April 2018 – Center for Education Innovation and Learning in the Sciences

Why Some Students Struggle with Group Work

April 30, 2018/0 Comments/in Newsworthy /by maojacan

–Faculty Focus Collaborative learning tasks may unfairly disadvantage students with below-the-surface challenges, such as anxiety, autism, or other issues that interfere with effective social interactions.

Interactive Strategies for Engaging Large and Small Classes Alike

April 20, 2018/0 Comments/in Newsworthy /by maojacan

–Faculty Focus As faculty, our goal is to create an environment in which students are engaged with the material, while at the same time ensuring that they are prepared to […]

It Matters Who Teaches Introductory Courses

April 20, 2018/0 Comments/in Uncategorized /by maojacan

– Chronicle of Higher Education The first professor whom students encounter in a discipline can play a big role in whether they persist in it.

Grant Opportunity for UCLA Instructors using Kudu

April 19, 2018/0 Comments/in Uncategorized /by maojacan

CEILS would like to take this opportunity to introduce you to one of our new collaborators in educational development, Kudu! What is Kudu? Kudu is an online textbook/learning platform designed […]

Lecture Instruction: Alive and Not So Well

April 10, 2018/0 Comments/in Newsworthy /by maojacan

– Inside Higher Ed New study of undergraduate STEM courses finds that lectures remain dominant — despite finding after finding questioning their effectiveness. See the research paper published in the March […]

2017-2018 Instructional Improvement Grant Program

April 5, 2018/0 Comments/in Uncategorized /by maojacan

2017-2018 Instructional Improvement Grant Program, UCLA Office of Instructional Development View more information on the IIP Grant Website. The Instructional Improvement Grant Program supports curricular experimentation and development and instructional […]

Creating an Inclusive Classroom

April 5, 2018/0 Comments/in Newsworthy /by maojacan

– Inside Higher Ed Strategies for making learning more accessible for students with disabilities often make the classroom experience better for all students, writes Sara Schley.