CEILS Journal Club for STEM Education Research
WHEN: Fridays every academic quarter from 2:00 – 3:00 PM
WHERE: 1100 Terasaki Life Science Bldg. (unless otherwise noted)
WHAT IS IT ABOUT: Participants explore relevant education literature in more depth and develop greater understanding of assessment techniques and data analysis methods. Presenters may select a paper and lead a discussion about how education researchers have documented the relationship between effective teaching practices and their impact on student learning, knowledge retention, and persistence in STEM majors. Alternatively, presenters describe classroom innovations and evidence-based instructional strategies they are trying in their own courses, soliciting feedback from participants while sharing their expertise in a variety of areas supporting instruction and assessment in STEM classrooms. Faculty, graduate students, and postdocs are welcome to participate!
WINTER 2020 SCHEDULE:
- January 31-Manisha Chase will present a Critical Assessment: Student-Centered Assessment Practice
- February 14- Mahtash Esfandiari (Senior Lecturer); Shiyu Ji (Graduate Student) will present Theoretical Models and Strategies for Helping Math and Statistics Instructors Evaluate Active Learning, Generation of knowledge, and Metacognition
- February 21-Panel and presentation sponsored by UCLA’s Center for Diverse Leadership in STEM will present Obstacles of Underrepresented People of Color in STEM and Strategies for Diversifying STEM Fields
FALL 2019 SCHEDULE:
- October 18 – Siobhan Braybrook, Assistant Professor in the Department of Molecular, Cell, and Developmental Biology, will present Diversity/Inclusion- Based Topic
- October 25 – Anju Relan, Adjunct Professor in School of Medicine & Tara Vijayan, Clinical Faculty in Infectious Disease, will present Team-Based Learning: Outcomes of a Modified Approach to teach Antimicrobial Stewardship
- November 1 – Jess Schnitka, Doctoral Student in Department of Education, will present What Does it Mean to be Culturally Responsive while Teaching Statistics and Research Methodology?
- November 8 – Jennifer Casey, Assistant Adjunct Professor in Department of Chemistry and Biochemistry, will present The Implementation of Application-Based Science Education Videos in an Undergraduate General Chemistry Laboratory for Life Science Majors
- November 15 – Jeff Maloy, Academic Administrator in Life Science Core, will present M-LoCUS: A scalable intervention enhances growth mindset and internal locus of control in undergraduate students in STEM
- November 22 – Benjamin Ha, PhD Student in Ecology and Evolutionary Biology, will present Student use drawing activities as a study tool, but what do they draw from them academically?
- December 6 – Jessica Cleeves, Associate Director of Equitable Instruction and Clinical Support, University of Utah Center for Science and Mathematics Education, Topic: Practicing Into Inclusion: Utilizing a Learning Assistant Pedagogy Course to Explore and Address Impacts of Structural Oppression on Learning
Past Journal Club Presentations:
Fall 2019
- October 18, 2019 – Siobhan Braybrook – Measuring Actual Learning Versus Feeling of Learning in Response to Being Actively Engaged in the Classroom
- October 25, 2019 – Anju Relan & Tara Vijayan – Team-Based Learning: Outcomes of a Modified Approach to teach Antimicrobial Stewardship
- November 1, 2019 – Jess Schnitka – What Does it Mean to be Culturally Responsive while Teaching Statistics and Research Methodology?
- November 8, 2019 – Jennifer Casey – The Implementation of Application-Based Science Education Videos in an Undergraduate General Chemistry Laboratory for Life Science Majors
- November 15, 2019 – Jeff Maloy – M-LoCUS: A scalable intervention enhances growth mindset and internal locus of control in undergraduate students in STEM
- November 22, 2019 – Benjamin Ha – Student Use Drawing Activities as a Study Tool, but What do They Draw From Them Academically?
- December 6, 2019 – Jessica Cleeves – Practicing Into Inclusion: Utilizing a Learning Assistant Pedagogy Course to Explore and Address Impacts of Structural Oppression on Learning
Spring 2019
- April 12, 2019 – Siobhan Braybrook – STEM Faculty who Believe Ability is Fixed Have Larger Racial Achievement Gaps and Inspire Less Student Motivation in Their Classes
- April 19, 2019 – Josh Samani – First Things Second: Should Telling Come After Problem Solving?
- April 26, 2019 – Kankana Goshal – Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content
- May 17, 2019 – Will Conley – Lessons Learned From Creating a Supplemented Introductory Calculus Course in Place of Remediation
- June 7, 2019 – Shaquita Humphrey-Pressley – Exploring Regional Careers in Teaching – #Aspire_CalRC
Winter 2019
- February 1, 2019 – Katie Ingraham Dixie – Practice makes Perfect?: The Merits of a Restructured Course for New Graduate Student Teaching Assistants
- February 8, 2019 – Nancy Day – Excelling at Excel: Promoting Student Success in STEM with a Short Excel Tutorial
- February 15, 2019 – Kristin McCully & Tim Hamilton – Influence of Active Learning Practices on Student Anxiety
- February 22, 2019 – Melissa Paquette-Smith – The Effectiveness of Teaching Technology in Promoting Equality and Facilitating Student Learning and Engagement
- March 1, 2019 – Selina Han, Carlos Herrera & Dhiraj Nallapothula – Enhancing Motivational Predictors of Student Success in the Life Sciences
- March 15, 2019 – Helen Vuong – Adapting Experiential Learning Activities to Enhance Neuroscience Education
Fall 2018
- October 26, 2018 – Roshini Ramachandran – Investigating the Effectiveness of Using Application-Based Science Education Videos in a General Chemistry Lecture Course
- November 2, 2018 – Philip B. Stark – Student Evaluations of Teaching: Managing Bias and Increasing Utility
- November 16, 2018 – Jeff Maloy – Seductive Details in the Flipped Classroom: The Impact of Interesting but Educationally Irrelevant Information on Student Learning and Motivation
- November 30, 2018 – Elizabeth Mills – Mixed Methods Assessment of Introductory Physics for Life Sciences Labs
Spring 2018
- April 6, 2018 – Jess Gregg – Left Out: How Exclusion in California’s Colleges and Universities Hurts Our Values, Our Students, and Our Economy
- April 13, 2018 – Elizabeth Reid-Wainscoat – Does temperament composition impact group dynamics in an upper division biology lab course?
