Professional Development Opportunity for Faculty - Only 6 Slots Available!
($1500 Stipend Available for Participation)

UCLA faculty in science, technology, engineering, and mathematics (STEM) are invited to participate in a new program called Transforming College Teaching: Statewide Implementation of the Faculty Learning Program to Improve STEM Undergraduate Teaching and Learning.

The Lawrence Hall of Science and the Center for Teaching and Learning at  University of California-Berkeley  received an NSF IUSE grant to improve student achievement in STEM undergraduate courses through statewide transformation of college level teaching. STEM faculty from 2- and 4-year institutions are being recruited to participate in the Faculty Learning Program together to learn and improve their instructional practice, and build relationships and understanding of one another’s teaching and learning contexts. UCLA, along with regional community colleges with high transfer rates to local 4-year institutions, have been expressly invited to participate in this statewide program.

To learn more about the Faculty Learning Program and its commitments, please find more information here. To review the syllabus, please visit UC Berkeley's program information page.

If interested, please contact CEILS Associate Director, Rachel Kennison by November 7th.

CEILS Mid-Quarter Course Evaluation Resource Now Available in CCLE

If you are looking for ways to get feedback from your students on their learning and your teaching effectiveness, providing a feedback survey at the mid-quarter is one recommendation. To help facilitate this, CEILS has developed a "questionnaire template" with approximately 20 questions. You can use the resource "as-is" or customize for your course. Simply copy the questionnaire into your course, edit/add any questions, and adjust the settings to suit your needs. Once added, this resource is private to your course and just for you and your students to view and participate.

CEILS Journal Club: Visiting Scientific Teaching Scholar 

Dr. Brian Sato, Associate Teaching Professor in the Department of Molecular Biology and Biochemistry at the University of California, Irvine presents:

"Examination of common assumptions regarding prerequisites and course assessments in STEM curricula"
View the abstract for his talk on the CEILS website .

Save the Date! |  November 18, 2016
2-3pm, 1100 Terasaki Life Sciences Building, Light reception to follow from 3-4 pm.
DBER Fellow Position in the Department of Life Sciences Core Curriculum at the University of California, Los Angeles

The Department of Life Sciences Core Curriculum (LS Core) at the University of California, Los Angeles (UCLA) invites applicants for a full-time position of Postdoctoral Scholar in discipline-based education research (DBER), curriculum development, and instruction. This appointment is funded by a grant from the National Science Foundation’s Improving Undergraduate STEM Education (IUSE) program.

The Postdoctoral Scholar, hereafter referred to as a DBER Fellow, will work with a team of biology education scholars, whose academic focus is on teaching, instructional development, and education research, as well as research faculty, whose primary teaching responsibility is in one of three introductory life science courses: Cell and Molecular Biology (LS7A), Genetics, Evolution and Ecology (LS7B), and Physiology and Human Biology (LS7C).

See details and apply by Oct. 30th:

Journal Club
CEILS Journal Club for STEM Education Research |
Learning Community Meetings 

Fridays from 2:00 – 3:00 PM   Location:  1100 TSLB 

Upcoming Journal Club Presentations:
  • October 28, 2016 | Amanda Freise, Postdoctoral Scholar in Department of Molecular and Medical Pharmacology. Brownell SE, Price J V, Steinman L, et al. (2013) A writing-intensive course improves biology undergraduates’ perception and confidence of their abilities to read scientific literature and communicate science. Adv Physiol Educ 37:70–9. doi: 10.1152/advan.00138.2
  • November 4, 2016 | Francie Mercer, Postdoctoral Scholar in the department of Microbiology, Immunology, and Molecular Genetics.

  • November 11, 2016 | No Journal Club Today (Veteran’s Day – University Holiday) 

  • November 18, 2016 | Visiting Scientific Teaching Scholar Dr. Brian Sato, Associate Teaching Professor in the Department of Molecular Biology and Biochemistry at the University of California, Irvine presents:"Examination of common assumptions regarding prerequisites and course assessments in STEM curricula"
    View the abstract for his talk on the CEILS website.

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!
View more information on the "events" section of our website.

Upcoming Events 
Bringing Theory to Practice: Camtasia Workshop - A Tool for Interactive Screencasts 
Presented by Gaston Pluegl, Director of Life Sciences Core Education Laboratories and CEILS Instructional Consultant and Jess Gregg, CEILS Assistant Director

Wednesday October 26, 10am -12pm, Hershey Hall 168

  • Do you find you run out of time in class trying to cover everything?
  • Do you wish you had more time to spend interacting with students and helping them apply what they are learning?
  • Have you thought about making some course videos but you are not sure where to start?  
You are invited to our workshop that will introduce you to Camtasia, a tool that can help you make a range of video presentations. From very simple screen recordings of your slides with narration to more interactive presentations with embedded questions, this software is a flexible tool that allows you make elegant presentations for student learning.

