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UCLA’s top teachers recognized at ceremony at Chancellor’s residence
The recipients of UCLA’s highest honor for teaching, the
Distinguished Teaching Awards
, were honored by the UCLA Academic Senate at the Andrea L. Rich Night to Honor Teaching awards ceremony at the Chancellor’s residence on Oct. 25. The winners were selected in three categories: senate faculty members, non-senate faculty members and teaching assistants.
Recipients of the award are chosen from nominations by colleagues and leaders across campus, recommendations by students and their involvement in community outreach, along with many other criteria.
The senate faculty awardees were professors Vilma Ortiz, Christopher Kelty, Lorrie Frasure-Yokley, David MacFadyen, Sarah Abrevaya Stein and Casey Reas.
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Congratulations to the Inaugural Faculty Fellows from UCLA's Center for Diverse Leadership in Science
The Center for Diverse Leadership in Science (CDLS) is proud to announce their inaugural faculty fellows. CDLS, created by Dr. Aradhna Tripati (Institute of Environment and Sustainability - IoES; Atmospheric and Oceanic Sciences- AOS; Earth, Planetary, and Space Sciences - EPSS; and Institute for Geophysics and Planetary Physics), was created to recruit and retain underrepresented people in Environmental Science. In addition to providing research and outreach opportunities, CDLS brings faculty together to engage in professional development, including workshops offered by CEILS and BruinX. In this way, the center aims to empower their fellows in increasing diversity, equity and inclusivity in STEM and beyond. Twenty-two Faculty Fellows were selected across disciplines, for their dedication to implement inclusive practices and for their commitment to equity in the field:
Alan Barreca
(IoES),
Daniele Bianchi
(AOS),
Jacob Bortnik
(AOS),
Justin Caram
(Chemistry and Biochemistry),
Kyle Cavanaugh
(Geography),
Robert Eagle
(IoES, AOS),
Jennifer Jay
(IoES; Civil and Environmental Engineering),
Peter Karieva
(IoES),
Abby Kavner
(EPSS),
Jasper Kok
(AOS),
Yung-Ya Lin
(Chem & Biochem),
Carolina Lithgow-Bertelloni
(EPSS),
Karen McKinnon
(IoES; Statistics),
James McWilliams
(AOS; IoES),
Jonathan Mitchell
(AOS; EPSS),
Stephanie Pincetl
(IoES),
Margot Quinlan
(Chem & Biochem),
Deepak Rajagopal
(IoES; Urban Planning),
Pablo Saide
(AOS),
Benjamin Schwartz
(Chem & Biochem),
Andrew Stewart
(AOS), and
Tina Treude
(EPSS; AOS; Ecology & Evolutionary Biology).
The application period for 2019-2020 CDLS faculty fellows will open Spring of 2019. Please stay tuned to our website:
www.ioes.ucla.edu/diversity
for further details.
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Research Coordination Networks in Undergraduate Biology Education
-
Program Funds Deadline
The RCN-UBE program funds the creation of networks of researchers, educators, and other stakeholders that improve undergraduate biology. Among other things, awards can be used to build community, develop standards, address interdisciplinary topics, and minimize duplication of efforts. The theme of an RCN-UBE proposal can be any topic likely to improve undergraduate biology education.
Full awards: up to $500K, five years
Incubator awards: up to $75K, one year
Informational webinars:
- 12:00 p.m. ET, 9 November 2018 (Friday)
- 4:00 p.m. ET, 13 November 2018 (Tuesday)
Register for a webinar
here. Connection information is on the registration page.
Proposal deadline: 22 January 2019
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OID Instructional Improvement Program - Fall Grant Deadline
The Instructional Improvement Grant Program supports curricular experimentation and development and instructional improvement of undergraduate offerings. Projects may be initiated by faculty, departments, or larger units. Proposals should address the specific needs of an undergraduate course or curriculum and explicate an appropriate and cost-effective response to a clearly defined pedagogical problem.
Please note that IIP grants — as well as OID Mini-grants for guest speakers, media purchases, etc. — can be used to support issues of diversity and inclusiveness in the classroom. The IIP Committee believes these are important considerations for faculty in designing their curricula.
Please be sure to download the
Budget Worksheet
that you must include in the application form.
