley University
► Please see posting details and how to apply
here
.
Editor-in-Chief of CBE- Life Sciences Education Journal
American Society for Cell Biology
► Please see posting details and how to apply
here
.
Summer Associate Academic Director or Teaching Assistant/Mentor
Summer Science Program (SSP) in Biochemistry
► Please see posting details and how to apply
here
.
Postdoctoral Research Associate
University of Northern Colorado
► Please see posting details and how to apply
here
.
Dean of the College of Engineering and Applied Sciences
Western Michigan University
► Please see posting details and how to apply
here
.
Executive Director for Discovery Education in Science
University of Texas at Austin
► 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
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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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