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Congrats to 2019 UCLA Award Winners!
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Academic Senate Committee on Diversity, Equity, and Inclusion Awards
The Academic Senate and its Committee on Diversity, Equity and Inclusion (CODEI) have announced the recipients of the 2018-2019 Diversity, Equity, and Inclusion (DEI) Awards. Each year, CODEI honors one undergraduate student, one graduate student, one staff and up to four faculty members for their contributions to furthering a diverse, equitable, and inclusive environment at UCLA.
- Undergraduate Student Diversity, Equity, and Inclusion Award Recipient: Alexandra (Alex) Krantzler, Department of Anthropology
- Graduate Student Diversity, Equity, and Inclusion Award Recipient: Jesus Iniguez, Department of Chemistry and Biochemistry
- Staff Diversity, Equity, and Inclusion Award Recipient: Enrique Ainsworth, Executive Director of the Center for Excellence in Engineering and Diversity (CEED)
- Faculty Career Commitment to Diversity DEI Award Recipient: Vickie M. Mays, Distinguished Professor of Psychology and Health Policy and Management
- Faculty Career Commitment to Diversity DEI Award Recipient: Smadar Naoz, Professor of Astrophysics
- Faculty Student Development DEI Award Recipient: Jorge Torres, Associate Professor of Chemistry and Biochemistry
- Faculty Community Service and Praxis DEI Award Recipient: Sarah Tolbert, Professor of Chemistry and Biochemistry
Congratulations to this year's awardees!
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CEILS Instructional Consultant, Heather Tienson-Tseng, Receives Chemistry & Biochemistry Department Hanson-Dow Award for Excellence in Teaching!
Tienson-Tseng helped found the Learning Assistant program housed in CEILS, and as an instructional consultant, she has participated in a wide array of CEILS-related activities, including the annual CEILS Faculty Workshop and the Summer Institute.
Visit
website
to see all the winners.
(Photo credit: Penny Jennings)
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CIRTL Scholar Katie Dixie and Graduate Student KJ Winchell Selected for the 2019 Distinguished Teaching Award for Teaching Assistants!
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Katie Dixie, who has completed all levels of engagement in the CIRTL@UCLA Program and thus become a CIRTL Scholar, is one of five awardees selected from a large field of extraordinary nominees. Awardees receive a monetary award and those who advance to candidacy in the Fall Quarter receive a $20,000 Dissertation Year Fellowship Award from the UCLA Graduate Division.
KJ Winchell, the Head Chemistry TA for the Learning Assistant program housed in CEILS, also received one of the five awards for Teaching Assistants.
Click
here
to learn more about KJ Winchell.
(Photo credit: Penny Jennings)
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Congratulations to Jenny Casey for the 2019 Distinguished Teaching Award for Faculty!
Dr. Casey, a mentor for Learning Assistants and CIRTL TAs, along with an active collaborator with CEILS on various curricular transformation, is one of nine faculty awardees. Click
here
to learn more about Dr. Casey.
(Photo credit: Penny Jennings)
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Save the Date! CEILS Annual Faculty Workshop on Best Practices in Teaching
Date: September 19, 2019 (Full day)
Location: 158 Hershey Hall
This annual, all-day faculty workshop addresses select topics in science and math education appropriate for instructors who either are relatively new to college teaching or who have instructional responsibilities in the large enrollment gateway courses for science, technology, engineering, and math (STEM) majors. The format and emphasis of this day-long event has been modified from previous years, so even if you have participated in this workshop before, you might consider attending again and learning something new!
Click
here to learn more.
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Themed Issue of CBE - Life Science Education: Cross-disciplinary Research in Biology Education
This issue is driven by recent calls to promote research across disciplinary boundaries in STEM education and aims to facilitate cross-talk between biology education researchers, psychologists, and neuroscientists. Collaborations between BER, psychology, and neuroscience researchers can benefit all three disciplines. For example, they can allow psychology and neuroscience researchers to test their theories in the field, as much of BER is most often conducted in classrooms. These collaborations can also help BER scholars incorporate research methods and data analysis techniques from psychology and neuroscience. However, BER scholars, psychologists, and neuroscientists often have different goals and use different research practices and terminology.
Authors are encouraged to submit
abstracts by July 15
for feedback about fit with
LSE
and the themed issue.
Manuscripts should be submitted by November 15
to receive full consideration.
Please see
PDF
for details
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Resource: The Ultimate Video Resource — JoVE Core
JoVE Core empowers students to take control of their own outcomes by connecting them with the multimedia, multilingual resources they need. Resources include hundreds of foundational concept animations and real-life experimentation videos.