To enable the Committee on Instructional Improvement Programs’ full deliberation,
all proposals must be submitted no later than 5:00 p.m. on Friday, November 9, 2018.
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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!
Fall 2018 Schedule:
- November 16 | Jeffrey Maloy, DBER Postdoctoral Scholar and Lecturer in Life Sciences Core Education, presenting his research study. Title TBA.
- November 30 | Elizabeth Mills, Graduate Student in Physics & Astronomy, presenting her CIRTL teaching-as-research project. Title TBA.
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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 event (click on image below to open in new window):
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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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How an Undergraduate Biology Laboratory Class Benefits from Using JoVE |
JoVE Website
By adopting JoVE Science Education videos for her laboratory course, a Northeastern University biology instructor saves significant time and effort in class and during lesson preparations.
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Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. To realize these gains, students must all contribute. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies.
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Students Are Rarely Independent: When, Why, and How to Use Random Effects in Discipline-Based Education Research |
CBE Life Sciences Education
Discipline-based education researchers have a natural laboratory—classrooms, programs, colleges, and universities. Studies that administer treatments to multiple sections, in multiple years, or at multiple institutions are particularly compelling for two reasons: first, the sample sizes increase, and second, the implementation of the treatments can be intentionally designed and carefully monitored, potentially negating the need for additional control variables. However, when studies are implemented in this way, the observations on students are not completely independent; rather, students are clustered in sections, terms, years, or other factors.
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Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals.
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Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. This paper investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results.
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Conflicted Views of Technology: A Survey of Faculty Attitudes |
Inside Higher Ed
The proportion of college instructors who are teaching online and blended courses is growing. So is their support for using technology to deliver instruction. But their belief in the quality and effectiveness of online courses and digital technology isn’t keeping pace. Those are among the findings -- conflicting and confounding, as is often the case -- of Inside Higher Ed’s 2018
Survey of Faculty Attitudes on Technology,
published today in partnership with Gallup.
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Disabilities and Inclusive Design Training:
Basics
Date: November 19, 2018
Time: 11:00 a.m. - 12:00 p.m.
Location: IDRE Portal - 5628 Math Sciences
Learn about the challenges facing students, faculty, and staff with disabilities and how you can empower this population though accessible design. The trainings are stand-alone events.
Upcoming trainings include:
- 3 December, 2018: Instructional Content
- 10 December, 2018: Documentation
- 17 December, 2018: Web
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Research Deconstruction - A Classroom Approach for Engaging Students in Scientific Discovery
Date: Friday, November 9, 2018
Time:
1:00 p.m. - 5:00 p.m.
Location:
UCLA Hershey Hall 158
You are invited to this symposium at UCLA to learn about research deconstruction, a low cost, high impact pedagogical strategy developed at UCLA to engage novice undergraduate students in the process of scientific discovery. Research deconstruction requires no laboratory or textbook, making it affordable and sustainable for departments and students at a wide range of institutions, from R1 universities to 2-year colleges. Guided in‑depth analysis of a bona fide research seminar is used as a platform to teach fundamental concepts, experimental methodologies, and importantly, the logic of scientific investigation. Implementation over a 10-year period at UCLA suggests that research deconstruction is effective at both teaching students the process of scientific inquiry and increasing persistence in STEM.
At this symposium, educators from UCLA, UC Santa Cruz, University of Toronto and Santa Monica College will share insights, challenges and best practices from their experience using research deconstruction. If you would like to learn more about this pedagogy and potential partnerships to assist with implementation, please consider attending.
Educators at community colleges are especially encouraged to participate and we hope that Chairs will consider applying attendance of this symposium toward the professional development requirement (flex time). Please feel free to share this with any interested colleagues.
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National Events & Webinars
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Online with LSE: The Influence of Kindness and Community in Science Education
Date: November 9, 2018
Time: 12:00 PM Eastern Time
This session of Online with LSE, will feature a conversation with Mica Estrada, Associate Professor of Social and Behavioral Sciences at UC San Francisco, about her and colleagues recent research on the social influence of mentorship and research experiences on increasing persistence of underrepresented students in
STEM career pathways
. Join us for “behind the scenes” insights into how the twelve year, national study was conducted, including the applications and implications of the work, through online interactive discussion with Dr. Estrada.
