UPCOMING UC ALUMNI CAREER NETWORK WEBINARS
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HIRE UC Virtual Alumni Career Fair
Wednesday, July 15, 2020
10AM to 4PM (Pacific) |
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Teaching as Research (TAR)
The improvement of teaching and learning is a dynamic and ongoing process, just as is research in any discipline. At the core of improving teaching and learning is the need to accurately determine what students have learned as a result of teaching practices. This is a research problem, to which instructors can effectively apply their research skills and ways of knowing. In so doing, instructors themselves become the agents for change in teaching and learning.
Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. The process of completing a TAR project includes identifying a research question and designing an intervention to assess the effectiveness of your teaching. However, a TAR project is not necessarily a Discipline Based Research Project, in the sense that it is meant to be a relatively small intervention, and not a publishable research study (although some TAR students design projects with the intent to publish). The goal is to learn how to become a reflective teacher so that wherever you end up working, you will be able to apply these methods to assess your own teaching.
For examples of TAR projects, visit our TAR Scholars page.
JOB POSTING: STEM Graduate Career Consultant The STEM Graduate Career Consultant will collaborate with the UCLA Graduate Career Services team to develop and deliver professional development programming, services, and resources geared for STEM (Science, Technology, Engineering, and Mathematics) graduate students at UCLA. Duties may include: Eligibility and Qualifications Required: Desired: Outcomes: Please send resume and cover letter to ebrown@career.ucla.edu. Include “STEM Graduate Career Consultant” in the subject line. APPLICATION DEADLINE: NOVEMBER 22ND. JOB POSTING: Master’s Career Consultant The Master’s Career Consultant will collaborate with the UCLA Graduate Career Services team to develop and deliver professional development programming, services, and resources geared for master’s students at UCLA. Duties may include: Eligibility and Qualifications Required: Desired: Outcomes: Please send resume and cover letter to ebrown@career.ucla.edu. Include “Masters’ Graduate Career Consultant” in the subject line. APPLICATION DEADLINE: FRIDAY, NOVEMBER 22ND
NATIONAL SCIENCE FOUNDATION FUNDED CONTENT DEVELOPMENT AND EDUCATIONAL DATA MINING POSTDOCTORAL POSITION
Location: UC Davis Genome Center
Description:
We seek a skilled, creative, and motivated postdoctoral scholar with an interest in building the knowledge and computational tools that can help change how students interact with online content. The successful candidate will work with the project Principal Investigator (PI) Marc Facciotti and co-PIs to design, execute and report on experiments that will test: how the design of online content and its delivery impact student affect and engagement while interacting with content; how different strategies for interventions during student/content interaction can influence student affect and engagement; how knowledge of student interaction with content can influence instructor behavior; and how each of these variables impacts student learning and inclusion.
This project applies artificial intelligence and machine learning approaches to build new understandings of how to engineer student engagement with online content to enhance learning. Tools derived from this project will improve students’ and instructors’ experiences with online content, increase the value of online content delivery, and contribute to the personalization of online resources.
Depending on the candidate’s strengths and interests, duties may also include: analysis of multidimensional data and modeling, taking part in online tool creation, grant-writing, writing reviews and/or perspectives, presenting findings at conferences, development of improved course pedagogy and content, networking with and extending the use of knowledge gained and tools constructed with collaborators beyond the home institution, and coordination of multi-university studies through the SEISMIC consortium. Interaction and collaboration with members of the broader scholarship of teaching and learning community (both at and beyond UCD) is encouraged and will be facilitated by the senior investigators.
Qualifications:
The applicant must have a Ph.D. in biology, mathematics, physics, chemistry, statistics, computer science, engineering, evolution, environmental sciences, psychology, or related fields, including science education. Experience with scholarship of teaching and learning, especially in undergraduate STEM disciplines is preferred. It is also preferred that the candidate have experience with quantitative techniques and approaches, including programming and data analysis, and have experience with and knowledge of modern online educational technologies. We are looking for a highly self-motivated, eager to learn, and excited to teach individual. The candidate should have an interest in improving undergrad STEM education, particularly with online learning. The candidate should have excellent communication skills, both verbal and written, be comfortable collaborating with faculty in both the natural and computer sciences, and be able to work independently under minimal supervision.
How To Apply:
Applicants should submit Curriculum Vitae, including list of publications, a Letter of Interest, Statement of Research, Statement of Contributions to Diversity, Equity, and Inclusion, and contact information for three references to Prof. Facciotti at mtfacciotti@ucdavis.edu.
Questions: Please direct questions to Marc Facciotti: mtfacciotti@ucdavis.edu
The University of California, Davis commits to inclusion excellence by advancing equity, diversity and inclusion in all that we do. We are an Affirmative Action/Equal Opportunity employer, and particularly encourage applications from members of historically underrepresented racial/ethnic groups, women, individuals with disabilities, veterans, LGBTQ community members, and others who demonstrate the ability to help us achieve our vision of a diverse and inclusive community.
Under Federal law, the University of California may employ only individuals who are legally able to work in the United States as established by providing documents as specified in the Immigration Reform and Control Act of 1986. Certain UC Davis positions funded by federal contracts or sub-contracts require the selected candidate to pass an E-Verify check. More information is available http://www.uscis.gov/e-verify.
UC Davis is a smoke & tobacco-free campus (http://breathefree.ucdavis.edu/). If you need accommodation due to a disability, please contact the recruiting department.
Graduate Student Professional Development 495CE: 4 Units; Satisfactory/Unsatisfactory Grading Tuesdays 2-3:50pm (TENTATIVE) Instructor: Dr. Elizabeth Goodhue, Associate Director for Faculty Engagement at CAT Course Objectives: The 495 series provides instruction in the general curriculum and classroom practices of teaching at UCLA. Grad PD 495CE: Supervised Preparation for Community-Engaged Teaching provides an overview of best practices for community-engaged pedagogy and strategies for collaborating effectively with the diverse communities of Los Angeles. This course is suitable for graduate students in any discipline and does not presuppose prior experience teaching community-engaged courses. Indeed, seminar discussions and in-class pedagogy workshops benefit from active involvement of participants with a wide range of disciplinary expertise and teaching experience. This course represents an exciting collaboration between UCLA’s Center for the Advancement of Teaching, Center Community Learning, and the UCLA Graduate Division. The course has been designed with the dual goal of enhancing undergraduate teaching and diversifying graduate student professional development. Through weekly seminar discussions and workshops with experienced teachers and community partners, participants can expect to: Course Requirements & Grading This course is offered on a Satisfactory/Unsatisfactory (S/U) grading basis. In order to earn a grade of Satisfactory, graduate students must meet the following learning goals: NOTE: This course counts as an elective for UCLA’s Graduate Certificate in Writing Pedagogy and can be aligned with core competencies for CIRTL@UCLA, a program that supports the professional and career development of graduate students, postdoctoral scholars, and current faculty. Interested? Complete this Google Form by November 30: https://forms.gle/KFfHHEMLC38Yw1pQA Questions? Contact Beth Goodhue at bgoodhue@teaching.ucla.edu or visit the following websites: http://www.uei.ucla.edu/community-learning/faculty-engagement/#course-development
Supervised Preparation for Community-Engaged Teaching
-ScienceDaily
Americans with more formal education fare better on science-related questions, while Republicans and Democrats are roughly similar in their overall levels of science knowledge, according to a new study.
-U.S. News
With strong industry growth predicted by the U.S. Bureau of Labor Statistics, and high-paying STEM majors topping the chart in the National Association of Colleges and Employers Winter 2019 Salary Survey, career options are abundant and wages are promising for graduates.
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.
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.