OPEN 2018 Call for Proposals: We are accepting proposals for our OPEN 2018 conference. The conference is called OPEN to reflect both the welcoming culture of our attendees and the way the conference connects people across disciplines and geographies to grow entrepreneurship education. Our sessions are highly interactive and full of relevant content and practical tools that participants can apply in their own work. We invite you to help shape the future of science and technology innovation and entrepreneurship next March by proposing a session today. Application deadline is October 2.
OPEN 2018 Registration: Are you a VentureWell member? If so, registration is live. Join us on March 22-24, 2018 in warm and sunny Austin, Texas!
Not sure if you are a member? Don’t worry, check our membership status and if your institution is not listed, sign up today to become a member so you can attend OPEN 2018.
Faculty Grants– Up to $30k grant opportunity to help students develop inventive, STEM-based ideas and gain entrepreneurial skills. Applications due November 8.
Lean LaunchPad® Educators Seminar – This program (November 6-7) is designed for entrepreneurship faculty who want to learn the basics of integrating Lean Startup principles into their teaching. Space is limited, sign up today to attend the workshop in Boston.
ISAM 2017 – The International Symposium on Academic Makerspaces joins the people, knowledge, and inspiration that fuse to catalyze higher education makerspaces and maximize their impact on student learning experiences and alumni success. ISAM fosters community, networking, interaction, and learning between people who are passionate about making. The event takes place in Cleveland, Ohio from September 24-27, 2017.
The Bill & Melinda Gates Foundation is inviting proposals for the latest round of Grand Challenges Explorations. Grand Challenges Explorations fosters early-stage discovery research to expand the pipeline of ideas for solving our greatest global health and development challenges. Launched in 2008 with an initial $100 million commitment from the foundation, Grand Challenges Explorations grants have already been awarded to more than 1300 researchers in more than 65 countries.
Grand Challenges Explorations is an initiative where initial grants are for USD $100,000 and successful projects are eligible to receive follow-on funding of up to USD $1 million. Proposals are solicited twice a year for an expanding set of global health and development topics. Applications are only two pages, and no preliminary data is required. Applicants can be at any experience level; in any discipline; and from any organization, including colleges and universities, government laboratories, research institutions, non-profit organizations and for-profit companies.
We are accepting applications on the following three topics until Wednesday, November 8, 11:30 am Pacific Time:
- Novel Approaches for Improving Timeliness of Routine Immunization Birthdose and Healthcare Worker Skill in Low-Resource Settings;
- Healthy Minds for Adolescent Mothers: Achieving Healthy Outcomes for the Family;
- Innovations for Integrated Diagnostics Systems
Tips for applicants in English, French, Korean, Portuguese, Chinese and Spanish are available. Full descriptions of the topics in these languages will be available at the beginning of the week of September 18, 2017.
In addition, as part of the on-going Saving Brains initiative, and with the ultimate goal of increasing human capital and tackling existing inequalities, Grand Challenges Canada has launched a new funding opportunity open to applicants in low- and middle-income countries and Canada. This challenge seeks bold ideas for products, services and implementation models that protect and nurture early brain development in a sustainable manner. Funding is open to innovative solutions that address the risk factors facing children living in adversity by promoting health and nutrition, providing enrichment and nurturing, and or protecting against maltreatment.
The application deadline for Grand Challenges Canada Saving Brains grant opportunity is October 11, 2017, at 3:00 PM EDT. For details and application instructions, please visit the website
We invite you to read summaries of the over 1300 GCE grants funded to date and to check out the interactive world map of investments across the global Grand Challenges funding partner network.
We look forward to receiving innovative ideas from around the world and from all disciplines. If you have a great idea, please apply. If you know someone else who may have a great idea, please forward this message.
Thank you for your commitment to solving the world’s greatest health and development challenges.
The Grand Challenges Team
Editor’s Note: Each Friday during fall semester, the William G. Jackson Center for Teaching and Learning (CTL) will post a short note highlighting a teaching resource or event intended to help instructors teach better.
This week, I want to draw your attention to a new award and event series that will be offered throughout fall semester so that you can mark your calendars.
The first CTL Instructional Award Presentation Series will take place as follows:
- Sept. 26, 10 a.m.: Curriculum Development and Assessment: Tara Bal – School of Forest Resources and Environmental Sciences
- Oct. 10, 1 p.m.: Innovative or Out of Class Teaching: Don Lafreniere – Social Sciences
- Nov. 30 (time TBD): Large Class Instruction: Glen Archer, Electrical and Computer Engineering
Each recipient will make a 30-45 minute presentation, sharing the work they are doing that has drawn this recognition. Following each presentation, each will be formally recognized and will subsequently receive $1000 in additional compensation. Registration information for these events will be forthcoming.
Here’s some background for those interested. Until several years ago, the Fredrick D. Williams Award for Teaching Innovation was given to a single instructor who was bringing new technologies or teaching methods to campus. With the implementation of Canvas and the push for blended learning, the award was discontinued mostly because there was so much innovation happening in so many places, it would have been extremely difficult—and maybe inappropriate—to single anyone out.
At the same time, academic leadership continues to recognize that eligibility for our main teaching awards (nomination to the Academy of Teaching Excellence) tend to be driven mostly by student feedback—which is great.
But other instructional contributions, by their nature, are unlikely to be rewarded through that process. We need to recognize not only instructors who are trying something really new, but also teachers in large classes (where student evaluations are known to be lower), and those that do the behind-the-scenes work of curriculum innovation and assessment.
During spring 2017, academic deans were encouraged to recognize instructors making contributions in these areas as part of the Deans’ Teaching Showcase.
