 |
| |
Journal of Chemical Education: Investigating the Effectiveness of Using Application-Based Science Education Videos in a General Chemistry Lecture Course
Photo: Erin Sparck (left), Roshini Ramachandran (center), Marc Levis-Fitzgerald (right)
We are excited to highlight this recent chemistry education research article by three CEILS collaborators.
Roshini Ramachandran, who was an Assistant Adjunct Professor in Chemistry & Biochemistry and is now working at UCLA's Center for Advancement of Teaching (CAT, formerly OID), has attended and facilitated the CEILS Summer Institute, presented at CEILS journal club, and participated in the Learning Assistant program every quarter.
Marc Levis-Fitzgerald and
Erin Sparck, at CAT's Center for Educational Assessment, work closely with many CEILS staff and instructional consultants on evaluation of instructional interventions. It's great to see their work on using existing experimental videos to strengthen student chemistry understanding.
|
|
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.
Spring Quarter 2019 Workshops:
Course Design - Aligning Learning Goals with Activities, Assignments & Assessments
April 23 | 11:00 a.m. - 1:00 p.m. | 1100 Terasaki Life Science Building
Designing and Implementing Questions for Peer Instruction (e.g. clickers and other classroom response systems)
May 16 |1:00 p.m. - 3:00 p.m. | TBA
|
|
|
Funding Opportunity for Online Course Design:
Summer Workshop in Online Instruction
The Online Teaching and Learning Initiative, in cooperation with the EVC/Provost and Graduate Division, would like to invite your department to participate in its Summer Workshop in Online Instruction. The goals of the workshop are to introduce participants to tools, strategies, and best practices in online instruction and to develop an online course that will become a regular part of your department curriculum. It will bring together departmental teams of 1-2 faculty and 1-3 teaching associates to explore best practices in online teaching over a two-week period
(July 22-August 2).
Faculty participants will receive $15,000 in two installments (in September and when the course is completed) for their participation. In considering courses to nominate, a department should think creatively as to how an online course might serve its own curricular and pedagogical goals, as well as helping the campus to address performance disparities within particular classes, to meet enrollment demands in impacted majors, to provide more courses that will help students complete degrees faster, and to ease the transition from high school or community college to UCLA.
Application Deadline: May 3, 2019
For more information about this funding opportunity, click
here.
|
|
2019-2020 Grant Opportunities from UCLA's Center for the Advancement of Teaching
Provost's Grants to Increase Access and Reduce Disparities:
As part of a UC systemwide effort, UCLA is launching a high-priority project to alleviate barriers to timely graduation for undergraduates. There is urgency on two fronts:
- To close disparities in time-to-degree between different demographic groups, e.g., Pell Grant recipients or under-represented groups.
- To increase access to UCLA by significantly increasing four-year freshman and two-year transfer graduation rates. Increasing the pace of degree completion will allow more Californians access to UCLA while keeping class sizes stable.
The Center for the Advancement of Teaching is issuing a
call for proposals for an inaugural grant program
to help further these goals by providing funding to departments or divisions/schools. The proposal development process will be consultative and data will be provided to units concerning time-to-degree for the unit’s majors, disparities in time-to-degree, and courses that may be barriers to timely completion.
Units that may be interested in submitting a proposal should request initial data from the Center for the Advancement of Teaching by
sending an email to
consult@teaching.ucla.edu
by April 26
.
The final proposal deadline is June 28, 2019.
UCLA CAT Instructional Improvement Grant Program:
The Center for the Advancement of Teaching, in conjunction with the Committee on Instructional Improvement Programs, provides grant funding to support innovation, experimentation, and development of undergraduate curricula and pedagogy. The goal of the Instructional Improvement Grant Program is to improve the quality of undergraduate education through pedagogical experimentation in areas such as student-centered learning, course design, diversity and inclusion in the classroom, and instructional technologies. The program especially values innovations that will have a lasting impact on undergraduate education.
|
|
UCLA Summer Institute on Scientific Teaching -
Deadline Extended!
Date
: July 15-18. 2019
Apply by:
April 15
Location: 158 Hershey Hall
We are accepting applications for the 2019
Summer Institute (SI), which is part of a national effort to improve college education in science, technology, engineering, and math (STEM) The goal is to enhance the academic success of all students by helping current and future faculty develop and adopt inclusive and effective teaching practices. The SI is a nationally recognized, prestigious teaching development program that has trained more than 1,000 faculty in evidence-based instruction over the last decade, including over 100 UCLA science faculty, some of whom will serve as facilitators and mentors of this esteemed 4-day professional development opportunity this summer at UCLA.
Click
here
to complete and submit a short application to the program. Qualified applicants will be notified by email of their acceptance status by the first week of May.
|
|
CEILS Journal Club for STEM Education Research | Learning Community Meetings
Fridays every Quarter from 2:00 – 3:00 PM
Location:
1100 TSLB
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!
