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In Memoriam: Jenessa Shapiro
Jenessa Shapiro, Associate Professor with appointments in UCLA's Psychology Department and the Anderson School of Management, and an expert in stereotype threat, discrimination and prejudices, died Dec. 6 after a long illness. She was 38.
Shapiro was an award-winning scholar of stereotype threat and prejudice in intergroup relations and she had a reputation as a rigorous and creative researcher. She sought to understand prejudice and discrimination from the perspective of those who hold them as well as those targeted by them. It was not easy work, as she often conducted research within hard-to-recruit populations, including women in traditionally male-dominated fields and underserved minority populations.
We here in CEILS were privileged to work with Professor Shapiro and appreciate her expert contributions to our workshops for faculty and graduate student teaching assistants. Our sincere condolences to her family, friends, and colleagues. We are grateful for the positive impact she made during her time with us
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CEILS is hiring! Program Representative position available to support and coordinate the SoCal Regional Collaborative
The Center for Education Innovation and Learning in the Sciences is hiring a Regional Coordinator (Program Rep II).
The Regional Coordinator will fulfill the goals identified by the NSF INCLUDES Alliance: Aspire – A National Alliance for Inclusive and Diverse STEM Faculty. Responsibilities include working to build communication channels that strengthen professional relationships among Southern California’s 2- and 4- year institutions, coordinating the launch of a regional internship program for graduate students and other working professionals interested in teaching at a community college, and providing general administrative and logistical support for these outreach efforts.
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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.
Upcoming events:
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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.
Mondays 1/28-4/15: 10 – 11:30AM PT
Get an introduction to key learning principles and the basics of effective teaching practices in this course about teaching in the STEM college classroom. Cap: 30. Register by 1/21/19.
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.
Wednesday 2/6: 11AM-12:30PM PT
Develop and practice your own strategies for effective communication with students in this case-study-based online workshop. Cap: 40. Register by 2/1/19.
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.
- January 21, 2019 | 10AM - 11:30AM PST - Introduction to Teaching at the Community College
- 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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CIRTL Resource Spotlight
Did you know we have a YouTube channel? We do! We have a few different playlists on the channel - including one featuring brief videos explaining CIRTL - but we mostly use it to share recordings from our drop-in online events. Some recent additions to our channel include:
The CIRTL Network hosted an online discussion on minimizing implicit bias in academia on October 22, 2018. In this event, guest speaker Dr. Wayne Hilson, Jr. led a wide-ranging discussion touching on student and instructor recruitment, curriculum design, intersectionality, and more.
The CIRTL Network hosted an online discussion on leveraging Teaching-as-Research (TAR) projects in grant applications on July 18, 2018. In this event, guest speaker Elizabeth Savelkoul discussed specific funding agencies and opportunities, and how to identify commonalities between funding opportunities and TAR projects.
The CIRTL Network hosted an online discussion on identifying implicit bias in STEM on October 8, 2018. In this event, guest speaker Dr. Sarah Eddy discussed current research on bias, race, and STEM.
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Educational Testing Service (ETS) Internship, Fellowship, and Visiting Scholars Programs in Research
The Educational Testing Service (ETS) Research & Development (R&D) division is pleased to announce that we are now accepting applications for the 2019 Internship and Fellowship Programs in R&D. These programs seek applicants who are interested in pursuing scientific research under the guidance of ETS researchers and psychometricians.
Application Deadline: February 1, 2019
This program focuses on major research activities that will occur in 2019. Selected interns conduct research under the guidance of mentors at ETS offices in Princeton, N.J. Graduate students who are currently enrolled in full-time doctoral programs in the areas listed above and who have completed a minimum of two years of coursework toward their Ph.D. or Ed.D. prior to the program start date are eligible to apply.
Application Deadlines: February 1, 2019 (preliminary) and March 15, 2019 (final)
This program provides opportunities for early career scholars to work with ETS researchers on a variety of cutting-edge topics, including foundational research as well as research embedded in real-world testing programs. Selected fellows work on research projects and conduct independent research that is relevant to ETS's goals under the mentorship of research scientists or psychometricians in Princeton, N.J. Candidates must have received their doctorate within the past three years. This year, we are seeking applications in the following areas of expertise: measurement, psychometrics and statistics; process data modeling and analysis; and artificial intelligence.
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The Current Insights feature is intended to highlight diverse perspectives on teaching, learning and cognition from outside life sciences education. In this installment, the author features recent examples of scholarship examining the intersections between culture and equity in science education. The articles in this set build on intuitions we may hold as biology educators and researchers: The first is that cultural differences can perpetuate inequities in science education. The second is that cultural diversity is beneficial to science learning for all students.