CTL and Provost’s office members then selected Tara, Glen and Don to make presentations from a pool composed of the Showcase and those nominated to the Academy of Teaching Excellence.
We hope to make this an annual cycle, both recognizing a broader set of important instructional contributions while sharing best practices across campus.
We hope you’ll make plans to attend as many of these presentations as your schedule allows.
Design. Though defined in different ways, it’s often recognized as a productive process that can be used to improve or transform existing conditions. As such, design can be a powerful and active tool for moving toward equity and social justice. In the context of engineering and making, people of all ages and backgrounds can use design to make life better on personal, local, and societal levels: from implementing household modifications that bring comfort to a family member; to envisioning new infrastructures that bring clean water to regions devastated by disaster; to evaluating, critiquing, and re-imagining technologies and systems that contribute to societal inequities.
For this book, we are interested in studies that illuminate communication practices or literacies of design as it relates to the material world. Under recognition that the products and methods of engineering have been deployed in ways that perpetuate marginalization, we are especially interested in studies that explore relationships between literacies, equity, and engineering/making/tinkering.
We are calling for chapters that use original empirical (qualitative or quantitative) studies to offer insights, challenges, or extensions to current conceptions of literacies of design or design communication. These chapters may (or may not) address one or more of the following questions:
-What are the communication practices of design? What are the literacies of design?
-How can literacy-related pedagogies promote equity in or with engineering and making?
-What is engineering/making for equity, and what role do literacies or communication practices play in this vision?
-What research methodologies can illuminate relationships between literacies, communication practices, equity, and/or engineering/making/tinkering?
We welcome studies conducted with different participants in different spaces: pre-K children in home settings, engineers in the workforce, children and adults in makerspaces and museums, undergraduate engineering students engaged in service learning, or K-12 students in NGSS-aligned science classrooms, to name a few. We also welcome empirically-grounded theoretical papers.
We plan to market and disseminate this book to the following audiences:
– Teacher educators and pre-service or in-service teachers in science education methods courses, technology/engineering education methods courses, and content area literacy methods courses;
– Researchers in engineering education, technology education, science education, and disciplinary literacy;
– Leaders in maker-spaces, museums, and other informal learning spaces in STEM.
If you are interested in contributing a chapter, we request that a summary of around 750-1000 words be sent to Amy Wilson-Lopez, at firstname.lastname@example.org, by October 31, 2017. Please also feel free to contact Amy if you have further questions about the nature or scope of the book.
Thank you, and best wishes,
The Editorial Team
Amy Wilson-Lopez, Utah State University
Joel Alejandro Mejia, University of San Diego
Eli Tucker-Raymond, TERC
Alberto Esquinca, University of Texas at El Paso
JOEL ALEJANDRO MEJIA, Ph.D.
The Pavlis Honors College is pleased to announce the third year of our Undergraduate Research Internship Program for the 2017-18 academic year. There are two tracks for faculty mentors to consider:
- Faculty in Health-Related Fields are invited to identify an undergraduate research intern with any amount of prior experience – Portage Health Foundation Scholars
- Faculty in any discipline are invited to identify an undergraduate intern that is relatively new to research or scholarship (less than 6 months) – Pavlis Young Investigators
The internship program is open to any undergraduate student on campus. Faculty are welcome to apply with students with whom they are already working.
The program consists of a 20-week internship (Mid-October through Mid-March) as well as professional development activities centered in academic research and scholarship.
The Pavlis Honors College will provide $800 in funding for the student intern, with the expectation that faculty will identify a source to match this value, resulting in a total of $1600 (or $10/hr for 8 hours per week for a period of 20 weeks). Faculty may make use of research funds, IRAD, startup packages, or consult their chairs, deans or center/institute management.
Once accepted into program, the student intern is required to:
- meet with the faculty mentor within the first 2 weeks of the internship and complete an individual development plan (IDP) – a form will be provided by the Pavlis Honors College;
- attend at least 3 Research Scholarship Workshops (see suggested schedule below); and
- present their research findings in a poster at the Undergraduate Research Symposium on Friday, March 23rd (Friday of Preview Day Weekend).
Applications are due by October 2nd and include the following:
- Online Student Application Form
- Project Description
- Faculty Mentor Letter of Support
- Faculty Match Funding Acknowledgement
The Project Description is to be completed by student applicant with guidance from the faculty mentor.
Details of these requirements can be found on the Pavlis Honors College website.
The program will begin the week of October 16th with a kickoff mixer for mentors and interns.
Planned Workshop Topics –
Making the Most of Mentorship
Plagiarism (offered by the Van Pelt and Opie Library)
Documenting your Research
Literature (Finding it and Reading it)
Summer Undergraduate Research Fellowship (SURF) Workshops
Abstracts and Posters
Practice Poster Talks
This program is made possible by generous donations from the Portage Health Foundation and with the support of the Pavlis Honors College.
Lorelle Meadows, Ph.D.
Dean, Pavlis Honors College
Michigan Technological University
“Half of the curriculum walks in the room when the students do.” – Emily Style
Native American Research Assistantships. Deadline for Applications: October 18, 2017. The U.S. Forest Service (USFS), through partnership with The Wildlife Society, is offering research assistantships for Native American graduate or undergraduate students as part of the TWS professional development program for Native Americans. The program will facilitate student mentoring opportunities with USFS Research & Development (R&D) scientists, and promote student advancement and training for careers in natural resource and conservation-related fields. A paid stipend will be provided to cover living expenses during the assistantship time period. The Forest Service uses an ecological sciencebased approach to make informed decisions on the multiple-use management of the National Forests and Grasslands.