Interested in a job with the Federal Government?

Description: Join the Writing Your Federal Resume virtual (online) free presentation. This presentation explains each section of the job opportunity announcement (JOA) in an effort to better inform applicants and to assist them in selecting the right job. The presentation highlights a three part process to assist applicants in writing their Federal resume. Attendees will be shown a real JOA and walked through reviewing the JOA to determine qualifications and interest, identifying the important requirements and then tailoring their resumes with that JOA. Lastly, it will provide a quick overview of the resume builder on USAJOBS.GOV.

RSVP Link:

https://uclawritingyourfederalresume.eventbrite.com

This course is directed toward STEM graduate students and postdoctoral fellows wishing to enhance their understanding of instructional options that rely on educational technologies that go beyond the use of chalk or whiteboards. Instructors have many options for communicating with students, having students work together, connecting classwork to the world outside the classroom, offloading some aspects of the course in favor of emphasizing others during synchronous meetings, doing formative and summative assessment, and enhancing the ability for students to gain more practice, do independent work, or obtain deeper mastery of a subject. It is technologies in this spectrum, used to assess traditional classroom instruction, that we will focus on in this course. We will not be able to cover all technologies, and believe that it is more important to be able to critically evaluate learning technologies than to focus too narrowly on how to use a certain subset, as technologies evolve (and can become extinct) rather rapidly. The CIRTL Core ideas wll inform many of the topics in the course.

A second instructor is TBD For this course.

Course Schedule

This course has weekly online sessions on Mondays, starting October 2 and ending December 4. The exact course time is TBD, but sessions will fall within 10:30AM – 12:30PM CT.

Workload

Instructors anticipate students will need to spend 2-3 hours per week on work outside of class sessions.

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 25 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

For More Information and Registration:� https://www.cirtl.net/courses/189/about

Teaching-as-Research involves taking a deliberate and systematic approach to investigating, reflecting on, and improving one’s own teaching (see: https://www.cirtl.net/p/core-ideas-teaching-as-research). A Teaching-as-Research project follows an inquiry cycle: formulating a question about student learning; defining measures of success; identifying or creating assessments and learning activities; implementing the learning activity; collecting, analyzing, and interpreting data; and reflecting on the experience.

This course will provide a mentored learning community for participants who wish to develop and plan a Teaching-as-Research project (to be carried out in 2018) in a STEM or SBE discipline. Participants will work on refining their research question, conducting a literature review, composing learning objectives for their project, and identifying appropriate learning activities and assessments that align with those objectives. Throughout the course, participants will draft components of their project plan and provide feedback on each other’s work; they will have a completed plan by the end of the course. Sessions will be highly interactive and require active engagement and participation.

This is an intermediate-level course and assumes a working knowledge of, and experience with, evidence-based teaching methods. When registering, potential participants will be asked to fill out an application.

Course Schedule

This course has weekly online sessions at 2:00PM – 3:30PM ET / 1:00PM – 2:30PM CT / 12:00PM – 1:30PM MT / 11:00AM – 12:30PM PT on Mondays, starting October 2 and ending December 4.

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. Instructors will send registrants an additional, brief application after they sign up for this course on our website. The course is limited to 20 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

For More Information and Registration:� https://www.cirtl.net/courses/154/about

Creating an assessment tool that measures your intended student learning outcomes is critical. You don’t know if you have achieved the learning outcome unless you’ve properly measured it! This 7-week course is intended to help participants learn and develop skills associated with creating and implementing assessments particular to STEM courses. Each week, students will have pre-reading assignments related to the assessment topic and a short assignment to complete prior to attending the weekly synchronous session. Each synchronous session will review aspects of the technique (i.e., development issues, implementation and administration, when best to apply, etc.), provide examples, and give participants the opportunity to work in small groups on developing their own assessments. The last session will be devoted to learning how to use the data from the various assessments to guide instruction.

Learning Objectives

1. Become literate in assessment terminology

2. Determine which assessments might work best for different types of learning objectives

3. Become familiar with and learn how to develop common assessments: surveys, rubrics, test questions, clicker questions

Course Schedule

This course has weekly online sessions at 11:30AM – 1:00PM ET / 10:30AM – 12:00PM CT / 9:30AM – 11:00AM MT / 8:30AM – 10:00AM PT on Tuesdays, starting October 3 and ending November 28. Class will not meet on Tuesday, October 10 or on Tuesday, November 21.

Workload

Instructors anticipate students will need to spend 1-2 hours per week on work outside of class sessions.

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 30 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

For More Information and Registration:� https://www.cirtl.net/courses/169/about

As an instructor, how can you show that you care, and contribute to the success of an increasingly diverse student body (e.g., race, gender, socio-economic status, career stage, age, etc.)? Join us in this course as we address these questions, and build your skills to promote the academic success of all students in your current and future classrooms. Through readings, discussions, case scenarios, and the development of an inclusive micro-teaching plan, we will reflect on and develop practical strategies to address critical issues of diversity that impact college students and their educational success. This course is focused on the practical application of learning about teaching inclusively. Emphasis in the course will be placed on real-time strategies for both addressing hot moments, microaggressions and difficult conversations in the classroom, and for planning an effective, inclusive teaching session.

