Announcements

Congratulations to the Life Sciences Excellence Award Winners!
From left to right:
Stephanie White, Rachel Kennison, David Glanzman, Elaine Hsiao, Shane Campbell-Staton, Victoria Sork, Nathan Kraft, Hilary Coller
CEILS congratulates the recent winners of the Life Sciences Excellence awards. The ceremony was held on Monday, May 6th in the Hershey Hall Salon where friends, family, and colleagues gathered to celebrate the accomplishments of this wonderful group.

Awards were presented by Life Science Dean Victoria Sork and the committee chairs as follows:

  • Excellence in Research, Full Professor: David Glanzman (Integrative Biology & Physiology)
  • Excellence in Research, Associate Professor: Hilary Coller (Molecular Cell & Developmental Biology)
  • Excellence in Research, Assistant Professor: Elaine Hsiao (Integrative Biology & Physiology)
  • Excellence in Promoting Diversity & Inclusion: Nathan Kraft (Ecology & Evolutionary Biology)
  • Excellence in Educational Innovation, Tenured Faculty: Stephanie White (Integrative Biology & Physiology)
  • Excellence in Educational Innovation, Untenured Faculty: Shane Campbell-Staton (Ecology & Evolutionary Biology)
  • Excellence in Educational Innovation, Lecturer, Academic Administrator or Coordinator: Rachel Kennison (Life Science Core)

CEILS would like to make a special shout-out to our friend and colleague, Rachel Kennison, Associate Director for Professional Development and Student Engagement for CEILS, for her award and amazing work with our center!

Congrats to all of the award winners and thank you for your contributions to excellence in research, educational innovation, and diversity and inclusion in the Life Sciences!
Psychologist Honored by Academic Senate for Commitment to Diversity and Inclusion

Vickie Mays , professor of clinical psychology in the UCLA College, received the Career Commitment to Diversity, Equity and Inclusion Award from the UCLA Academic Senate.

The award recognizes her contributions in research, teaching and service, including the development of community-based curricula designed to create pathways into higher education and research for diverse and underrepresented communities.

Mays, who is also the director of the UCLA Center for Research, Education, Training and Strategic Communications, focuses on underserved populations, particularly ethnic minority communities and women. Specifically, Mays looks at the threats to physical and mental health among underserved populations and how to develop new methodologies that are responsive to their health care needs.
Report: UCLA Mentoring and Evaluation of Graduate Academic Progress (MEGAP)

Robin Garrell, Vice Provost for Graduate Education along with Willeke Wendrich, Graduate Council Chair would like to bring to your attention the 2018 report of the  UCLA Mentoring and Evaluation of Graduate Academic Progress (MEGAP) Workgroup . Co-Chaired by Professors Joseph Watson, Willeke Wendrich and Assistant Dean, April de Stefano, and convened by the Graduate Council and the Graduate Division, the workgroup addressed the evaluation of graduate student academic progress and the role of mentoring in enhancing student experiences and success. Specifically, MEGAP’s charge was to develop recommendations, best practices, and tools that departments/programs can use to apply the principles articulated in the  UCLA Graduate Student Academic Rights and Responsibilities (PDF)  statement.

The workgroup focused its efforts on the particular needs of doctoral students. The MEGAP report recommendations seek to foster greater student success by providing resources on mentoring for faculty and students; incentivizing mentoring at the department/program level, where the benefits reaped from effective mentoring will have the greatest impact; and mandating thoughtful and comprehensive feedback on students’ academic progress toward the Ph.D. degree. We encourage you to read the full  MEGAP Final Report (PDF) , and to consider ways in which you can apply the recommendations to support your own students’ success. We are convening a workgroup to implement the recommendations as part of UCLA’s commitment to improving teaching and mentoring at all levels.

Applications Open: Aspire Alliance IAspire Leadership Academy

The NSF-funded Aspire Alliance’s Institutional Change Initiative (IChange) is accepting applications for the inaugural IAspire Leadership Academy. The Academy elevates the preparedness of academic leaders from underrepresented groups so they can aspire to and succeed in more senior leadership roles. This program offers fellowships to individuals from traditionally underrepresented groups currently in formal or non-formal leadership roles in STEM higher education.
 
