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Teaching at UCLA: A Symposium to Showcase Innovation & Inspire Excellence
Date
: March 6, 2019
Location: UCLA Faculty Center
Time: 8:30am - 5:00pm
UCLA’s Office of Instructional Development (OID) and Center for Education Innovation & Learning in the Sciences (CEILS) are collaborating to host an all-day, campus-wide teaching symposium. Our goal is for this event to highlight and celebrate the breadth of teaching innovations across our campus. We hope to illuminate how, while there are disciplinary differences in learning outcomes and teaching practices, there is much we can share and learn from each other.
The symposium will feature a keynote talk by Dr. Andrea Greenhoot, Professor of Psychology, Director of the Center for Teaching Excellence, and Gautt Teaching Scholar at the University of Kansas. It will also include lightning talks by UCLA faculty, all of whom have actively engaged in innovative instruction, as well as 45-minute, hands-on workshops led by UCLA educational leaders. Another not-to-be-missed element is a panel of students discussing teaching practices that best enable them to learn.
Please
RSVP
by Friday, February 22
to join us for this important showcase, conversation, and exchange of ideas!
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UCLA Life Sciences Core Welcomes Beth Lazazzera as New Chair
Professor Beth Lazazzera, Associate Professor of Microbiology, Immunology and Molecular Genetics (MIMG), has accepted the position of Chair for the Life Sciences Core. Beth has extensive experience in curriculum development, teaching pedagogy, and administration that will provide an excellent foundation for the position. Her position is effective July 1, 2019, and she will be vice chair of the LS Core working with the current chair, Professor Frank Laski, effective April 1, to help with the transition.
The LS Core recognizes Professor Frank Laski’s ten years of dedicated and exemplary leadership as chair of the LS Core, leading to significant pedagogical and administrative advancements in the LS Core program.
Beth Lazazzera received her Ph.D. in Bacteriology from the University of Wisconsin, Madison and was a postdoctoral fellow at MIT. She arrived at UCLA in 1999 and joined MIMG. She has participated in numerous instructional activities at UCLA and has taught the “Introduction to Microbiology”, MIMG101, course since 2001. This course has grown to ~300 enrollments per quarter, and she has been proactive in applying new pedagogical strategies to improve the education experience of her students. She has been participating in workshops offered by the Center for Education Innovation and Learning in the Sciences (CEILS) since its inception and was a Scientific Teaching Fellow at the Mobile Summer Institute at UCLA. She also participated in the committee that led to the successful restructuring of the LS 1-4 series to the new LS 7 series within the LS Core. Beyond her teaching at UCLA, she concurrently spent 5 years as one of the lead instructors for the Cold Spring Harbor Laboratory Advanced Bacterial Genetics Course. Dr. Lazazzera is currently the Vice Chair of Undergraduate Education in MIMG and is a past-Chair of the Academic Senate Undergraduate Council.
Welcome, Beth!
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UCLA Instructors and Students Presents Education Research at SABER West 2019
The Society for the Advancement of Biology Education Research (SABER), holds an annual west coast regional conference for education research in biology. UCLA was well represented at this year's conference at UC Irvine, January 19th - 20th, with presentations by:
Jeffrey Maloy, LS Core Academic Administrator - Spoke on the use of interesting but educationally irrelevant anecdotes in flipped classrooms
Rachel Kennison, CEILS Associate Director - Presented a poster on the impact of LS 110, Career Exploration in the Life Sciences, and its positive impact on student outcomes.
Natalie Rotstein, UCLA Undergraduate - Presented a poster on electrophysiology measurement and sense-making in introductory physics for life sciences laboratories.
Dhiraj Nallapothula, Selina Han, and Carlos Herrera, UCLA Undergraduates - Presented a poster on enhancing motivational predictors of retention in the life sciences.
Photo: (Left to right) Marc Levis-Fitzgerald, Jeffrey Maloy, Selina Han, Dhiraj Nallapothula, Jen Berden-Lozano, and Carlos Herrera stand in front of a poster with results of their mindset intervention being employed in introductory life sciences classes at UCLA.
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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.
