The threat of confirming a racial or gender stereotype in the classroom leaves many minority students with stress and anxiety. This article outlines ways to combat stereotype threat.
Engaging Mathematics has published manuals that help teachers incorporate civic issues such as sustainability, climate change, and water pollution into statistics, algebra, modeling, and other mathematics courses. Dr. Rikki Wagstrom, an Engaging Mathematics Institutional Partner and Associate Professor of Mathematics at Metropolitan State University, published a teaching manual containing two modules for use in either a standard Calculus I-II sequence or a one-semester applied calculus survey course.
Allowing midterm evaluations to be a time for students to reflect on their own learning progress provides teachers with more-detailed and thorough feedback.
The PULSE Vision & Change Rubrics, version 1.0, assess life sciences departments’ progress toward implementation of the principles of the Vision and Change report. This paper reports on the development of the rubrics, their validation, and their reliability in measuring departmental change aligned with the Vision and Change recommendations. The rubrics assess 66 different criteria across five areas: Curriculum Alignment, Assessment, Faculty Practice/Faculty Support, Infrastructure, and Climate for Change. The results from this work demonstrate the rubrics can be used to evaluate departmental transformation equitably across institution types and represent baseline data about the adoption of the Vision and Change recommendations by life sciences programs across the United States.
Read the full paper here.
UCLA has so many talented students who start out with intentions to major in the sciences, but for different reasons do not end up staying in the sciences. One way that UCLA is working to address this issue is through a course called LS110 – Career Exploration in the Life Sciences, a 2-credit upper division course where students learn about the many options available to them if they graduate with a degree in science.
Please help us get the word out! We have created a video with student testimonials about the course and FAQs are available as well. Here are some ways you can help:
This video and additional information are available at: https://ceils.ucla.edu/ls110
If you have any questions, or would like to invite the instructor to come to your class this quarter or next to talk about the course, please email Rachel Kennison at rkennison@ceils.ucla.edu.
Winter Quarter is Just Around the Corner – Start Planning Your Courses Now
Mon. Dec 5th, 12-2pm: Syllabus Design Workshop: Tips & Strategies for Planning Your Course for Winter Quarter
Location: Hershey Hall 164
Tues. Dec 6th, 1-3pm: Introduction to iClicker Polling Software for Improving Student Engagement: Get set-up with the iClicker software and learn some tips and strategies for effective implementation and question design.
Location: 4100 Terasaki Life Sciences Building
Wed. Dec 7th, 12-2pm: How to Design Compelling Multiple Choice Questions for Polling (iClickers) and Assessment. Learn strategies for constructing effective multiple choice questions.
Location: Hershey Hall 164
*This workshop may also be helpful to attend if you attend the Dec. 6th workshop on introducing iClicker software to develop clicker questions.
Please click here to RSVP to one or more of these BTtoP workshops
The feeling that you don’t belong can make it harder for graduate students to finish school. This article provides tips to advisors for combating imposter syndrome.
Although there are not enough tenure-track jobs to match the supply of new STEM Ph.D.s, discouraging students from pursuing graduate school would disproportionately affect women and underrepresented minorities.
UW-Madison engineering professors have found that flipped classrooms allow students to better interact with the material during class time.
If you are looking for ways to get feedback from your students on their learning and your teaching effectiveness, providing a feedback survey at the mid-quarter is one recommendation. To help facilitate this, CEILS has developed a “questionnaire template” with approximately 20 questions. You can use the resource “as-is” or customize for your course. Simply copy the questionnaire into your course, edit/add any questions, and adjust the settings to suit your needs. Once added, this resource is private to your course and just for you and your students to view and participate.
PREVIEW the CEILS Mid-Quarter Course Evaluation
VIDEO TUTORIAL: Customizing the CEILS Mid-Quarter Course Evaluation in CCLE