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“Is This Class Hard?” Defining and Analyzing Academic Rigor from a Learner’s Perspective
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CBE Life Sciences
Despite its value in higher education, academic rigor is a challenging construct to define for instructor and students alike. How do students perceive academic rigor in their biology course work? Using qualitative surveys, students were asked to identify “easy” or “hard” courses and define which aspects of these learning experiences contributed to their perceptions of academic rigor.
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Ex-Academics Still Aren’t Being Consulted on Graduate-Education Reform |
ChronicleVitae
Pursuing a doctoral degree has tremendous costs, even when the degree is "fully funded." Doctoral students fall behind their peers with B.A.s and M.A.s in many significant ways, and not just financially. Because doctoral training is, by and large, not suited for most nonacademic careers, Ph.D.s who leave the academy must often learn radically new skills for jobs that do not — and never will — require a doctorate. Some of those new skills are antithetical to doctoral training.
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Recognizing and Reducing Barriers to Science and Math Education and STEM Careers for Native Hawaiians and Pacific Islanders |
CBE Life Sciences
Climate change is impacting the Pacific Islands first and most drastically, yet few native islanders are trained to recognize, analyze, or mitigate the impacts in these islands. To understand the reasons why low numbers of Native Hawaiians and Pacific Islanders enter colleges, enroll in science, technology, engineering, and mathematics (STEM) courses, or undertake life sciences/STEM careers, 25 representatives from colleges and schools in seven U.S.-affiliated states and countries across the Pacific participated in a 2-day workshop.
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Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning |
CBE Life Sciences
The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work.
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Big data and automation are the future, but Americans need to understand the technology lest they become pawns of Silicon Valley. When it comes to big data, automation, robots and machine learning, for instance, change happens almost daily, and the learning curve is steep. Millions of people across this country are sitting in the dark on some of the most critical issues of our day because the "magic" behind these technologies – that magic being engineering – is a foreign language.
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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.
Tools for Peer Observations & Self-Assessment of Teaching
January 29 | 12:00 p.m. - 2:00 p.m. |
Boelter Library Learning Commons, 8270 Boelter Hall
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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D
isabilities and Inclusive Design Training: Documentation
Date:
January 28, 2019
Time:
11:00 a.m. - 12:00 p.m.
Location:
IDRE Portal - 5628 Math Sciences
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 documents created are completely inaccessible or frustrating for screenreader users. Public documents posted on websites and emailed to listservs should be accessible to people who use screenreaders. During this hour-long active learning session, you will have the opportunity to get hands-on training in making accessible PDF and Word documents.
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Blindspot: Hidden Biases of Good People
Date: January 18, 2019
Time: 2:00 p.m.
Location: California NanoSystems Institute (CNSI) Auditorium
Mahzarin Banaji, a professor in Harvard University’s Department of Psychology, is known for her work on the concept of implicit bias in regards to race, gender, sexual orientation, and other factors.
Banaji studies human thinking and feeling as it unfolds in social contexts. Her focus is primarily on mental systems that operate in implicit or unconscious mode.
Banaji is co-founder of Project Implicit, a non-profit organization and international collaboration between researchers who are interested in implicit social cognition – thoughts and feelings outside of conscious awareness and control. The goal of the organization is to educate the public about hidden biases and to provide a “virtual laboratory” for collecting data on the Internet. As part of Project Implicit, Banaji co-developed a method called the Implicit Association Test, which measures the strength of associations between concepts (e.g., black people, gay people) and evaluations (e.g., good, bad) or stereotypes (e.g., athletic, clumsy).
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Instructional Division Seminar – Curriculum vs Pedagogic Change in the Chemistry Classroom: Leveraging student intellectual development via peer-engagement
Professor Christopher F. Bauer
University of New Hampshire
Date: January 29, 2019
Time: 11:00 a.m - 12:00 p.m
Location: Young Hall 2033
Professor Christopher F. Bauer, University of New Hampshire will be presenting his talk "Curriculum vs Pedagogic Change in the Chemistry Classroom: Leveraging student intellectual development via peer-engagement".
Over decades, modifying the general chemistry curriculum has been the most common response to the challenge of improving student performance, interest, and persistence. It has also been one of the least effective for accomplishing those objectives. In contrast, changes in pedagogy that involve intellectually active and communal knowledge construction have demonstrated success for a diverse array of students. This seminar will describe two examples of these new pedagogies — Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL) — and the promising outcomes emerging from there. These approaches will be presented against a backdrop regarding current understanding of the state-of-the-art of teaching and learning. Non-content characteristics such as student attitude, self-concept, motivation, and metacognitive awareness will be considered to further emphasize how the multidimensional people in our classrooms may experience learning chemistry, and perhaps why some fall by the wayside despite our best efforts to support their learning.