Increasing Student Learning through Group Work
February 13 | 12:00 p.m. - 2:00 p.m. |
Boelter Library Learning Commons, 8270 Boelter Hall
Creating Equitable Learning Environments & Teaching Inclusively
PART I - February 26 | 12:00 p.m. - 2:00 p.m. | Powell Library Inquiry Lab 3, Room 330
Creating Equitable Learning Environments & Teaching Inclusively
PART II - March 12 |12:00 p.m. - 2:00 p.m. | Powell Library Inquiry Lab 3, Room 330
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Register Now to be a Presenter in the 2019 STEM for All Video Showcase
If you are engaged in a federally-funded project to improve Science, Technology, Engineering, Mathematics (STEM) and computer science education, STEM invite you to submit a video and discuss it with researchers, practitioners, policy makers and the public during an interactive week long event.
Videos will address:
- Strategies to broaden participation & increase access for all
- Research informing STEM and CS teaching and learning
- Challenges and strategies in the implementation of STEM + CS programs
- Measuring impact of innovative programs
- Partnerships fostering innovation
Those who wish to present need to
register
by
February 19th.
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Entering Mentoring Training Program
Date: April 10 - June 12, 2019
Time: 3:00 p.m. - 5:30 p.m.
Location: Boyer Hall 130
Objective: To enrich the academic experiences of UCLA’s undergraduate researchers and to provide leadership guidance to UCLA’s graduate student and post-doctoral trainees who are about to embark on advance career aspirations. The goals of the mentoring seminar are to guide mentors to:
- Understand “scientific teaching” and apply it in mentoring
- Build relationship based on trust and respect with a mentee
- Build community with other mentors.
Facilitator: Diana Azurdia, PhD - dazirdia@mednet.ucla.edu
Course Materials: Course materials and resources will be shared via BOX weekly. Must bring a composition note book or journal to record reflections.
Sessions include:
- 04/10/19 Introduction to Mentor Training
- 04/17/19 Aligning Expectations
- 04/24/19 Maintaining Effective Communication
- 05/01/19 Assessing Understanding / Intro. to Mentorship Philosophy
- 05/08/19 TBD
- 05/15/19 Fostering Independence (need a space)
- 05/22/19 Promoting Professional Development
- 05/29/19 Addressing Equity and Inclusion
- 06/05/19 Cultivating Ethical Behavior
- 06/12/19 Articulating Your Mentoring Philosophy Plan
You will be notified if you’ve been accepted to participate in the course by mid-March.
Graduate students who are invited to participate may enroll in MOLBIO 300 to receive 1 unit of credit.
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New Resources (videos) on Education Research Methods!
Resources on Biology Teaching Assistant Project (BioTAP) is a compilation of articles, book chapters and videos that can inform the creation and implementation of education research projects! This can help you get started with research on your GTA TPD program.
Four education researchers at the University of Georgia (Jennifer Thompson, Paula Lemons, Peggy Brickman, and Tessa Andrews) are sharing information in the form of videos on the topics of Introduction to Qualitative Research, Types of Qualitative Research Interviews, Developing and Analyzing Data from Surveys, and Classroom Observation. These were green-lighted by Judy Milton (BioTAP Steering Committee Member) at UGA for the CIRTL program.
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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!
Winter 2019 Schedule:
This week:
- February 8 - Nancy Day, Postdoctoral Fellow Department of Integrative Biology and Physiology- "Excelling at Excel: Promoting student success in STEM with a short Excel tutorial" - Note that this week's journal club will be held in 2320/2328 Life Science Building [LSB]
Upcoming:
- February 15 - Kristin McCully, Teaching Fellow for Mathematics for Life Sciences; Timothy Hamilton and Byron Corado Per - UCLA Undergraduates and Learning Assistant Program Development Team
- February 22 - Melissa Paquette-Smith, Assistant Teaching Professor (LPSOE) Department of Psychology - The effectiveness of teaching technology in promoting equality and facilitating student learning and engagement
- March 1 - Dhiraj Nallapothula, Selina Han and Carlos Herrera - UCLA undergraduate students under the mentorship of Jeff Maloy, LS Core Academic Administrator - Enhancing Motivational Predictors of Student Success in the Life Sciences
- March 15 - Helen Vuong, Postdoctoral Fellow Department of Integrative Biology and Physiology
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Postdoctoral Scholars & Graduate Students
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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.
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Spring 2019 Online Courses
Courses have live, real-time online sessions and require regular homework outside of those class meetings. Short courses typically meet weekly for one to two months, while full courses typically meet for two to three months. Registration is required; STEM grad students and postdocs from CIRTL institutions receive enrollment priority.