Spring 2019 Schedule:
- April 12 - Siobhan Braybrook, Assistant Professor in the Department of Molecular Cell and Developmental Biology will present STEM Faculty who Believe Ability is Fixed Have Larger Racial Achievement Gaps and Inspire Less Student Motivation in Their Classes
- April 19 - Josh Samani, Assistant Teaching Professor (LPSOE) in the Department of Physics & Astronomy, will present First Things Second: Should Telling Come After Problem Solving?
- April 26 - Kankana Goshal, Postdoctoral Scholar and Research Associate in Division of Molecular and Computational Biology, USC – Talk Title TBD
- May 10 - Anju Relan, Adjunct Professor in Medical Education & Tara Vijayan, Clinical Faculty in Infectious Disease in Medical Education will present Implementing Team Based Learning: Findings from the Medical School
- May 17 – Will Conley, Assistant Teaching Professor (LPSOE) in the Department of Mathematics, will present Lessons Learned From Creating a Supplemented Introductory Calculus Course in Place of Remediation
- May 24 - Jess Gregg, CEILS Associate Director and Alan Garfinkel, Professor in the Department of Integrative Biology and Physiology and School of Medicine, will present What Happens When a "Sage on the Stage" Tries Active Learning? Flipping Two Weeks of LS30A: Mathematics for Life Sciences
- June 7 - Shaquita Humphrey-Pressley, CEILS Regional Programming Coordinator, will present Exploring Regional Careers in Teaching - #Aspire_CalRC
|
|
|
Postdoctoral Scholars & Graduate Students
|
|
|
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.
|
|
|
Click on the image below to view all upcoming CIRTL events and register online:
|
|
|
Metrics and Methods Used To Compare Student Performance Data in Chemistry Education Research Articles |
ACS Publication
Quasi-experiments are common in studies that estimate the effect of instructional interventions on student performance outcomes. In this type of research, the nature of the experimental design, the choice in assessment, the selection of comparison groups, and the statistical methods used to analyze the comparison data dictate the validity of causal inferences.
|
|
|
Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure |
CBE—Life Sciences Education
Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning.
|
|
|
The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants | CBE—
Life Sciences Education
There has been little attention given to teaching beliefs of graduate teaching assistants (GTAs), even though they represent the primary teaching workforce for undergraduate students in discussion and laboratory sections at many research universities. Secondary school education studies have shown that teaching beliefs are malleable and can be shaped by professional development, particularly for inexperienced teachers.
|
|
|
A Guide to STEM Majors: Science, Technology, Engineering and Math Offer Many Degree Options Across Various Interdisciplinary Fields |
U.S. News
With strong industry growth predicted by the U.S. Bureau of Labor Statistics, and high-paying STEM majors topping the chart in the National Association of Colleges and Employers Winter 2019 Salary Survey, career options are abundant and wages are promising for graduates.
|
|
|
How Mindfulness Can Help Ph.D. Students Deal with Mental Health Challenges |
Science
Karen Barry knew that mental health was a problem for Ph.D. students at her institution. In her role as graduate research coordinator at the University of Tasmania in Hobart, Australia, she had spoken with many students over the years who had confided in her, sharing personal stories about their struggles with stress, depression, and anxiety.
|
|
|
Americans with more formal education fare better on science-related questions, while Republicans and Democrats are roughly similar in their overall levels of science knowledge, according to a new study.
|
|
EPIC Inclusive Gatherings: Politics and Inclusive Pedagogy
Date:
April 9, 2019
Time:
4
:00pm - 6:00pm
Location:
Powell 186
The mission of EPIC Inclusive Gatherings is to provide an open space for educators to learn about issues of inclusivity and their related best pedagogical practices. After a brief talk by an invited speaker, professors will participate in an open, productive and constructive conversation related to the specific topic related to inclusivity.
|
|
Disabilities and Inclusive Design Training:
Making PDFs Accessible the Easy Way
Date:
April 10, 2019
Time:
10:30am-12:00pm
Location:
IDRE Portal - 5628 Math Sciences
PDF is one of the most common document formats at UCLA. People who are blind, low-vision or have dyslexia rely on assistive technologies and screenreading software to “read text out loud” to them. However, many PDF documents created are completely inaccessible or frustrating for screenreader users. Public PDFs posted on websites, PDF course reading material and PDFs emailed to listservs should be accessible to people who use screenreaders and other assistive technologies. During this one and a half hour long active learning session, you will have the opportunity to get hands-on training in making an accessible PDF.
Available Training Dates:
- May 1, 2019 @ 10:30am-12:00pm
- May 29, 2019 @ 10:30am-12:00pm
|
|
Disabilities and Inclusive Design Training:
Accessibility Basics Training
Date:
April 15, 2019
Time:
11:00am-12:00pm
Location:
Webinar
Learn accessible design and content management tools to make it easier for people with disabilities to engage with your website content and documents. During the hour long active learning session, you will learn the impact of accessible websites and documents, simple methods how to build in accessibility in current content, and have an opportunity for hands-on experience building accessible webpages and documents.