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National Events & Webinars
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Assessment Strategies for Deeper Learning in the Active Classrooms
Date
: January 23, 2019
Location
: Online
Enhance the level of learning in your classroom by asking higher level questions for problem solving, making connections, and peer interaction. This webinar, led by Cindy Albert of the University of Wisconsin--Eau Claire, will provide tips for creating question prompts, as well as how to craft the follow up questions to encourage deeper learning.
Center.
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2019 Southern California PKAL Regional Network Annual Meeting
Date
: March 9, 2019
Location
: Claremont, California
There is a pressing need to train and support science faculty to educate the next generation of STEM scholars in an inclusive manner that allows all students to reach their potential. The 2019 Southern California Project Kaleidoscope Regional Network Meeting is designed as a one-day summit to engage two- and four-year faculty in the foundations of inclusive pedagogy. Conference attendees will gain new skills for teaching undergraduate STEM courses, develop a common vocabulary for equity and inclusivity in the classroom, and connect with faculty from other institutions to address common issues. A plenary session will be given by Sumun Pendakur of the USC Race and Equity Center.
Deadlines:
- January 30, 2019: Call for Workshop and Oral Presentation Proposals
- February 25, 2019: Call for Posters
- March 5, 2019: Registration
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2019 Gateway Course Experience Conference
Date
: March 17-19, 2019
Location
: Atlanta, Georgia
The Gateway Course Experience Conference is all about connecting and learning. As a participant, you will:
- Engage in cross functional discussions about excellence in teaching, faculty development, and curriculum redesign
- Discover the latest promising practices
- Explore early warning systems, analytics, academic help labs, and other tools and/or approaches
- Discuss pre-enrollment placement and preparation strategies
- Develop further understanding of the body of knowledge about gateway courses and completion
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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 Institute on Integrative Learning and Signature Work
Date
: July 16-19, 2019
Location: Atlanta, Georgia
The 2019 Institute on Integrative Learning and Signature Work is intended for college and university teams interested in developing faculty and staff leadership to advance programs and curricula that build students’ capacity to integrate their learning—across general education, majors, and the cocurriculum, as well as prior professional, academic, and life experiences inside and outside the classroom. Today, college graduates must be able to apply the knowledge and skills they are learning in real-world contexts as they collaborate with diverse groups to develop solutions to complex and urgent problems encountered in globalized workplaces and civic life. The Institute is informed by the LEAP Challenge to expect Signature Work of all students.
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Featured Job Opportunities
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UCLA Job Opportunities
Regional Programming Coordinator (Program Representative)- UCLA CEILS
The Center for Education Innovation and Learning in the Sciences (CEILS) at the University of California, Los Angeles (UCLA) invites applicants for a position of Program Rep II, hereafter referred to as Regional Programming Coordinator. This position is a full-time, 12-month appointment, with a start date of February 1, 2019. This appointment is funded by a grant from the National Science Foundation (NSF) and is for one year.
The Regional Programming Coordinator will fulfill the goals identified by the NSF INCLUDES Alliance: Aspire - A National Alliance for Inclusive and Diverse STEM Faculty. Responsibilities include working to build communication channels that strengthen professional relationships among Southern California's 2- and 4- year institutions, coordinating the launch of a regional internship program for graduate students and other working professionals interested in teaching at a community college, and providing general administrative and logistical support for these outreach efforts.
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National Job Opportunities
Full-time Lecturer in Biology
Tufts University School of Arts & Sciences
► Please see posting details and how to apply
here.
Lab Coordinator in Biological Sciences
North Dakota State University
► Please see posting details and how to apply
here.
Biological Sciences Assistant Professor (Anatomy/Physiology)
Los Medanos College
► Please see posting details and how to apply
here.
Microbiology Instructor
Long Beach Community College
► Please see posting details and how to apply
here.
Executive Director
University of Maryland
► Please see posting details and how to apply
here.
Faculty/Educational Developer Diversity & Inclusion
Syracuse University
► Please see posting details and how to apply
here.
Academic Faculty Development Manager/Instructional Design Manager
CUNY School of Professional Studies
► Please see posting details and how to apply
here.
Tenure-track Instructor in Zoology
University of British Columbia
► Please see posting details and how to apply
here.
Teaching Postdoctoral Associate position
University of Maryland-Baltimore County
► 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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