Promoting Student Success through Evidence-Based Science Education
In This Edition

SLP Opportunities and Journal Club
Journal Club

This week we would like to look at course syllabi, please bring a syllabus for your winter or spring term course for an activity.

Winter term we will read Small Teaching: Everyday Lessons from the Science of Learning.

Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.

You can purchase a copy of the book or an electronic copy is available free to download from the UO Library for 21 days at a time:

For Week 9 please read: Chapter 8: Growing.
Thursdays 9am, LISB 217

We look forward to having you join us for the conversation,
Elly, Julie, & Austin

Conferences and Events
See a conference you would like to attend? Contact the Science Literacy Program to see if travel funds are available!

2018 Summer Institute on Scientific TeachingRegional Summer Institutes 

June 18-22: California – University of California, San Diego
July 9-13: Northwest – The Evergreen State College
July 16-20: Gulf Coast – Louisiana State University
July 22-26: Northeast – University of Connecticut

Mobile Summer Institutes 

September 10-14, 2018: University of Oregon, Oregon

Nominate a Colleague:

The 2018 Summer Institutes are just around the corner and we are asking alumni to nominate colleagues who would benefit from—and contribute to—participation in a Summer Institute! Last year 20% of Summer Institute attendees came from our nomination program.Nominees should be professors, instructors, or graduate students in STEM; they do not need to be from your own institution. If there are any individuals you’d like to recommend, please fill out their contact information by clicking the button below. Individuals who are nominated will receive an email message that provides information about the Summer Institutes and invites them to apply. If preferred, your nomination can remain anonymous. Please note that a nomination is not a prerequisite for applying. You can fill out the nomination form on our website.

MIT Electronic Math Education Seminar: Fostering a Culture of Undergraduate Research and Community Engagement

On March 6 at 9 AM PST, Jeremy Tyson of the University of Illinois at Urbana-Champaign (UIUC) will deliver a webinar on the Illinois Geometry Lab (IGL). Founded in 2011, the IGL has quickly become the UIUC Department of Mathematics’ premier organization focusing on engagement with and outreach to community organizations and schools. Learn about the IGL’s history and modus operandi, and the challenges and rewards of administering a large-scale undergraduate research enterprise within a research-oriented public mathematics department. Learn more about the webinar and how to join on MIT’s website.

2018 National Association of Biology Teachers (NABT) Professional Development ConferenceNABT is currently accepting sessions proposals for its 2018 professional development conference. NABT will accept sessions until 11:59 PM Eastern Time (8:59 PM Pacific) on Thursday, March 15. Proposals can be submitted in 30- and 75-minute formats. All sessions will be reviewed, and acceptance notifications will be emailed to primary presenters by May 1. Calls for research papers and posters will be released in the coming weeks. Learn more about the conference on the NABT website.

Chemical Education Research Group Webinar on Organic Reaction Mechanisms

The RSC Chemical Education Research group webinar series continues in March with a webinar from Prof Dr Nicole Graulich, Institute of Didactics of Chemistry, Justus-Liebig University of Giessen, on March 21 at 4.30 PM GMT. She will discuss students’ reasoning when doing organic chemistry mechanisms. For more information, visit our website.

2018 Innovating Teaching and Learning in the Food-Energy-Water-Nexus Conference

Apply to be one of 50 invited conference participants at Innovating Teaching and Learning in the Food-Energy-Water-Nexus: Toward a National Collaborative for Food, Energy, & Water Systems Education (NC-FEW). Participants will have opportunities to share their research and engage with colleagues from a diverse array of disciplinary backgrounds to articulate and shape discourse around a systemic approach to FEW-Nexus education and education research. The conference will result in the development of a framework for a NC-FEW and lay the foundations for a transdisciplinary community of FEW-Nexus education scholars. The application deadline is March 30.

Wicked Problems: Investigating real world problems in the biology classroom 

Climate change. Emerging infectious diseases. Water quality. Crop production. We invite you to explore how to use wicked problems like these to engage your students in your classroom, and beyond.  Wicked problems are open-ended, complex problems without clear solutions, which involve both social and scientific challenges.  These problems are a space to add effective pedagogical approaches such as case pedagogies, and community based or place-based learning.  Wicked problems also provide a rich space to include systems thinking, interdisciplinary approaches, and quantitative skills such as data science and modeling. This workshop is appropriate for college faculty from two and four year institutions, future faculty, as well as high school faculty teaching advanced or AP biology. Given the breadth of the topic, all biological disciplines from molecular biology to ecology will find a niche.  Faculty from other disciplines are welcome as well, and we encourage teams to apply. Click here to subscribe to our newsletter and receive updates on the summer workshop. The workshop is June 18 – 23, 2018 at Harvey Mudd College, Claremont, CA.

UO and Local Events and Announcements
Learning Glass Physics Colloquium

On Thursday, March 8, Dr. Matt Anderson will deliver a physics colloquium on, and demonstrating, his invention, the Learning Glass: a forward-looking transparent “white board” for use in real-time classroom lecturing. With this system, students are able to observe the nuances of problem solving as their professor teaches complex principles while facing them. The colloquium and demonstration will take place in Willamette 100 at 4 PM.

See more demonstrations of the Learning Glass on Dr. Anderson’s YouTube channel.

2018 Undergraduate Research Symposium

The 8th Annual Undergraduate Research Symposium will take place in the EMU on Thursday, May 17. Nearly 350 undergraduates from over 60 majors and eight colleges will come together for a day of oral and poster presentations, creative work installations, and artistic performances. Students simply need to submit a 250-word abstract and details about format preferences. The Symposium defines research expansively and welcomes all forms of undergraduate creative work from the sciences, social sciences, arts, humanities, professional schools, study abroad, service learning, and community-engaged projects. Submit your abstract online by 11:59 PM on March 16. This year’s symposium will introduce a new session: Data Stories. Learn more at an information session on Monday, March 5 at 4 PM in the EMU Metolius Room.

Center for Undergraduate Research and Engagement (CURE) March Deadlines:

Student Research Awards
CURE awards competitive grants that fund travel to conferences for undergraduates who want to present their research findings. Fellowships are also available to support students conducting summer research under the supervision of a faculty mentor. Additionally, CURE has funding resources to assist eligible students in emergencies, which are designed to help students participate in research and experience learning opportunities. Applications are due March 16. Find more information and apply on CURE’s website.

Faculty Awards for Research Mentoring
The Faculty Research Mentor Award is a $2500 one time award that recognize a faculty member for their exceptional mentoring of undergraduate research and experiential learning. Two awards are available for the 2017-2018 academic year. Winners will be recognized at the Undergraduate Research Symposium. Nominations are due March 23.

Scholarship of Teaching and Learning Corner
How can you provide feedback that students will use constructively and not take as a sign of bias or that they don’t belong in your class? Make it clear that you have high standards you’re confident the student can live up to, and that the feedback is designed to help them get there.   For more details, read Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General143(2), 804.

Job and Graduate School Opportunities
541.346.8982                                                                                             UO Science Literacy Program                                                                                             1210 University of Oregon
Eugene, OR 97403
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