Please RSVP using the following form:  Yes - Sign me up!

Please bring a laptop computer with you to the workshop if possible.

SciComm 101: Lay Science Writing Workshop (Two Parts)
Part 1: Thursday, October 27, 11:30a-1p
Part 2: Thursday, Nov 3 11:30a-1p
Location: BSRB 154

RSVP HERE so we know how much lunch to order!

Ever tried to read a journal article from outside your field? Swimming in jargon? It can be difficult to write about science for someone who’s not an expert, but it’s a critical skill. Writing allows us to communicate broadly and also helps organize your thoughts. In this two-part workshop we’ll discuss and practice writing for a lay audience.

Participants have two options:
1) Write a general summary of your research, or
2) Write a summary piece about a recently published discovery.

In Part 1 we will workshop ideas, possible stories, and outline the piece. In Part 2, participants will bring a draft of their piece back for peer editing and polishing. Finished piece will be suitable for posting on a lab website or even submitting for publication in a popular science outlet. The staff of Signal to Noise Magazine will also be participating as peer editors!

Issues of Interest to Women in Science Networking Lunch Series

These events provided an opportunity to connect with women faculty who are actively engaged in research across different disciplines, but who face similar career issues – come share your experiences.

Discussion Topic: Bullies in the Workplace

Discussion Led by:
Nancy Wayne, Ph.D.
Professor, Department of Physiology
Associate Vice Chancellor for Research

Please click here to find the link the article “The Bully Pulpit: Bullies in the Workplace and How to Protect Yourself” This article will provide us with a jumping-off  point for discussion. Even if you don’t come to the meeting you might find this article of interest.

Wednesday, November 9, 2016
Gonda Building, Room 1357 
1st Floor Conference Room

Light lunch will be provided, please RSVP to ensure food for all.

80th Annual Meeting of the  Southern California Branch of the American Society for Microbiology (SCASM)
October 28-29, 2016, Hyatt Regency, La Jolla, CA
Transforming Undergraduate STEM Education: Implications for 21st-Century Society
Nov 3-5, 2016, Boston, MA
Southern California Section of the American Association of Physics Teachers - Fall Meeting
Nov 5, 2016, University of California, Riverside
SABER West 2017 (Society for the Advancement of Biology Education Research) 
January 14-15 , 2017, UC Irvine
Learn more and register online.
2017 General Education and Assessment: Design Thinking for Student Learning
February 23 - 25, 2017 , The Sheraton Phoenix Downtown Hotel , Phoenix , AZ 85004
Learn more and register online.
9th Conference on Understanding Interventions that Broaden Participation in Science Careers
"Advancing Local Interventions Towards Systematic Change"
March 3-5 , 2017 , The Sheraton Gunter Hotel , San Antonio , TX
Abstract submission due by December 16
Learn more and register online.

24th Annual ASM Conference for Undergraduate Educators
July 27-30 , 2017 , The Sheraton Denver Downtown Hotel , Denver , CO
Session proposals due November 7 | Abstracts for poster presentations due February 15 
Learn more and register online.

Gender and choosing a STEM Major in college: Femininity, masculinity, chilly climate, and occupational values
A research article published in the Journal of Research in Science Teaching explores the relationship between masculine and feminine personality characteristics and occupational values in the academic climate.

How One University Closed the Gender Gap in STEM-Faculty Hiring
Published in the Chronicle of Higher Education
Montana State University has trained faculty to recognize implicit bias, and improved their faculty recruitment practices.

A Missing Influence in Keeping Diversity Within the Academy?
A new study of science PhDs found formal and informal support networks could provide support for trainees, especially those from underrepresented minority backgrounds, who want to stay in faculty career paths.

Increasing Student Success in STEM: A Guide to Systematic Institutional Change
A new guide for academic leaders in STEM education reform includes advice on team leadership, project management, key questions for analysis, and sustaining change.

CIRTLCast Series - October Theme:
Implementing Evidence-Based Techniques in Your Classroom to Enhance Student Learning

Understanding, Measuring, and Motivating Transfer of Learning
Thursday, October 27 at 5-6PM ET/4-5PM CT/3-4PM MT/2-3PM PT Transfer is the ability to use prior knowledge and experience to solve novel problems. It has been a topic of much interest, research, and controversy for the past 100 years in both Psychology and Education. In this talk, we will discuss research on instructional strategies designed to promote transfer and new work on the role of goal motivation in transfer.