Tuesdays 2/26-4/23: 8:30 - 10AM PT
Understand the theory behind how diversity affects learning and develop practical classroom strategies in this course designed for STEM/SBE grad students and postdocs. Cap: 30. Register by 2/18/19.
Thursdays 3/21-4/18: 11AM-1PM PT
Learn about engaging, evidence-based pedagogical practices for statistics in this short course designed for current and future instructors. Cap: 20. Register by 3/11/19.
Spring 2019 Massive Open Online Courses (MOOCs)
CIRTL MOOCs take place on the EdX platform and use video-based modules, discussion boards, and peer-reviewed assignments to teach participants about different aspects of evidence-based STEM teaching over the course of 8 weeks. Registration is required; there is no cost to participate and no enrollment cap. For more information, visit the
CIRTL MOOC website
.
Weekly asynchronous modules from 2/4 through 3/29
Spring 2019 Online Workshops
Workshops have live, real-time online sessions and require independent work outside of those meetings. Workshops can have one, two, or three online sessions (multi-session workshops typically have one session per week). Registration is required; STEM grad students and postdocs from CIRTL institutions receive enrollment priority.
Tuesday 2/12 & 2/19: 9:00-10:30AM PT
Draft a diversity statement - sought after in job applications - that incorporates your own experiences and helpful strategies in this two-part online workshop. Cap: 40. Register by 2/8/19.
Thursday 2/28: 10-11:30AM PT
Become familiar with a variety of digital tools designed to enhance student learning in this one-part online workshop. Register by 2/22/19.
Spring 2019 Drop-In Events
Wednesday 4/17: 5-6:30PM ET / 4-5:30PM CT / 3-4:30PM MT / 2-3:30PM PT
Hear grad students and postdocs from across the CIRTL Network share the results of their Teaching-as-Research projects in this stand-alone, drop-in online event. No cap.
Drop in on events in this three-part series to learn more about what it's like to work at a community college. No cap.
- February 28, 2019 | 10AM - 11:30AM PST - Getting Hired, Tips from Hiring Panels
- April 11, 2019 | 10AM - 11:30AM PST - Understanding Diversity and Inclusive Teaching in the Community College Setting
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Harvard Medical School is Now Accepting Applications for the 2019 Cohort of Curriculum Fellows!
Harvard Medical School (HMS) seeks talented early-career scientists interested in a career in education to apply for a three-year fellowship within the HMS Curriculum Fellows Program. Curriculum Fellows work closely with committed members of the HMS faculty and administration to develop, deploy, and evaluate evidence-based graduate biomedical education and training. Fellows have gone on to careers as directors of curriculum in a variety of academic programs, leaders in centers for teaching and learning, discipline-based educational researchers, faculty at teaching-focused undergraduate institutions, and administrators of higher education.
Visit
website for more information.
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Telling is a time-tested and efficient way to communicate information. Just try to keep the strengths and weaknesses of lecturing in mind. The most effective teaching involves looking to communicate information in inefficient ways — that is, in ways that make students work to understand the information, and not just listen passively. A big benefit of engaging students in active learning is that it reveals — to us and to them — what they don’t yet understand. With lecturing, we can tell them all we want, but whether they’re listening is anyone’s guess.
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Knowing is Half the Battle: Assessments of Both Student Perception and Performance are Necessary to Successfully Evaluate Curricular Transformation |
PLOSONE
Student-centered pedagogies increase learning and retention. Quantifying change in both student learning gains and student perception of their experience allows faculty to evaluate curricular transformation more fully. Student buy-in, particularly how much students value and enjoy the active learning process, has been positively associated with engagement in active learning and increased learning gains. We hypothesize that as the frequency of students who have successfully completed the course increases in the student population, current students may be more likely to buy-in to the curriculum because this common experience could create a sense of community.
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Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses |
CBE Life Sciences
Embedding active learning is a common mechanism for meeting science, technology, engineering, and mathematics (STEM) education reform goals. Researchers have identified student benefits from such strategies, yet these benefits may not be universal for all students. We sought to identify how students at a nontraditional university perceive introductory biology and chemistry courses, and whether perceptions relate to course type, performance, or student status.
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The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants
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CBE Life Sciences
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. This study characterized inexperienced GTAs’ teaching beliefs about student learning and how they change with a science-specific pedagogy course that emphasized student learning.
