The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants

CBE—Life Sciences Education

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.

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Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

CBE—Life Sciences Education

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning.

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Metrics and Methods Used To Compare Student Performance Data in Chemistry Education Research Articles

-ACS Publication

Quasi-experiments are common in studies that estimate the effect of instructional interventions on student performance outcomes. In this type of research, the nature of the experimental design, the choice in assessment, the selection of comparison groups, and the statistical methods used to analyze the comparison data dictate the validity of causal inferences.

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UCLA Summer Institute on Scientific Teaching Call for Applications!

We are now accepting applications for the summer institute 2019.The Summer Institute (SI) is part of a national effort to improve college education in science, technology, engineering, and math (STEM) and to enhance the academic success of all students by helping current and future faculty develop and adopt inclusive and effective teaching practices. The SI is a nationally recognized, prestigious teaching development program that has trained more than 1,000 faculty in evidence-based instruction over the last decade, including over 100 UCLA science faculty, some of whom will serve as facilitators and mentors of this esteemed 4-day professional development opportunity this summer at UCLA.

Click here to complete and submit a short application to the program. Qualified applicants will be notified by email of their acceptance status by the first week of May.

Please visit the CEILS website for more information.

Fundamental Discipline-Based Education Research (DBER) Focused on Undergraduate and Graduate STEM Education within the EHR Core Research (ECR) Program – Funding Opportunities

The EHR Core Research (ECR) program of National Science Foundation’s (NSF) Directorate for Education and Human Resources (EHR) wishes to notify the community of its intention to support, through EHR Core Research (ECR) program solicitation NSF 19-508, fundamental discipline-based education research (DBER) focused on undergraduate and graduate Science, Technology, Engineering, and Mathematics (STEM) education. The NSF intends to foster DBER to develop foundational knowledge in STEM education at the undergraduate and graduate levels in each of ECR’s three tracks: STEM Learning and Learning Environments, Broadening Participation in STEM, and STEM Workforce Development.

DBER is defined as “an empirical approach to investigating learning and teaching that is informed by an expert understanding of [STEM] disciplinary knowledge and practice”.[1] DBER addresses complex problems in STEM education by integrating expert knowledge of particular STEM disciplines’ models, theories, culture and educational challenges with relevant models, theories and research methodologies from a variety of fields such as education, the learning sciences, psychology, and many more. With this Dear Colleague Letter (DCL), NSF invites proposals that request support to conduct fundamental DBER (basic or use-inspired) focused on developing and testing models or theories in undergraduate or graduate STEM education, including all areas of STEM supported by NSF including interdisciplinary or convergent topics.

Please see EHR Core Research (ECR) program of National Science Foundation’s (NSF) Directorate for Education and Human Resources (EHR) for more information

Applications Deadline: October 3, 2019