IAspire Leadership Fellows will gain critical leadership skills across numerous competencies. They will have opportunities to learn how to lead more effectively in increasingly complex environments and build confidence to influence institutional transformation either in their current position or as they rise to other positions of leadership.  The program fees (valued at $9,000) for this inaugural cohort are covered by the NSF INCLUDES Grant.
 
Additional Information about the Academy and the application process can be found on the Aspire Alliance  IAspire Leadership Academy site Applications are due June 3, 2019.
 
CEILS Journal Club
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!

Spring 2019 Schedule:

  • May 17 – Will Conley, Assistant Teaching Professor (LPSOE) in the Department of Mathematics, will present Lessons Learned From Creating a Supplemented Introductory Calculus Course in Place of Remediation
  • June 7 - Shaquita Humphrey-Pressley, CEILS Regional Programming Coordinator, will present Exploring Regional Careers in Teaching - #Aspire_CalRC

  View the  STEM Education Research Journal Club  event page for more details.
Newsworthy
The Science Divide: Why do Latino and Black Students Leave STEM Majors at Higher Rates? | The Washington Post

Dropout rates varied among the groups, too. About 20 percent of Latino and 26 percent of black STEM majors left their institutions without earning a degree, while 13 percent of white STEM majors dropped out, according to the study.
Inclusive Teaching | CBE-Life Sciences Education

Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. 
Digital Distraction Is a Problem Far Beyond the Classroom. But Professors Can Still Help | Chronicle of Higher Education

Digital distraction is a major source of frustration for professors. They're split, however, on whether to do anything about it. Some believe the onus is on students to change their habits, while others see an overreliance on lecturing as at least part of the problem.
Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance | CBE-Life Sciences Education

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.
STEM Faculty who Believe Ability is Fixed Have Larger Racial Achievement Gaps and Inspire Less Student Motivation in Their Classes | ScienceAdvances

An important goal of the scientific community is broadening the achievement and participation of racial minorities in STEM fields. Yet, professors’ beliefs about the fixedness of ability may be an unwitting and overlooked barrier for stigmatized students.
Here's How to Increase Diversity in STEM at the College Level and Beyond | The Conversation

The Meyerhoff Scholars program has been called the “gold standard” for providing a path into STEM research for African Americans, Hispanics, and economically disadvantaged white students who are underrepresented in the field. It has also been credited with changing the culture of the campus at UMBC.
On-Campus Events





About BTtoP Workshops: 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.


Designing Engaging Questions to Foster Collaborative Discussion and Deeper Learning

May 16 | 1:00 p.m. - 3:00 p.m. | 164 Hershey Hall

In this workshop we will discuss strategies for designing engaging questions that align with your learning goals and can be used in lecture or for assignments and exams. You will learn techniques to plan thoughtful multiple choice and open-ended questions and be introduced to some polling software options (iClickers, Mentimeter) that can be used in lecture. Additionally, we will walk through the "peer instruction" method and provide techniques for facilitating discussion effectively with the question prompts you design.

Disabilities and Inclusive Design Training: Accessibility Basics Training

Date:  May 13, 2019
Time:   11:00am-12:00pm
Location:  Webinar

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.
 
Available Training Dates:
  • June 20, 2019 @ 11:00am-12:00pm: IDRE Portal, 5628 Math Sciences
Disabilities and Inclusive Design Training: Making PDFs Accessible the Easy Way

Date:  May 29, 2019
Time:   10:30am-12:00pm
Location:  IDRE Portal - 5628 Math Sciences

PDF is one of the most common document formats at UCLA. 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 PDF documents created are completely inaccessible or frustrating for screenreader users. Public PDFs posted on websites, PDF course reading material and PDFs emailed to listservs should be accessible to people who use screenreaders and other assistive technologies. During this one and a half hour long active learning session, you will have the opportunity to get hands-on training in making an accessible PDF.