- April 20, 2018 – Jane Shevtsov – The Effect of Student Study Strategies and Life Constraints on Math Achievement
- May 4, 2018 – Jenny Link – Recurrent and Varied in-class Activities Help Students Retain Information in a Lower Division Evolution, Biodiversity, and Ecology Course
- May 18, 2018 – William Grisham – Adventures in Evaluating a Curriculum
- June 1, 2018 – Kirsten Turlo – Tools for Teaching Experimental Research Through Scientific Writing
Winter 2018
- February 2, 2018 – Elizabeth Goodhue & Sarah Roth – A Values-Engaged Approach to Cultivating Civic Professionalism in Graduate Education
- February 9. 2018 – Gaston Pfluegl – Integrating HP5 and Moodle into CCLE
- February 23, 2018 – Mahtash Esfandiari – Designing a “Cyber-Based” Article Bank to Enhance Statistics Education
- March 2, 2018 – Joshua Samani – Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction.
- March 9, 2018 – Jeff Maloy – Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
- March 16, 2018 – Rachel Kennison – Overview of LS110 Course
Fall 2017
- October 13, 2017 – Shanna Shaked – The Limited Correlation between Student Evaluations and Learning
- October 20, 2017 – Jane Shevtsov – Shapiro et al. (2017): Computers & Education 111: 44-59.
- October 27, 2017 – Joshua Samani – A Time For Telling. Cognition and Instruction 16(4) 475-522.
- December 1, 2017 – Peter Nonacs – Evaluating an Open-Exam Approach to Engaging Students in Evolutionary Paradoxes: Cheating to Learn
- December 8, 2017 – Alan Garfinkel – Dynamics in Biology (Points of Contact between LS30 and LS7)
Spring 2017
- April 10, 2017 – CIRTL – Developing Learning Communities for STEM Students
- April 21, 2017 – Erin Sanders – Norm-Referenced Grading Practices Widen the Achievement Gap for College Students Underrepresented in STEM
- April 28, 2017 – Liz Roth-Johnson, Niko Walas & Monique Gandawidjaja – Uncovering Students’ Novice Conceptions of the Endomembrane System
- May 5, 2017 – Justin Shaffer – Teaching with High Structure: what, why, and why not?
- May 12, 2017 – Nadia Sellami – Increasing Research Engagement and Entry into a PhD Program: Evaluation of PEERS, a STEM Retention Initiative for Underrepresented Undergraduates at UCLA
- May 19. 2017 – Rachelle Crosbie-Watson – Exploring Approaches to Achieve Meaningful Learning in an Online Course
- June 9, 2017 – William Grisham – The Tale of the Dragon Tail, Trying to Cut It Off with Active Learning
Winter 2017
- January 27, 2017 – Gerardo Ramirez & Laura Pittman – Are Seductive Details in the Classroom an Impediment or Aid in Student Learning?
- February 3, 2017 – Tony Friscia – General Education Science and the Cluster Program at UCLA
- February 13, 2017 – CIRTL – Keeping STEM Students Moving on the Path to Success
- February 24, 2017 – Heather Tienson – Academic Dishonesty by Donald McCabe
- March 3, 2017 – Liz Roth-Johnson – Habits of Mind and Their Impact on Student Success
- March 10, 2017 – Jay Phelan – Ten Tweaks That Can Improve Your Teaching
- March 13, 2017 – CIRTL – Problem-Based Learning in STEM Courses
Fall 2016
- September 26, 2016 – Shanna Shaked – Teaching a Lay Theory Before College Narrows Achievement Gaps at Scale
- October 7, 2016 – Mark Espinola – Instructional Technology Demonstration on Gradehub– a Simpler and Rasier-to-use Alternative to Scantron
- October 14, 2016 – Christopher Lee – Courselets – A Simple Platform in CCLE for Online, In-Class Active Learning
- October 21, 2016 – Courtney Clark – Comparing Learning from Productive Failure and Vicarious Failure
- October 28, 2016 – Amanda Freise – A Writing-Intensive Course Improves Biology Undergraduates’ Perception and Confidence of their Abilities to Read Scientific Literature and Communicate Science.
- November 4, 2016 – Francie Mercer – Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class
- November 18, 2016 – Brian Sato – Examination of Common Assumptions Regarding Prerequisites and Course Assessments in STEM Curricula
- December 2, 2016 – Heather Tienson – How the Intentional Design of a Concept Inventory can Target Instructional Improvements
- December 12, 2016 – CIRTL – Inclusive Excellence and Universal Design
MORE INFO: View the STEM Education Research Journal Club event page for more details.