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The Effects of Doctoral Teaching Development on Early-Career STEM Scholars’ College Teaching Self-efficacy
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CBE Life Sciences
To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars’ sense of self-efficacy as postsecondary teachers.
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2019
STEMwrite Institute for Writing to Learn in STEM Disciplines
Date
: June 26-28, 2019
Location
:
University of Minnesota
The 2019 STEMwrite Institute invites faculty teams from biological sciences and to a lively and productive multi-day institute that will (1) acquaint them with evidence that indicates positive impacts assigned writing can have on conceptual learning, and (2) provide a sequenced workshop in which they will develop brief, high-impact writing prompts to implement in large-enrollment introductory biology courses.
Goals for the 2019 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 to the use of writing in STEM disciplines, based on survey responses of 5,000 STEM faculty at Reinvention Collaborative member institutions.
- To present evidence on the effective development and implementation of writing-to-learn activities in biological sciences across participant campuses.
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National Events & Webinars
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Call for Proposals: SPACE Part-Time Faculty Conference
Date: June 22, 2019
Location: Kennesaw, Georgia
The coordinators of SPACE, the Symposium for Part-time, Adjunct, and Contingent Educators, are issuing a Call for Proposals for this peer-reviewed conference spotlighting part-time and contingent faculty. We seek proposals from part-time and contingent faculty that highlight the quality of their scholarship and their innovative teaching practices. We also seek proposals from campus leaders to discuss innovative strategies for supporting part-time and contingent faculty.
SPACE are seeking submissions in the following categories:
- Teaching and Learning Presentations
- Disciplinary Research and Creative Activity Presentations
- Leadership and Administration Presentations
Submission Deadline:
February 26th, 11:59pm EST.
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2019 Accelerating Systemic Change Network (ASCN) Transforming Institutions Conference
Date: April 3-5, 2019
Location: Pittsburgh, PA
The conference will bring together researchers, faculty, change agents, administrators, and policymakers to focus on transforming undergraduate education. The conference will address critical questions related to institutional change in higher education and foster connections between researchers and change agents across fields. There will be opportunities for cross-disciplinary discussion and collaboration as we work together to bring about institutional change and to define the future of this work.
The 2019 Transforming Institutions Conference will feature the following plenary speakers:
- Kelly Mack, Vice President for Undergraduate STEM Education and Executive Director of Project Kaleidoscope (PKAL), Office of Undergraduate STEM Education, AAC&U
- Robin Wright, Division Director of the Division of Undergraduate Education (EHR/DUE) at the National Science Foundation
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2019 Accelerating Systemic Change Network (ASCN) Transforming Institutions Conference
Date: June 13-15, 2019
Location:
Austin, Texas
The Institute is designed to support campus change agents in using institutional change strategies to advance STEM change projects to greater scale and sustainability. Campus teams will bring existing projects, envisioned or started, that they need help bringing to scale or longer-term sustainability. Campus teams may be struggling with leadership turnover, lack of resources or infrastructure, team dynamics, shifting project goals and priorities, or other challenges. Institute participants will learn about the national context and drivers for change, theories and frameworks of change and the logistics of managing change projects to advance them to scale and sustainability. The Systemic Change Institute is a year-long commitment from ASCN to support teams, and a commitment by teams to work with mentors toward achieving project goals. Institute participants will be mentored throughout the year by STEM leaders, researchers, and change agents who have experience with reform projects.
Application Deadline: February 15, 2019
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2019 Institute on Project-Based Learning
Date
: June 18-21, 2019
Location
: Worcester Polytechnic Institute, Worcester, MA
In partnership with the Association of American Colleges and Universities (AAC&U), WPI will host and run its fifth annual
Institute on Project-Based Learning
— a 2.5-day intensive program where teams from colleges and universities will gain knowledge about project-based learning and make tangible progress to integrate those learnings into their own curricula:
- Interactive workshops
- Consultations with Institute faculty
- Collaborative teamwork
- Curricular development tailored to the goals of participating institutions
- Single, dedicated coach for each team
Application Deadline: February 12, 2019
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2019 The Academy of Inquiry Based Learning General Workshops
Date
: June 18-21, 2019
PRODUCT IBL Workshops are practical, hands-on, and interactive workshops for college math instructors interested in teaching via IBL or hybrid IBL. The focus of the workshops is on developing the skills and practices necessary for successful implementation of IBL. We are offering three identical workshops in 2019!
