http://leadership.oregonstate.edu/diversity/bias-incident-response/report-bias-incident

The OSU Undergraduate Research Program is looking for student Ambassadors. Please encourage undergraduate students doing research in your units to apply. It is a paid position.

Here’s the link: https://jobs.oregonstate.edu/postings/49739

OSU Undergraduate Research Ambassadors will help the Undergraduate Research Coordinator inspire students to engage in experiential learning opportunities. Specifically, ambassadors will serve as role models and mentors to students interested in undergraduate research experiences by giving presentations about their experiences in various settings, helping with recruitment, developing online resources, managing social media accounts, planning social and networking opportunities, among other undergraduate research-related goals.

Summary:

• A Bachelors or Masters’ degree in chemistry with demonstrated skill in organic synthesis
• Ability to think critically and communicate results effectively
• A high level of technical competence, a willingness to make significant contributions from the laboratory, and ability to work both independently and as a team player

Pauling Medal Awardee:
Christopher C Cummins
Henry Dreyfus Professor of Chemistry
BA 1989 – Cornell University
PhD 1993 – Massachusetts Institute of Technology (MIT)

Pauling Medal Symposium
Location: Portland State University, Portland, OR
• 12:15 On-site Registration Opens
• 12:45 Welcome
• 1-5 Symposium Program
•
https://www.pdx.edu/chemistry/pauling

Dear Researcher,

You are cordially invited to join us for a  Scientific Product Show at Oregon State University on Thursday, September 28th. 

Thursday, September 28th
Oregon State University
Linus Pauling Science Center Room 402
11:00 am – 1:00 pm

Vendors include:

MilliporeSigma

Jackson Laboratories

Qiagen

Rainin

Lonza

Bioline

ibidi

bio-techne

Leica

LGC Genomics

Caisson Labs

Integra Biosciences

Genscript

Tecan

Refreshments will be served

Best regards,

Randy Hodges
Scientific Vendor Group

Friends,

Welcome back.  I hope each of you found time for some rest and renewal over the summer.

The first day of class is our most important class session of the quarter.  Students’ first impressions of you, classroom peers and the assigned tasks will influence their will to succeed.  Here are a 8 tips  to getting our students off on the right foot: envisioning themselves as capable learners.

1. Smile, welcome and support. Students want you to know you care whether they learn.  The first day is your opportunity to set a climate conducive for all learners.  Be friendly, yet clear about the kind and respectful norms of your classroom. From a cognition point of view, intellectual, physical and social safety are precursors to learning; we must first felle safe, before we open our minds to the acquisition of knowledge.  Be conscious of your body language; tell a funny story, relax and enjoy your students.  You are teaching what you love: show it!
2. Ensure equity and inclusion.  Clearly state: in this class, all voices are welcome and will be heard.  Reinforce this claim by using flexible grouping.  When students are consistently allowed to self-select their groups they do not have opportunities to work with others who hold diverse views and cultures.  Preparing students to appreciate multiple perspectives and kindly negotiate differences of opinion is preparation for citizenry (and an OSU institutional outcome articulated in the Learning Goal for Graduates).
3. Review your syllabus prior to giving it to students. Syllabi are often the first direct communication between teachers and students. Because of our expertise (and busy-ness) we may write our syllabi with the same tone we use in our academic writing.  The audience for a syllabus however, are your nervous students sitting in front of you.  Imagine yourself as your student in your class, what impressions does your syllabus inspire?  Do you feel welcomed? Encouraged? As though the teacher is fair?  Tone and word choice, imply.
4. Clearly communicate your academic expectations.Often students will pass by the first few pages of the syllabus (sigh) and move right to the “what do I have to do to pass this class,” section.  Be clear.  If you are requiring a paper, explain the purpose of the paper, the connections to be made, and how the paper will be assessed.  Always provide students with rubrics when paers and projects are assigned; you need not include rubrics in the syllabus.  (It is easy to post rubrics on Canvas). If you are planning on giving exams, review (on line) the top points and skills that are most worth knowing: target key knowledge and skills.  The purpose of assessment is to determine what the students learned.  Test what was taught.
5. Check in frequently with your students.Use frequent “informative assessments” to monitor students’ progress.  Not all brief assessments need to be graded; they are a form of communication between you and the students.  These short assessments let you know what is going well, and what might need to be revisited.
6. Use fair and equitable grading. Release yourself from detailed and extensive grading methods.  The CTL has a “grading delineator” (se link below) which may be of help: grade calculation differs with the type of course. Never grade on the curve, a curve is based on the assumption that students’ performance will follow a bell curve: a certain percentage will fail.  Instead, set an appropriate level of rigor for your students, then support them getting to that level of proficiency. It is our goal to help as many students over the hurdle as possible.  If the majority of your students make it over, BRAVO!

http://ctl.oregonstate.edu/sites/ctl.oregonstate.edu/files/gradingmodel_delineator_kms.pdf

7. Pre-manage readings.Prior to assigning readings, clearly identify what points on which you want the students to focus.  Preparing students to read is a highly effective instructional strategy. As academics, we are proficient readers, and are able to identify what is worth noting. Unlike our students we have years of practice (and may have been good readers prior to entering undergraduate school.)  Help your students learn how to be critical readers by providing them guidance and associated assignments that support students in summarizing and clarifying the reading.  Creating short comprehension tests on Canvas prior to class is also a method of ensuring students read prior to class sessions.
8. Integrate writing and speaking practice into all classes.Our students can’t get enough practice in communication.  Regardless of the major, citizens must be able to read, write and speak clearly.  Short and frequent writing assignments are excellent practice.  If you assign a paper, ensure students have the opportunity to write and revise, write and revise, prior to handing in a final.