Participants are encouraged to submit discussion questions in advance
here.
*Please note that while the webinar is limited to the first 100 registrants to log on live, the recording will be freely available to all.
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How People Learn (Webinar)
Featuring Meghan Bathgate, Postdoctoral Researcher at Yale University
Date:
November 16
Time:
3-4 PM Eastern Time (12-1 PM Pacific Time)
Students and instructors hold assumptions about how we best learn. Many of these assumptions can conflict with learning research data. This can leave instructors and students feeling frustrated when hard work is not leading to great results. How can we identify and address assumptions about learning to best shape our teaching and encourage effective study habits? How can we effectively bring learning principles into our classrooms in an interactive and inclusive way? In this webinar, Meghan Bathgate, a cognitive psychologist researching faculty and student science motivation, will facilitate a discussion about how to bring the psychology of learning into your classroom. Using a series of short interactive examples, participants will walk through how to use real-time data collection to demonstrate psychological principles of learning in college classrooms. These activities can be applied to a variety of classrooms to generate group discussions about how to best study and learn course material. Participants are welcomed to bring their questions and experience to the conversation as we better understand ourselves as learners.
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SABER West - Registration Open, Poster Abstract Submission Open
Date: January 19 - 20, 2019
Location: UC Irvine
The third annual SABER West conference will be held on January 19 and 20, 2019 at the campus of the University of California, Irvine. SABER is the Society for the Advancement of Biology Education Research and was founded in 2010.
CEILS will be organizing a UCLA group to attend this conference together. We hope you will consider submitting a poster abstract for this year's conference. Please register and contact media@ceils.ucla.edu if you are interested in applying for possible subsidies for registration, hotel room accommodations, and carpool options. Presenters are responsible for their own poser printing and workshop costs.
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5th Life Discovery - Doing Science Biology Education Conference
Date: March 21-23, 2019
Location: Gainesville, Florida
Deadline for Proposals: September 30, 2018
The Education Share Fair has become a unique feature of the Life Discovery Doing Science Education conference. Proposals will be accepted on a first come first served basis until available spots are filled.
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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 proposal submission deadline is
November 11, 2018, at 11:59 p.m. EST.
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Featured Job Opportunities
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UCLA Job Opportunities
Assistant Adjunct Professor in 2019 Boyer/Cram/Libby Teacher-Scholar program| UCLA
The UCLA Department of Chemistry & Biochemistry (
www.chemistry.ucla.edu
) is pleased to announce 3 Assistant Adjunct Professor openings for the 2019 Boyer/Cram/Libby Teacher-Scholar program. Three Assistant Adjunct Professor “Teacher-Scholar” positions are open, and is for 3 year appointment with yearly renewal.
Recruitment Period: September 27th, 2018 - November 30th, 2018
► Please see posting details and how to apply
here.
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National Job Opportunities
Assistant Professor in Science Education
Western Michigan University
► Please see posting details and how to apply
here.
Biological-Laboratory Lecturer in Bio-engineering
Stanford University
► Please see posting details and how to apply
here.
Postdoctoral Associate in Biology Education
Binghamton University
► Please see posting details and how to apply
here.
Assistant Professors in Biology
Missouri Western State University
► Please see posting details and how to apply
here.
Post-doctoral Position in Center for Mathematics Science and Technology
Illinois State University
► Please see posting details and how to apply
here.
Faculty Positions in Biology
Baylor University
► Please see posting details and how to apply
here.
Biology Learning Consultant in
Academic Resource Center
Duke University
► Please see posting details and how to apply
here.
Lecturer position in Biology
University of Massachusetts Amherst
► Please see posting details and how to apply
here.
Project Administrator in Searle Center for Advancing Learning & Teaching
Northwestern University
► Please see posting details and how to apply
here.
Assistant Director in Research & STEM Ed Policy
Association of Public & Land-Grant University
► Please see posting details and how to apply
here.
Senior Laboratory Instructor and Coordinator
in
Biology
Santa Clara University
► Please see posting details and how to apply
here.
Faculty Positions in Engineering
Harvey Mudd College
► Please see posting details and how to apply
here.
Coordinator for Undergraduate Communications & Recruitment
University of Maryland
► 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 210 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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