Participants will learn new skills from experienced IBL instructors, reflect on current teaching practices, and prepare to teach their own IBL math course during the next academic year. The IBL workshop is a residential workshop. Getting away from your daily routine, working with like-minded colleagues and focusing on your teaching is a great way to make your first or next step in IBL teaching!
Registration for the Portland and LA 2019 workshops is now open! Registration for the Minneapolis workshop is handled by MAA NCS.
Upcoming Workshops:
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2019 PKAL STEM Leadership Institutes
Date
: Institute I: July 9–14, 2019
Institute II: July 16–21, 2019
Location
: The Claggett Center, 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 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 science and technology.
Who Should Apply?
- Early- to midcareer STEM faculty with an interest in leading undergraduate STEM reform on their campuses and nationally
- Principal investigators who lead undergraduate STEM reform initiatives
- Administrators (with STEM disciplinary expertise) of academic STEM units
Individuals from community colleges, minority-serving institutions, and/or historically underrepresented groups are strongly encouraged to apply.
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What it Took to Create my First Adaptive Course
Date: February 12, 2019
Location: Online
Time: 12:00 p.m. ET
How do you redesign a course to integrate adaptive learning? What resources can faculty find so they don’t have to go it alone? In this webinar, Professor Matthew Vick and Director of Learning Technology Nicole Weber of the University of Wisconsin-Whitewater will share how they collaborated to create a personalized, adaptive learning experience for students, including:
- Their step-by-step approach to redesigning their course
- What course design and delivery look like in Realizeit’s learning system
- What makes partnerships between faculty and instructional designers work
- The challenges and successes of their course redesign efforts
Register today
!
The presentation will be 45 minutes, with time for Q&A afterward.
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Applying Inclusive Teaching Practices Through Case Studies
Date
: February 12, 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:
- March 12, 2019 - Improving Student Writing in Lab Reports Without Teaching Writing
- April 9, 2019 - Thinking Critically from Day ONE of Class
- 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?
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STiP Webinar:
Teaching and Assessing Qualitative Reasoning in STEM Courses
Date
: February 22, 2019
Time
: 3:00 p.m - 4:00 p.m. ET
One of the core competencies outlined in the 2011 AAAS “Vision and Change” report is the ability for students to use quantitative reasoning to understand and interpret data. The report further recommends that students are able to understand the relationship between science and society. While not explicitly stated, critical thinking skills are a recurrent theme in the report. However, the report does not explicitly nor implicitly include the need for students to develop qualitative reasoning, including logical reasoning. In this webinar we will deliberate on the meaning of critical thinking and examine the value of logical reasoning. We will examine practical strategies such as writing logically, constructing sound & cogent arguments, and detecting & avoiding reasoning errors (fallacies) and how to incorporate these skills into our STEM courses.
Upcoming webinar include:
- March 22, 2019 - Working with and Supporting the Development of Interest in STEM Classrooms
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Online with LSE: Addressing Diversity and Inclusion in the Life Sciences Curriculum
Date
: February 22nd, 2019
Location
: Zoom
Time
: 12:00 p.m. ET
Online with LSE hosts Jeff Schinske, Biology Instructor at Foothill College, for a discussion about his investigation of the impacts of homework assignments that simultaneously address curricular goals and highlight scientist diversity.
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Date:
March 6, 2019
Location
: Online
Time
: 3:00 p.m - 4:00 p.m. ET
The Association of American Colleges and Universities (AAC&U) is pleased to share their
2019 Webinars
for Spring and Summer, moderated by AAC&U Senior Staff. The webinars will feature various perspectives on the big issues facing higher education today. Webinar registration is free for association members. All AAC&U webinars are recorded.
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.
Upcoming webinars include:
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Featured Job Opportunities
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National Job Opportunities
STEM Education Postdoctoral Researcher
California State University Monterey Bay
► Please see posting details and how to apply
here.
2019 Cohort of Curriculum Fellows
Harvard Medical School Curriculum Fellows Program
► Please see posting details and how to apply
here.
Lecturer Part-time-Temporary position in Molecular and Cellular Biology
University of Washington
► Please see posting details and how to apply
here.
Lecturer Part-time-Temporary position in Physiology
University of Washington
► Please see posting details and how to apply
here.
Teaching Postdoctoral Associate in Ecology and Evolutionary Biology
Cornell 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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