Entering Mentoring Training – Spring 2018 RSVP

/in /by

Dear UCLA Graduate Students and Postdocs,

The UCLA Entering Mentoring Training (EMT) Program seeks to develop a mentoring ethos by providing leadership, mentorship, and diversity sensitivity training to graduate students and postdoctoral scholars. This course is specifically for those who directly mentor trainees working on STEM research projects. The seminar is based on a curriculum developed by the Wisconsin Program for Scientific Teaching titled “Entering Mentoring: A Seminar to Train a New Generation of Scientist”. This course is supported by the NIH Diversity Program Consortium.

The next offering will be this Spring, April 04 – June 13, 2018 on Wednesdays, 4:00 – 5:30 pm. Those who complete the seminar course will receive a certificate of completion. Please see the syllabus attached. [EMT Spring 2018 Syllabus]

All are welcomed to RSVP; however, priority will be given to participants currently mentoring someone and senior graduate students and postdocs.

Please RSVP by March 18th at the following link: https://www.surveymonkey.com/r/EMT2018Spring
Participation confirmation will be sent out by March 20th.
Please contact the Program Director, Dr. Diana Azurdia, at dazurdia@mednet.ucla.edu for questions.

_________________________________

Diana Azurdia, Ph.D.
Associate Director for Recruitment and Diversity, Graduate Programs in Bioscience
University of California, Los Angeles
Email: dazurdia@mednet.ucla.edu
Website: http://bioscience.ucla.edu

7 Facts About the STEM Workforce

/in /by

A new Pew Research Center analysis of U.S. Census Bureau data takes a broad-based look at the STEM workforce from 1990 to 2016 based on an analysis of adults ages 25 and older working in any of 74 occupations. Read on for seven facts about the STEM workforce and STEM training.

[READ MORE]

Exams Disadvantage Women in Introductory Biology

/in /by

A new study, co-led by postdoctoral associate and SI alumna Cissy Ballen at the University of Minnesota and Shima Salehi at Stanford University, found that unexpected influences underlie gender gaps in exam performance across ten large introductory biology course sections. The findings challenge traditional approaches that evaluate student knowledge, particularly those that punish students who do poorly on high-stakes assessments that may not be relevant to actual professional skills.

[READ MORE]

Provosts’ View on Student Learning Assessment

/in /by

The National Institute for Learning Outcomes Assessment has released the results of a survey of provosts at 811 colleges on their thoughts about the assessment of student learning. Backed by a decade’s worth of research on trends, the institute’s report uncovered several positive findings, including that provosts increasingly are providing support for faculty and staff members to practice meaningful assessment, especially at the course level.

[READ MORE]

“Active Learning” Math Initiative Expands to 12 Universities

/in /by

The project, known as SEMINAL: Student Engagement in Mathematics through an Institutional Network for Active Learning, has been led by San Diego State University, the University of Colorado at Boulder and the University of Nebraska at Lincoln, which have reworked their math curricula to improve student success in early courses, particularly students from underrepresented minority groups.

[READ MORE]

When a Field’s Reputation Precedes It

/in /by

Theories abound as to why women remain underrepresented in many fields. A new study says that perceived gender bias in a given discipline is the primary criterion women use for selecting a college major, not the perception that a field is science or math oriented.

[READ MORE]