- 300+ High-Impact Animations
- 100+ Scientist-in-Action Videos
- Multi-Language Closed Captions
- Dynamic Teaching Resources
Click
here to sign up for JoVE Core Biology
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How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates |
SpringerLink
The current study examines how intersecting stereotypes about gender and race influence faculty perceptions of post-doctoral candidates in STEM fields in the United States. Using a fully-crossed, between-subjects experimental design, biology and physics professors (n = 251) from eight large, public, U.S. research universities were asked to read one of eight identical curriculum vitae (CVs) depicting a hypothetical doctoral graduate applying for a post-doctoral position in their field, and rate them for competence, hireability, and likeability.
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Georgia State Tackles Racial Disparities with Data-Driven Academic Support |
EdTech
Troubled by uneven graduation rates, institutions use data to level the playing field. What if a college could triple its graduation rate, shorten the time to graduation and boost enrollment, simply with smarter use of resources? Georgia State University has made it happen with an innovative, data-driven program, GPS Advising.
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Mitigating Gender Bias in Student Evaluations of Teaching |
PLOS
Student evaluations of teaching are widely believed to contain gender bias. In this study, we conduct a randomized experiment with the student evaluations of teaching in four classes with large enrollments, two taught by male instructors and two taught by female instructors. In each of the courses, students were randomly assigned to either receive the standard evaluation instrument or the same instrument with language intended to reduce gender bias. Students in the anti-bias language condition had significantly higher rankings of female instructors than students in the standard treatment.
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If many of the struggles of Generation Z are the result of panic-provoked intervention from parents and educators, let’s make sure we recalibrate in a more thoughtful and deliberative manner. And let’s not assume these students are too “fragile” or “coddled” to want to reimagine with us a vision for inclusivity that is messier but also much richer than the multicultural clip art.
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Multistage collaborative exams are implemented to enhance learning and retention of course material. However, the effects of multistage collaborative exams on retention of course content are varied. These discrepancies may be due to a number of factors. To date, studies examining collaborative exams and content retention have used questions that all, or mostly, require students to select an answer, rather than generate one of their own.
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Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures.
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Facilitating Entering Mentoring at UCLA
September 13-14, 2019
Deadline to Apply: August 1, 2019
On behalf of Dr. Aradhna Tripati, Director and PI for the Center for Diverse Leadership in Scie
nce at UCLA (CDLS), Dr. Diana Azurdia, PI of the UCLA
Entering Mentoring Training Program,
the Center for the Improvement of Mentored Experiences in Research (CIMER), and in collaboration with the NSF INCLUDES Aspire Alliance (NSF Aspire Alliance), you are invited
to apply to participate in Facilitating Entering Mentoring, a two-day facilitator training workshop designed to increase the capacity for research mentor trainings offered at colleges and universities, research institutes, and governmental organizations.
Workshop Overview:
During this two-day “train-the-trainer” workshop at UCLA on September 13-14, 2019, participants are introduced to Entering Mentoring, a mentor training curriculum that addresses the following key topics: aligning expectations, addressing equity and inclusion, articulating your mentoring philosophy and plan, assessing understanding, cultivating ethical behavior, enhancing work-life integration, fostering independence, maintaining effective communication, promoting mentee research/scholarship self-efficacy, and promoting professional development. Participants will learn evidence-based approaches to implementing research mentor training and gain the knowledge, confidence, and facilitation skills needed to design and implement trainings at their institution or organization.
Participants will focus on learning how to facilitate the Entering Mentoring curriculum, which is designed for the mentors of undergraduate and graduate students in STEM.
Workshop Costs:
Registration fees for this event are subsidized by NSF Aspire and UCLA. Participants are responsible for their own travel, meals, and lodging. A block of hotel rooms has been secured by the workshop organizers at a reduced rate and they will share more information with accepted applicants.
Qualifications:
- Participants are...Faculty, instructors, staff, or administrators
- Working with mentors whose trainees are undergraduate students in STEM fields
- Committed to implementing research mentor training workshops at their institution or organization within the next year
Application Details:
As part of the application, you will need to upload a professional photo or headshot as well as a brief bio (max 250 words) describing your title, research focus, mentoring experience, and interest in facilitating mentor training. If accepted, this information will be shared with other participants.
The deadline to apply is August 1, 2019.
Enrollment for this workshop is limited to 32 participants. Priority will be given to applications from teams of two or more faculty/staff from an institution, organization, or department who indicate plans to implement research mentor training workshops within the next year. Confirmation emails will be sent by August 8, 2019.
This workshop is partially supported by the National Science Foundation under Grant No. HRD-1834522. Any opinions, findings, and conclusions or recommendations expressed in this workshop are those of the author(s) and do not necessarily reflect the views of the NSF.
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Disabilities and Inclusive Design Training:
Accessibility Basics Training
Date:
June 20, 2019
Time:
11:00am-12:00pm
Location:
IDRE Portal, 5628 Math Sciences
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.
