CEA shares results of its assessments and collaborations through peer-reviewed publications and in reports to various stakeholders across campus.
Sanders, E. R., Moberg-Parker, J., Hirsch, A. M., Lee, P. Y., Shapiro, C., Toma, S., & Levis-Fitzgerald, M. (2016) Transforming Laboratory Education in the Life Sciences. Microbe, 11(2), 69-74. (https://doi.org/10.1128/microbe.11.69.1)
Shapiro, C., Ayon, C., Moberg‐Parker, J., Levis‐Fitzgerald, M., & Sanders, E. R. (2013). Strategies for Using Peer‐assisted Learning Effectively in an Undergraduate Bioinformatics Course. Biochemistry and Molecular Biology Education, 41(1), 24-33. (https://doi.org/10.1002/bmb.20665)
Shapiro, C., Moberg-Parker, J., Toma, S., Ayon, C., Zimmerman, H., Roth-Johnson, E. A., Hancock, S. P., Levis-Fitzgerald, M. & Sanders, E. R. (2015). Comparing the impact of course-based and apprentice-based research experiences in a life science laboratory curriculum. Journal of Microbiology & Biology Education, 16(2), 186-197. (https://dx.doi.org/10.1128%2Fjmbe.v16i2.1045
The Excellence in Pedagogy and Innovative Classrooms (EPIC) Program is dedicated to innovating and strengthening humanities pedagogy at UCLA. The largest component of EPIC is its Seminars in Teaching Excellence (STEs) for faculty and graduate students. STEs explore topics fundamental to teaching and learning, foster innovative curricula, and open spaces for collaboration. Documentation of these seminars by researchers at CEA gives the EPIC program a reflective snapshot that fosters its goals to serve as a resource hub for humanities pedagogy and to provide faculty members and teaching assistants with support towards sustained excellence.
Funding: Andrew W. Mellon Foundation
Anderson, J. L. & Levis-Fitzgerald, M. R. & Rhoads, R. A. (2003). Democratic Learning and Global Citizenship: The Contribution of One-Unit Seminars. The Journal of General Education 52(2), 84-10. (https://doi.org/10.1353/jge.2003.0023)
Soh, M., Roth-Johnson, L., Levis-Fitzgerald, M., Rowat, A. (2015). Interactive taste tests enhance student learning. Journal of College Science Teaching, 45(1). (http://www.jstor.org/stable/43631884)
GE Arts & Humanities Focus Group with UCLA Peer Counselors
Winter 2018, UCLA peer counselors joined in a focus group to discuss their experiences at UCLA and to share input from the students they counseled. The discussion centered on students’ practical concerns, personal interests, keys to success, and suggestions for institutional improvement—all tied to General Education courses in the arts and humanities. Findings from the discussion resulted in a report to UCLA faculty and leadership.
Salomon, D., Shapiro, C., Buck, R., Pho, A., & Levis-Fitzgerald, M. (2017). Embedded peer specialists: One institution’s successful strategy to scale information literacy services. Paper presented March 2017 at the annual Association of College & Research Libraries (ACRL) conference, Baltimore, MD. (http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/EmbeddedPeerSpecialists.pdf)
Kozeracki, C. A., Carey, M. F., Colicelli, J., & Levis-Fitzgerald, M. (2006). An intensive primary-literature–based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs. CBE-Life Sciences Education, 5(4), 340-347. (https://doi.org/10.1187/cbe.06-02-0144)
Whang-Sayson, H., Daniel, J. C., & Russell, A. A. (2017). A Serendipitous Benefit of a Teaching-Exploration Program at a Large Public University: Creating a STEM Workforce That Supports Teachers and Public Education. Journal of College Science Teaching, 47(1), 24. (https://search.proquest.com/docview/1933153882?accountid=14512)
Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., & Levis-Fitzgerald, M. (2018). Anatomy of STEM teaching in North American universities. Science, 359(6383), 1468-1470. (http://science.sciencemag.org/content/359/6383/1468.full)
Toven-Lindsey, B., Levis-Fitzgerald, M. Barber, P.H. & Hasson, T. (2015) Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students. CBE Life Sciences Education, 14(2), ar12. (https://doi.org/10.1187/cbe.14-05-0082)
Through the Transfer Alliance Program (TAP), community college transfer students may become certified to receive priority consideration for admission to UCLA via their participation in member community college honors programs. Conducting in-depth reviews of these honors programs is a team of UCLA representatives plus members of TAP-affiliated community colleges. The annual TAP reviews culminate in reports, whereby each TAP community college receives individual feedback to further support the successful transfer of its students.
Funding: Office of Instructional Development
The WI+RE project team designs, develops, and implements a suite of mobile instructional modules that facilitate the teaching and learning of writing, critical thinking, information literacy, and digital methods and analysis skills. CEA reviewed and analyzed existing survey data provided by WI+RE collaborators and conducted interviews with select instructors. A final report delivered to the team captured both student and faculty perspectives regarding the value of the modules and their integration into the Cornerstone Research Workshops and various courses, as well as their function in teaching research and writing skills.
Funding: Instructional Improvement Program Grant #16-11