CEILS congratulates our colleagues Ronny C. Choe, Zorica Scuric, Ethan Eshkol, Sean Cruser, Ava Arndt, Robert Cox, Shannon P. Toma, Casey Shapiro, Marc Levis-Fitzgerald, Greg Barnes, and Rachelle H. Crosbie, for authoring this powerful manuscript recently published in CBE—Life Sciences Education.
"Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, “coding online asynchronous lectures” (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer’s multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction". .... read more
here
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Featured Job Opportunities @ UCLA:
Academic Coordinator for Curriculum Assessment for the Center for the Advancement of Teaching
Apply by Dec 18th
Under the supervision of the Director of the Center for Educational Assessment, the Academic Coordinator is responsible for the development and management of projects involving curricular review, assessment, and revision. Projects include the review of programs that cross departments, college divisions, and professional schools. The first planned project is to assist with a thorough examination of UCLA’s General Education (GE) curriculum in the area of Foundations of Scientific Inquiry (FSI). The incumbent will provide detailed analysis of existing instruments used to assess the success of GE courses, and develop new tools for such assessment; conduct research on overall GE impact, review current course offerings, review literature on GE objectives and assessment, assist with revising existing courses, examine alignment between GE courses and GE student learning outcomes, and assist with coordinating a re-certification process. The Academic Coordinator will also assist with other UCLA requirements such as diversity and writing. Authorship in his/her field is encouraged, time permitting, including preparing publications for conferences and peer-reviewed journals and assisting faculty with grant writing in support of new curricular programs as appropriate.
Associate Director for Strategic Initiatives, UCLA Center for Community Learning, Undergraduate Education Initiatives
Apply by Jan 10th
UCLA’s Center for Community Learning seeks a creative and collaborative academic administrator to serve as Associate Director for Strategic Initiatives. Reporting to the Director of the Center for Community Learning, the Associate Director works strategically to advance community-engaged scholarship, teaching and learning at UCLA. The Associate Director 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. This individual supports the effort to increase resources for community-engaged scholarship and teaching through grant writing and donor cultivation. The Associate Director works closely with the Director to guide implementation of strategic priorities. This individual also contributes to teaching in the interdisciplinary minor in Community Engagement and Social Change.
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A Guide to Academic Advising for STEM Faculty
Faculty who have advising responsibilities play a critical role in a student's progression through their undergraduate education. This is especially important for students from underrepresented minorities (URMs) such as first generation students or students from low socio-economic backgrounds LSEBs). While academic advising in higher education has been professionalized and its importance in student success has been recognized, faculty advising has not experienced the advancement in scholarship, theory and practice that is needed. Therefore, this project is an attempt to address that need and train the future generations of faculty who can serve the needs of a diverse population of students and improve their own repertoire of skills as effective faculty for students from all backgrounds.
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To successfully implement Learning Analytics (LA) systems within higher education, we need to engage administrators, faculty, and staff alike. This paper is by and primarily for practitioners. It suggest implementation strategies that consider the human factor in adopting new technologies by analyzing the viability of our Learning Analytics Fellows Program (LAFP), where faculty are empowered as agents of institutional change. This program directly addresses known barriers to the use of LA, dealing with culture management, adoption, and sustainability. The Fellows program engages faculty in inquiry about student success, providing them with a view of the student experience through institutional data. Faculty, with their knowledge of students and programs as well as their research expertise, are well-positioned to advance LA efforts on our campuses.
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Why ‘Alternative’ Careers in STEM Aren’t ‘Alternative’
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ChronicleVitae
Within the echo chamber of the academic sciences resound complaints of shrinking budgets, wars on science, and widespread scientific illiteracy. Yet academia continues to hoard scientific talent. Professors overwhelmingly train their protégés to believe the Ph.D. is only good for achieving one end. It’s a tenure-track job or bust. Any other path is an “alternative,” or a “back-up plan.”