Motivating Students, or It’s MY Job to Make them Want to Learn?! (Teaching in the US)
Join this session | Monday, November 14 at 11AM-12PM ET/10-11AM CT/9-10AM MT/8-9AM PT
Have you observed that your students don’t seem motivated in the classroom? Have you heard phrases such as “student engagement” or “six steps to motivate your students” and wondered what they mean for you? Join us to discuss and ask questions about theories of student motivation and student engagement pedagogies. Presented by Nabila Hijazi and Linda Macri, University of Maryland

Achieving Equity in STEM (CIRTL Reads)  
Join this session | Monday, November 14 at 2-3PM ET/1-2PM CT/12-1PM MT/11AM-12PM PT
November’s session looks at how to achieve equity in STEM courses by discussing the use of Modeling Instruction (MI) in introductory physics courses. MI encourages learning from a “participationist” perspective, using multiple sets of representational tools to develop models, as well as encourage student participation and collaboration. The article suggests that the odds of student success using MI-based instruction is nearly seven times greater than traditional lecture-based courses. Adam J. Blanford and Preston Cumming will be the discussants for this conversation.

The article for this month's discussion is:
Brewe, Eric, Sawtelle, Vashti, Kramer, Laird H., O’Brien, George, Rodriguez, Idaykis, and Priscilla Pamela. 2010. Toward equity through participation in Modeling Instruction in introductory university physics. Physical Review Special Topics – Physics Education Research 6:010106-1–010106-12.

Professional Development
Postdoctoral Scholars & Graduate Students

Two Great Resources for Learning About Opportunities in Science has recently created a new pair of web-based portals to help undergraduates and graduate students alike search for Federally-sponsored opportunities in STEM. If you are interested, please see the links below.
The O*NET program is the nation's primary source of occupational information, containing information on hundreds of standardized and occupation-specific descriptors. The database provides the basis for the Career Exploration Tools, a set of assessment instruments for workers and students looking to find or change careers.

Opportunities for Funding & Collaboration
Promoting Active Learning& Mentoring (PALM) Network Grant

The Promoting Active Learning & Mentoring Network Grant provides faculty and postdoctoral fellows with resources that allow them to gain hands-on experience and long-term mentorship in bringing evidence-based, effective active learning strategies into their own classrooms.

The grant can provide up to $2000 per fellow, $500 mentor stipend, or up to $1000 travel cost each for fellow and mentor.

Please see the network website for more information.
2017 Application Deadlines: January 15 and July 15, 2017

HHMI Launches New Program for Early-Career Scientists

The Howard Hughes Medical Institute (HHMI) announced a new program to recruit and retain early-career scientists who are from gender, racial, ethnic, and other groups underrepresented in the life sciences, including those from disadvantaged backgrounds.

Through an open competition, HHMI plans to select scientists early in their training to become Hanna H. Gray Fellows. Each fellow will receive funding for up to eight years, with mentoring and active involvement within the HHMI community. In this two-phase program, fellows will be supported from early postdoctoral training through several years of a tenure-track faculty position. In the first competition cycle, HHMI will select up to 15 fellows and invest a total of up to $25 million for their support over eight years.

Applicants may obtain more information at

Evaluate UR: Evaluating Undergraduate Research

If you, or someone of your campus is operating an intensive summer undergraduate research program, you may be able to participate in an NSF WIDER program (DUE 13-477227). Led by SUNY Buffalo State, the project seeks to refine and disseminate a successful model of undergraduate research assessment that has been in place at that institution since 2008.  This model closely links the teaching and learning process in a unique design that has improved student learning while producing rich empirical evidence of program outcomes and student knowledge gains. The project is now seeking additional institutions to pilot the dissemination of this model. Interested campuses must have a summer undergraduate research program lasting from six to ten weeks in which students work with faculty mentors, a campus undergraduate research director or coordinator who oversees the program, and ongoing institutional support for continuing program operation.  For more information, and to apply to be a pilot institution, please see: 
Job Opportunities

Associate Director for Science
Bok Center for Teaching and Learning
Harvard University - Boston, MA

UCLA LS Core Postdoctoral Scholar for LS7A/B/C
Life Sciences Core Curriculum

Associate Director
Claremont Colleges Center for Teaching and Learning

Assistant Professor, Tenure-Track Chemistry
Saint Mary's College of California - Moraga, CA

Open Until Filled

Teaching Assistant Professor (2 Positions)
Department of Biology Teaching and Learning

University of Minnesota
Job ID#: 313293

Assistant Professor in Biological Sciences (2 Positions)
University of Delaware

Postdoctoral Research Associate
Biological Sciences Program (

University of Maryland

Director of Assessment
Purdue Libraries

Purdue University

Physics Instructor Needed (2 Positions)
Los Angeles City College
►For more information please see this link.

Policy Research Fellow at AAC&U
Association of American Colleges & Universities (AAC&U)
Application Deadline: October 31, 2016

Center for Education Innovation & Learning in the Sciences | UCLA

For more information about CEILS events and resources, including a list of STEM education events from previous mailers, please visit the CEILS website at  or stop by the CEILS office in Hershey Hall (Rooms 122 & 126 or 210).

  If you wish to be added to the CEILS mailing list, please send your request to .

Please note, this Bi-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!