Two trainings will be offered exclusively online on Zoom but will cover the same information as the in-person trainings. These trainings are the same as the Disabilities and Inclusive Design trainings offered in the fall.
Available Training Dates:
- May 13, 2019 @ 11:00am-12:00pm: Webinar
- June 20, 2019 @ 11:00am-12:00pm: IDRE Portal
|
|
Registration Open: Charles A. Dana Center Workshop on Implementing, Improving, and Scaling Co-Requisite Mathematics Courses
Date: May 21-22, 2019
Location: Aurora, Colorado
In this national co-requisite design workshop teams will create a campus-wide action plan for implementation. The workshop is not tied to any specific mathematics curriculum, but rather helps to provide actionable guidance for building successful, sustainable approaches to co-requisite course design. Participants will engage with research, learn best practices, and dig in to course design factors that best fit their campus, department, and students. Workshop sessions will focus on structures, content, pedagogy and psychosocial factors. Opportunities will also be provided for collaboration across campus teams. Visit this link for more information and to register.
Visit
link
to register this workshop
|
|
2019 Best Teachers Summer Institute
Date: June 18-20, 2019
Location: New York City Area
Join Ken Bain, James Lang,
Mindy Maris
, Eric Mazur, and Kathy Takayama for the 22nd annual Best Teachers Summer Institute, a three-day international institute based on Ken Bain's award-winning and best-selling book
What the Best College Teachers Do
(Harvard University Press, 2004). Over the past twenty-one years, our highly interactive, lively, and thought-provoking international Summer Institute has become the prime location for faculty members from around the world who wish to spark the highest levels of deep student learning. Participants will gain theoretical expertise and practical strategies that they can begin to implement immediately. The Summer Institute will emphasize improving one's own teaching as well as developing ways to share insights with colleagues back home. Enrollment is limited, so register SOON!
|
|
2019 Project Kaleidoscope STEM Leadership Institute
Date: July 9-14, 2019 & July 16-21, 2019
Location: Adamstown, MD
Applications are now open for the
2019 Project Kaleidoscope (PKAL) STEM Leadership Institute
. The Institute empowers individuals to fully understand and implement the theory and practice of navigating the politics of change, addressing inter-and intrapersonal conflicts, and restructuring the institutional systems that limit our capacity for global competitiveness in STEM. Designed for early and midcareer STEM faculty, principal investigators, and administrators, the Institute awakens and sensitizes 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.
|
|
Thinking Critically from Day ONE of Class
Date
: April 9, 2019
Location
: Online
Time
: 2:00 p.m - 3:00 p.m. ET
Are you looking for innovative ideas for the classroom? Did you miss ASM’s Conference for Undergraduate Educators (ASMCUE) in 2018? This six-part webinar series, join for one-hour presentations to learn:
- Innovative practices for the classroom and lab.
- How to integrate unique case studies into curriculum.
- Share effective implementation efforts of ASM curriculum guidelines.
Content for each webinar does not build on previous webinars. Individuals can purchase the entire series for a discounted price or purchase individual webinars that align with their interests.
Upcoming webinars include:
- May 14, 2019 - Developing Interdisciplinary Curricula for Introductory Biology
- September 10, 2019 - Developing Quantitative Skills Using Educational Resources
- October 8, 2019 - Staying Current: What Science & Skills do Educators Need to Know and Teach in Biotechnology?
|
|
Date:
April 16, 2019
Location
: Online
Time
: 2:00 p.m - 3:00 p.m. EDT
AAC&U webinars highlight the work being done at colleges and universities around the country to address challenges and identify best practices for enhancing the teaching and learning experience, demonstrating the value of liberal education, and preparing students to contribute to a diverse democracy and global citizenship.
Teaching and learning centers are playing new roles at the heart of many initiatives aimed at transforming higher education’s promise and delivery of learning. This session will explore the shift of teaching and learning from the sidelines to a more central and transformative position in higher education.
Upcoming webinars include:
|
|
|
Featured Job Opportunities
|
|
|
|
11 Postdoc Positions Available at Active Learning Initiative at Cornell University
There are currently 11 open positions for Active Learning Initiative postdocs at Cornell University in a variety of departments (Psychology, Entomology, Natural Resources, Plant Sciences, Ecology and Evolutionary Biology, Biological and Environmental Engineering, Mechanical and Aerospace Engineering, Information Sciences). These postdocs will collaborate with faculty on course transformation projects to implement active learning strategies in Cornell undergraduate courses.
|
|
|
National Job Opportunities
Preceptor in Stem Cell and Regenerative Biology
Harvard University
► Please see posting details and how to apply
here.
Non-Tenure Track Instructor Position in Biology
University of Minnesota Rochester
► Please see posting details and how to apply
here.
Director in Foundational Course Initiative
University of Michigan
► Please see posting details and how to apply
here.
Post-Doctoral Research Fellow in Biology
Binghamton University
► Please see posting details and how to apply
here.
Postdoctoral Research Scholar in Biology
University of Georgia
► Please see posting details and how to apply
here.
|
|
|
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!
|
|
|
|
|
|
|
|