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Students may Benefit from Anonymous Back-Channel Communications
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Inside Higher ED
Perry Samson, an atmospheric science professor at the University of Michigan, noticed that students in his large introductory lecture classes never seemed to have any questions. “I’d go, ‘Any questions?’ and nobody asked a question. I assumed I’d nailed the lecture and went on,” Samson said. Inside Digital Learning Enjoying this article from Inside Digital Learning? Sign up for the free weekly newsletter. Your Work Email Subscribe I have read and agree to the terms of Inside Higher Ed’s Privacy Policy.* See More Inside Digital Learning Content » But Samson suspected some students might be confused after all. He decided to do an experiment.
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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, including:
- How to build awareness of neurodiversity on your campus to propel the paradigm and mindset shift forward
- How to create a culture of student self-advocacy and agency
- Why Universal Design for Learning (UDL) is a crucial framework to support the diverse needs of students in the classroom
- How to design flexible assessments that allow students multiple options to demonstrate their mastery
- What communication techniques you can use to enhance how students experience all areas of campus
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
In this workshop, you will start by asking yourself what you want your students to be able to know or do and then work backwards, using the UDL (Universal Design for Learning) framework, to rethink how to present material and assess competency.
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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. Registration for the 2020 Summit will open in Fall 2019.
Summit participants come from all sectors of education from kindergarten to higher education, practitioners to policymakers, and funders to researchers. 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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Call for Proposals: 2020 STEMwrite Institute for Writing to Learn in STEM Disciplines
Date:
June 24-26
, 2020
Location:
University of Minnesota
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.
Goals for the 2020 STEMwrite Institute are:
- To engage participants in a process for developing effective writing-to-learn activities (prompts/assignments, online peer review protocols, and assessment tools) that encourage both durable conceptual understanding and attention to students’ development as scientists and science writers.
- To share research findings on drivers and barriers impacting the use of writing in STEM disciplines, based on survey responses of 5,000 STEM faculty at Reinvention Collaborative member institutions.
- To present evidence of the effective implementation of writing-to-learn activities in biological sciences across participant campuses.
- To establish a network of faculty members and researchers interested in participating in a sustained community of practice focused on writing to learn in STEM education.
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 eduation 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
Enlightened institutions of higher education recognize the value of cultivating leadership capacity among STEM faculty and administrators. The PKAL STEM Leadership Institute empowers individuals 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.
This Institute – uniquely designed for early- and mid-career STEM faculty, principal investigators, and administrators – awakens and sensitizes its 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. Nearly 60% of the Institute’s curriculum is grounded in the major tenets of experiential learning, including the state-of-the-art diversity simulation,
My Tenure Trek™
(MTT), which guides participants through real world experiences that are representative of cultures, norms, and traditions that are distinctly different from their own. MTT™ creates deep awareness and clear perspective about the role of microagressions and implicit biases in higher education, which often undermine national attempts to diversify the STEM workforce.
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
Today’s world is in a state of permanent and radical change which is affecting society, science and the economy in equal measure. In this process 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.
In times of change, examples of good practice and innovative teaching and learning forms from around the world are key to identifying and developing robust, functional models and concepts. 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:
- Deadline for submissions (1st Call): Midnight on 17 November 2019
- Communication of acceptance or rejection: No later than 13 December 2019
- Presenters must confirm acceptance by registering for the conference by 13 January 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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Academic Coordinator for Curriculum Assessment
University of California, Los Angeles
► Please see posting details and how to apply
here
.
Associate Director for Strategic Initiatives
University of California, Los Angeles
► 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
.
Tenure-Track in Fire Ecology
San José State University
► Please see posting details and how to apply
here
.
Instructor in Astrophysical and Planetary Sciences
University of Colorado Boulder
► Please see posting details and how to apply
here
.
Instructor in
Integrative Biology
Oregon State University
► 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
Connecticut 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
.
Assistant Director in Faculty Development Program
University of Rhode Island
► 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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