Newsworthy Articles

Congratulations to UCLA’s Inaugural CIRTL-Certified Scholars!

Congratulations to Jenny Link (top photo) and Elizabeth Reid-Wainscoat (bottom photo) for completing the Scholar Level certification for UCLA’s Center for the Integration of Research, Teaching, and Learning (CIRTL) – a prestigious national program sponsored by UCLA Graduate Division in collaboration with CEILS supporting the professional development of UCLA graduate students and postdoctoral scholars. CIRTL Certification requires training and coursework in effective and inclusive teaching practices, culminating in a teaching-as-research projec

 

 

Jenny Link is a postdoctoral scholar in the Department of Medicine and also a current UPLIFT fellow. Her teaching-as-research project is titled: “Recurrent and varied in-class activities help students retain information in a lower division evolution, biodiversity, and ecology course.”

 

 

Elizabeth Reid-Wainscoat is a Masters candidate in the Department of Ecology and Evolutionary Biology. Her teaching-as-research project is titled “Does temperament composition impact group dynamics in an upper division biology lab course?”. Both presented their work to the CEILS journal club this Spring.

Congrats, Jenny and Elizabeth!
Learn more about CIRTL and this prestigious credential here.

Educating Biology PhDs for Life Beyond Academia

A growing number of universities, students, and funding organizations are working to change biology graduate education to meet the needs of students on a wide array of career paths. But before this new education model can take hold, graduate programs first have to figure out which career-development strategies work and how to cultivate a culture that embraces the change.

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Who’s Preparing Future Faculty to Teach?

Last fall, the academic career coach Jennifer Polk conducted an informal Twitter poll: How many of you, she asked her followers, received any meaningful pedagogical training during graduate school?

Replies ranged from the encouraging to the mostly dispiriting, with one doctoral candidate noting that the only training the program had offered took the form of “trial by fire.” Just 19 percent of the 2,248 respondents said they had received at least “decent” training — a number that, however unscientific, is also symptomatic.

This statistic reflects something that many of us could confirm firsthand: Teaching remains undervalued in the context of doctoral training and the profession at large. The result, by this anecdotal reckoning, is that less than one-fifth of aspiring college teachers are effectively taught how to teach.

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Preparing Future Faculty to Assess Student Learning

New Council of Graduate Schools publication highlights effective strategies and best practices

Washington, DC – The next generation of faculty will be better prepared to help their students learn, thanks to a new Council of Graduate Schools (CGS) report released today. Strategies to Prepare Future Faculty to Assess Student Learning is the product of a three-year project to identify models for infusing undergraduate learning assessment skills into existing Preparing Future Faculty (PFF) programs. With support from the Alfred P. Sloan Foundation and the Teagle Foundation, and in collaboration with seven funded institutions and 19 affiliates, the project involved nearly 1,300 graduate students and 200 faculty across the humanities, social sciences, and STEM (Science, Technology, Engineering, and Mathematics).

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