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POD Network: 2019 Annual Conference
Date: Nov 13 - 17, 2019
Location: Pittsburgh, PA
This year’s conference theme is: Connection: Closing the Distance. To lead, support, and inspire meaningful change within our institutions, learning environments, and in their profession, it is essential that we build and foster connections—between faculty, students of all levels, administrators, programs, institutions, the wider higher ed community, and evolving educational tools such as technologies and social media. Effective teaching and learning requires evidence-based intentionality, but within a network of strong relationships.
Leaning on the theme of Connection: Closing the Distance, POD Network encourage proposals for this year’s conference that explore how human and digital connection can be intentionally leveraged by the educational development community to promote authentic connection in their ever-changing higher education landscape. The three prompts below are provided to guide the conference theme and promote two of the cross-cutting priorities from the
POD Network Strategic Plan
: diversity and inclusion, and evidence-based practice.
Registration will open in July.
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2019 Project Kaleidoscope STEM Leadership Institute
Date: July 9-14, 2019 & July 16-21, 2019
Location: Adamstown, MD
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.
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Society for the Advancement of Biology Education Research (SABER) Annual Meeting 2019
Date: July 26 - 28, 2019
Location: University of Minnesota, Twin Cities
SABER is a scientific community whose members develop theory and generate evidence with the goal of improving post-secondary biology education. SABER fosters Biology Education Research (BER) and its dissemination.
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2019 SEPAL Scientific Teaching Summer Institute
Date: Aug 5 - 7, 2019
Location: San Francisco State Main Campus
During this 3-day summer institute science instructors collaboratively explore a wide variety of assessment, inclusion strategies, active learning, and lesson planning strategies. All materials – institute binder, handouts, and electronic archive – as well as breakfast, lunch and afternoon coffee/snacks each day are included. Two follow-up fall community gatherings to provide further support – one in October and one in December – with lunch and additional materials are also included.
Goals for the summer institute:
- Build community among bay area biology and other science instructors
- Explore the core tenets of scientific teaching – assessment, inclusion, active learning, and effective and efficient lesson planning
- Initiate rich discussions about engaging all our students in meaningful science learning
- Collaboratively prepare for your professional activities in the 2019-20 academic year
Click
here
to view the anticipated agenda
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Developing Quantitative Skills Using Educational Resources
Date
: September 10, 2019
Time
: 2:00 p.m - 3:00 p.m. ET
This webinar will focus on how inclusive teaching practices can be used to increase students’ quantitative literacy and confidence working with data. The presenter will highlight engaging students through story-telling and collaborative learning, while integrating quantitative skills like data manipulation and graph analysis in introductory courses.
Upcoming webinars include:
- October 8, 2019 - Staying Current: What Science & Skills do Educators Need to Know and Teach in Biotechnology?
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Featured Job Opportunities
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UCLA Job Opportunities
Associate Director of Instructional Improvement Programs
- UCLA Center for the Advancement of Teaching
Under the supervision of the Director of Instructional Improvement Programs, the Associate Director for Faculty Engagement will develop and implement programming to improve teaching and learning at UCLA. Specifically, the Associate Director will work with faculty to promote, support, and implement best practices in their classrooms.
Specific responsibilities include:
- Planning, organization and assessment of various faculty engagement initiatives, such as New Faculty Teaching Engagement (NFTE) and Learning Communities.
- Develop and implement best practices in teaching and learning by assisting faculty with all stages of course preparation and teaching.
- Promote the center’s goals by raising awareness of programs and initiatives through group meetings and information exchanges with campus stakeholders across divisions, across campus, and with outside institutions.
- Teach and produce scholarly work related to educational research and teaching.
- The parties with whom interaction would be most frequent and significant are: faculty, academic program directors, department chairs, academic deans, and relevant Academic Senate committee chairs and members.
Open May 30th, 2019 through Monday, Jul 1, 2019 at 11:59pm (Pacific Time)
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Postdoctoral Job Opportunities
Postdoctoral Scholar in Electrical Engineering & Computer Science
University of California, Irvine
► Please see posting details and how to apply
here.
Postdoctoral Associate in Biological Sciences
Auburn University
► Please see posting details and how to apply
here.
Postdoctoral Research Associate in Biology
University of Minnesota – Twin Cities
► Please see posting details and how to apply
here.
Postdoctoral Research in STEM Education
University of Idaho
► Please see posting details and how to apply
here.
Postdoctoral in Science Education Research
University of Nebraska-Lincoln
► Please see posting details and how to apply
here.
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National Job Opportunities
Instructor in Biology
Rock Valley College in Illinois
► Please see posting details and how to apply
here.
Assistant Director of the Learning Assistant (LA) Program
Florida International University
► Please see posting details and how to apply
here.
Director of Assessment in Vice Provost for Teaching and Learning
Stanford University
► 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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