As a result of taking this course, participants will:

1. Develop an appreciation for the experiences of diverse learners in higher education;

2. Demonstrate understanding of diversity, equity and inclusivity as they relate to teaching and student learning;

3. Practice addressing – in real time – difficult conversations in the classroom;

4. Recognize the range of inclusive pedagogical practices and develop the ability to implement one or more in a classroom setting;

5. Develop and demonstrate an inclusive micro-teaching plan.

Course Schedule

This course has weekly online sessions at 2PM – 4PM ET / 1PM – 3PM CT / 12PM – 2PM MT / 11AM – 1PM PT on Tuesdays, starting October 3 and ending November 28.

Workload

Instructors anticipate students will need to spend 1-2 hours per week on work outside of class sessions.

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 30 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

For More Information and Registration:� https://www.cirtl.net/courses/172/about

The purpose of this course is to explore what is known and theorized about the ways that diversity affects learning and, in turn, help educators develop practical classroom strategies that address diversity. We will examine various definitions of diversity, consider research on bias, and build a community of inquiry around ways diversity affects both our teaching and student learning.

When you leave this course, you will have constructed:

1. a personally meaningful definition of “diversity” and related terms

2. knowledge of some of the fundamental literature on diversity that pertains to STEM and SBE (social/behavioral/economics) fields

3. a rationale for why you include the content you do in your teaching, and an understanding of how the selection of this content is influenced by your definition of diversity

4. a toolbox of tips and ideas on how you might address diversity in future courses you will teach (demonstrated in the Inclusive Teaching Plan assignment and the Diversity Statement Workshop activity)

5. a community of peers who are a resource for your teaching career

6. experience with learning in an online environment with students from diverse institutions

Course Schedule

This course has weekly online sessions at 12:00PM – 1:30PM ET / 11:00AM – 12:30PM CT / 10:00AM – 11:30AM MT / 9:00AM – 10:30AM PT on Wednesdays, starting October 4 and ending December 6. Class will not meet on Wednesday, November 22.

Workload

Instructors anticipate students will need to spend 2.5-3 hours per week on work outside of class sessions.

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 20 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

For More Information and Registration:� https://www.cirtl.net/courses/186/about

In the first of four events on women in STEM (Series: Topics in STEMinism: Women Preparing for Post-PhD Careers in STEM), we will define and characterize the participation of women in STEM. We will assess the challenges they face at the graduate level and in careers. Lastly, we will discuss strategies for creating inclusive environments.

Questions to consider include:

• What is the landscape: what are current proportions of women in a range of fields? Which fields are doing the best? What fields are lagging?
• What have been some of the major successes for leveling the field (e.g. policies, practices, etc.)?
• What are some common challenge during graduate education, in careers, and in academia?
• What actions can be taken by institutions, departments, colleagues, and students to create inclusive environments?

The event will run from 2-3PM ET / 1-2PM CT / 12-1PM MT / 11AM-12PM PT.

References:

Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-209.

Rosser, S. V. (2017). Academic women in STEM faculty: Views beyond a decade after POWRE. Palgrave Macmillan.

Students in this course will gain knowledge of the ways that gender bias impacts STEM training and careers. Videos that portray empirically documented gender bias through narrative and expert interviews have been shown to increase awareness of gender bias and inequity (Pietri, 2017). By viewing these videos as part of a learning community and learning strategies to confront bias on behalf of themselves and others, both male and female students will gain strategies and increase their ability to confront gender bias in everyday situations experienced by STEM students, teachers, and professionals. Literacy and advocacy that empower students to engage in long-term positive change is important for the progress of gender equity in STEM.

Participants will increase awareness of gender bias through analysis of identity, roles, and contexts where gender bias manifests in STEM university situations. Attention to classroom relationships will expand intervention strategies to student mentorship and advising. As a result of participating in this course, participants will create a peer reviewed professional biography, learn and practice documented strategies to combat gender bias in STEM, collaboratively develop strategies for STEM classrooms, and gain exposure to STEM professionals who address gender bias in their careers.

Course Schedule

This course has weekly online sessions at 11:30AM – 1:30PM ET / 10:30AM – 12:30PM CT / 9:30AM – 11:30AM MT / 8:30AM – 10:30AM PT on Thursdays, starting October 5 and ending December 7. Class will not meet on Thursday, November 23 (Thanksgiving).

Workload

Instructors anticipate students will need to spend 1-2 hours per week on work outside of class sessions.

Registration & Enrollment

This course is open for registration from Monday, August 28 through Monday, September 25; register by September 18 for early bird priority. The course is limited to 35 participants; STEM/SBE grad students and postdocs from CIRTL institutions receive priority. CIRTL staff refer to the institution and discipline in your website profile when assessing priority.

For More Information and Registration:� https://www.cirtl.net/courses/187/about

Description:� Learn about PhD-level careers from UCLA alumni and professionals currently working in Entreprenuership in Technology. Attendees will learn about panelists’ own career trajectory, advice on how to transition from graduate school or postdoctoral training to their specific field, and insights on leveraging your advanced degree.

Join us for this lively panel discussion and networking breakfast before the panel (8:30am in CNSI Lobby).

RSVP Link:� https://www.eventbrite.com/e/exploring-careers-in-entrepreneurship-in-technology-for-graduate-students-postdoctoral-scholars-tickets-37738012411