Funding Opportunities
The NSF ADVANCE program is moving toward a focus on the diffusion and scale-up of evidence-based systemic change strategies that address inequity for STEM faculty in academic workplaces and the academic profession. ADVANCE applicants may receive up to $1M for 3 to 5 years + up to $250K additional for partnering with NSF INCLUDES National Network. Letters of intent are due May 15.


For those interested in DBER, ECR: BCSER supports activities that enable early and mid-career researchers to acquire the requisite expertise and skills to conduct rigorous fundamental research in STEM education. Deadline is June 7, 2019.

HHMI provides grants to four-year colleges and universities to increase institutional capacity for inclusion of students from all backgrounds in science. 57 colleges and universities were awarded five-year, non-renewable $1 million grants through the 2017 and 2018 Inclusive Excellence competitions. To receive an email notification when the Program Announcement is live and the Intent to Apply is open in late spring 2019.

NIH has Request for Information (RFI) to solicit background information and guidance on the development of an NIH Common-Fund program currently in the planning stages. The goal is to employ a cohort model at the faculty level as a catalyst for institutions to create a route of entry and advancement for talent from diverse backgrounds, including scholars from groups underrepresented in the biomedical research enterprise. NIH seeks input from key extramural community stakeholders, including academic institutional leadership, biomedical faculty, and interested members of the public on strategies to collaborate with institutions on achieving inclusive excellence, scientific environments that can cultivate and benefit from the full range of talent, by catalyzing sustainable institutional accountability. Responses are due by May 16, 2019

National Events
Network of STEM Education Centers (NSEC) Annual Conference

Date: May 31 – June 2, 2019
Location: Hilton Omaha, 1001 Cass Street, Omaha, Nebraska

Learn more about the Network of STEM Education Centers (NSEC) 2019 National Conference here .The conference is designed for representatives from campus STEM Education Centers, Centers for Teaching and Learning that have a STEM agenda, those who work closely with these centers, and/or representatives considering implementing a center. We welcome interested faculty, staff, administrators, and colleagues from disciplinary societies, associations, and national projects that want to learn about the newest innovations in improving undergraduate STEM education.The theme for this year’s conference is Inclusive Education. Don't miss out on hearing from other STEM Education Centers making impressive strides on their campuses! 

Please contact Kacy Redd at  kredd@aplu.org  with any questions about this conference.

Society for the Advancement of Biology Education Research (SABER) Annual Meeting 2019

Date: July 26 - 28, 2019
Location: University of Minnesota, Twin Cities

View the  event website  for more information and to register.

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.
2019 Institute on General Education and Assessment

Date: June 4-7, 2019
Location: Burlington, Vermont

View the  event website  for more information.

The Institute on General Education and Assessment (IGEA) provides campus teams with opportunities to refine and advance general education programs and their assessment. The Institute conveys a deep and abiding commitment to ensuring that access to excellence in higher education is available to all students, striving towards a vision of education that is energized by students’ multiple and intersecting identities. This vision of education committed to making the inextricable synergy between quality and equity the standard for excellence in undergraduate educational practice. 
2019 Project Kaleidoscope STEM Leadership Institute

Date: July 9-14, 2019 & July 16-21, 2019
Location: Adamstown, MD

View the  event website  for more information.

Applications are now open for the  2019 Project Kaleidoscope (PKAL) STEM Leadership Institute . The 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 STEM. Designed for early and midcareer STEM faculty, principal investigators, and administrators, the Institute awakens and sensitizes 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. 
Call for Proposals: Transforming STEM Higher Education Conference

Date: November 7–9, 2019
Location: Chicago, Illinois

View the  event website  for more information.

The Association of American Colleges and Universities (AAC&U) and its Project Kaleidoscope (PKAL) are pleased to announce the 2019 Transforming STEM Higher Education Network Conference . We invite proposals for sessions that question and examine the range of contemporary opportunities for—and challenges to—STEM higher education reform.

AAC&U and PKAL invite session proposals exploring contemporary approaches to: conducting STEM education research, teaching, broadening participation, and developing assessment tools. In keeping with PKAL’s commitment to empowering STEM faculty through professional development, the conference will also explore novel approaches to professional and leadership development.