Teaching is a highly complex set of skills. We all have our good days and our bad ones too.  After 40 years of teaching though, I can safely say, when it comes right down to it, it’s all about relationships.  Enjoy your students and share your passion for your love of learning.

Those of us in the Center for Teaching and Learning wish you all the very best for the upcoming academic year.

Kay

PS: There are many student academic support units on campus; please encourage your students to use them!

Congratulations to our Summer term Honor Roll students!!

Jeffrey Garcia
Alexander Green
Aya Samhan

Check out the OSU Libraries’ free Graduate Student & Faculty Fall Workshops. Come learn more about Zotero, Qualtrics, Managing Your Research Data, and more! Registration is encouraged, but not required for most sessions. For complete session descriptions, visit: http://guides.library.oregonstate.edu/Library-Workshops-for-Grad-Students-Faculty  Can’t make it to a session?  Some of the sessions have handouts or online tutorials:  http://guides.library.oregonstate.edu/WorkshopHandouts

Questions?  Ask Hannah Rempel, hannah.rempel@oregonstate.edu

Intro to Qualtrics – Making Great Surveys           

Tuesday, September 26, 1:00 – 2:30 p.m.,  Autzen Classroom

OR

Wednesday, November 1, 1:00 -2:30 p.m., Autzen Classroom

Advanced Qualtrics                                           

Tuesday, September 26, 3:00 – 4:30 p.m.,  Autzen Classroom

OR

Wednesday, November 1, 3:00 – 4:30 p.m., Autzen Classroom

Intro to LaTeX   

Wednesday, September 27, 2:00 p.m. – 3:30 p.m., Autzen Classroom

Mendeley      

Tuesday, October 3, 2:00 – 3:30 p.m., Autzen Classroom

Manage Your Research Data

Wednesday, October 4, 1:00 – 2:30 p.m., Autzen Classroom

Intro to Zotero: A Web-Based Way to Manage Your Citations    

Friday, October 6, 2:00  – 3:00 p.m., Autzen Classroom

OR

Monday, Oct. 23, 4:00 – 5:00 p.m., Autzen Classroom

Intermediate/Advanced Zotero  

Friday, October 6, 3:00 p.m. – 4:00 p.m., Autzen Classroom

OR

Monday, Oct. 23, 5:00 – 6:00 p.m., Autzen Classroom

Literature Review Workshop              

Tuesday, October 10, 5:00 – 6:30 p.m., Autzen Classroom

OR

Wednesday, October 11, 2:30 – 4:00 p.m., Autzen Classroom

Statistics Basics with SPSS

Wednesday, October 11, 1:00 – 2:30 p.m., Autzen Classroom

SPSS Intermediate

Thursday, October 12, 1:00 – 2:30 p.m., Autzen Classroom

Introduction to Git  **Registration Required**

Tuesday, October 17, 2:00 – 4:00 p.m., Autzen Classroom

Showcasing Your Research 

Wednesday, October 18, 4:00 – 5:00 p.m.,  Autzen Classroom

Basic EndNote Workshop          

Thursday, October 19, 3:30 – 5:00 p.m.,  Autzen Classroom

Intermediate/Advanced EndNote         

Thursday, October 19, 5:00 – 6:00 p.m.,  Autzen Classroom

Preservation and Curation of Your Thesis and Dissertation Research Data: Storage and Version Control  

Tuesday, October 31, 3:00 p.m. – 4:00 p.m., Autzen Classroom

Preservation and Curation of Your Thesis and Dissertation Research Data: Data Organization and Metadata  

Thursday, November 2, 4:00 p.m. – 5:00 p.m., Autzen Classroom

The Department of Energy’s (DOE) Office of Science is pleased to announce that the Office of Science Graduate Student Research (SCGSR) program is now accepting applications for the 2017 Solicitation 2.  Applications are due 5:00pm Eastern Time on Thursday, November 16, 2017.

Detailed information about the program, including eligibility requirements and access to the online application system, can be found at:https://science.energy.gov/wdts/scgsr/.

The SCGSR program supports supplemental awards to outstanding U.S. graduate students to conduct part of their graduate thesis research at a DOE national laboratory/facility in collaboration with a DOE laboratory scientist for a period of 3 to 12 consecutive months—with the goal of preparing graduate students for scientific and technical careers critically important to the DOE Office of Science mission.

The SCGSR program is open to current Ph.D. students in qualified graduate programs at accredited U.S. academic institutions, who are conducting their graduate thesis research in targeted areas of importance to the DOE Office of Science. The research opportunity is expected to advance the graduate students’ overall doctoral thesis/dissertation while providing access to the expertise, resources, and capabilities available at the host DOE laboratories/facilities. The supplemental award provides for additional, incremental costs for living and travel expenses directly associated with conducting the SCGSR research project at the DOE host laboratory/facility during the award period.

The Office of Science expects to make approximately 50 awards in 2017 Solicitation 2, for project periods beginning anytime between June 4, 2018 and October 1, 2018.

Since its inception in 2014, the SCGSR program has provided support to over 250 graduate awardees from more than 100 different universities to conduct thesis research at 17 DOE national laboratories across the nation.

The SCGSR program is sponsored and managed by the DOE Office of Science’s Office of Workforce Development for Teachers and Scientists (WDTS), in collaboration with the six Office of Science research programs offices and the DOE national laboratories/facilities, and program administration support is provided by the Oak Ridge Institute of Science and Education (ORISE).

For any questions, please contact sc.scgsr@science.doe.gov.

U.S. Department of Energy, Office of Science