The deadline for proposals is Wednesday, May 29, 2019. 
Online Events/ Webinars
Developing Interdisciplinary Curricula for Introductory Biology

Date : May 14, 2019
Time : 2:00 p.m - 3:00 p.m. ET

View the event website for more information.

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:
  • 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?
Transforming Engineering Education Through the NSF Revolutionizing Engineering Departments (RED) Program

Date : May 16, 2019
Time : 10:00 a.m.- 11:00 a.m. PT

View the event website for more information.

The National Science Foundation's Revolutionizing Engineering Departments (RED) program currently funds 19 projects that are designing revolutionary new approaches to engineering and computer science education, ranging from changing the canon of engineering to fundamentally altering the way courses are structured to creating new departmental structures and educational collaborations with industry. A common thread across these projects is a focus on organizational and cultural change within the departments, involving students, faculty, staff, and industry in rethinking what it means to provide an engineering program. 

Presenter: Julie Martin (National Science Foundation)

Registration  Deadline: Tuesday, May 14, 2019
AAC&U’s 2019 Webinar: ePortfolio Best Practices

Date: May 21, 2019
Time : 2:00 p.m - 3:00 p.m. EDT

Visit website for more information

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.

Teaching and learning centers are playing new roles at the heart of many initiatives aimed at transforming higher education’s promise and delivery of learning. This session will explore the shift of teaching and learning from the sidelines to a more central and transformative position in higher education.
 
Upcoming webinars include:
Spreading Evidence-Based Instructional Practices: Leveraging Peer Observation for Institutional Change

Date : May 30, 2019
Location : Online
Time : 9:00 a.m.- 10:00 a.m. PT

View the event website for more information.

Evidence that active, student-centered learning in STEM classrooms contributes to desired student outcomes has now accumulated to compelling levels. However, promoting and supporting widespread use of new practices is challenging, even amongst practitioners open to such changes. One contributing factor is the fact that a majority of instructional change efforts focus on only a small portion of the instructional system, while true transformation requires systemic reform. Successful institutional change initiatives have been shown to involve common features: they involve ongoing interventions, align with individuals' beliefs, and work within the existing landscape of institutional values.

Presenters: Stephanie Salomone, Heather Dillon, Eric Anctil, Tara Presholdt, and Valerie Peterson (University of Portland)

Registration Deadline: Tuesday, May 28, 2019
Featured Job Opportunities
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 Inclusive Pedagogy
University of Colorado, Boulder
► Please see posting details and how to apply here.

Postdoctoral Research Scholar in Biology
University of Georgia
► Please see posting details and how to apply here.

Postdoctoral Research Associate in Data Science
Brown University
► Please see posting details and how to apply here.

Research Associate in STEM Education
Michigan State University
► Please see posting details and how to apply here.
Regional Opportunities

Mathematics Instructor
Rio Hondo College
► Please see posting details and how to apply here.

Chemistry Instructor
College of the Desert
► Please see posting details and how to apply here.

Lecturer in Physics or Astronomy
University of California, Santa Barbara
► Please see posting details and how to apply here.

Laboratory Technician in Biology
Santa Barbara City College
► Please see posting details and how to apply here.
National Job Opportunities

Instructional Consultant in Diversity, Equity, and Inclusion Focus
University of Michigan
► Please see posting details and how to apply here.

Assistant Director of Faculty Programs
Harvard Kennedy School
► Please see posting details and how to apply here.

Director in Educational Technology, Digital Learning & Innovation
Boston University
► Please see posting details and how to apply here.

Campus Director in Faculty & Instructional Development
Valencia College
► Please see posting details and how to apply here.

Senior Special Programs Coordinator in Teaching and Learning
Bristol Community College
► Please see posting details and how to apply here.

Assistant Director for Online Programs
University of Pittsburgh
► Please see posting details and how to apply here.

Ecology Education Program Leader
Cary Institute of Ecosystem Studies
► Please see posting details and how to apply here.

Instructional Designer for Organizational Development
Azusa Pacific 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!