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December 2011 Archives

Campus Interviewing Advice

The Midwest Higher Education Recruitment Consortium (HERC) presents the following free webinar, "The Campus Visit: Interviewing for Faculty Positions," on January 19th at 2:00.

To register: https://www3.gotomeeting.com/register/317015990.

Meet with MOT faculty, the Director of Graduate Studies, and admissions staff to find out more about the MOT program. The MOT is a unique program with unique admission requirements, and attending an MOT information session is a required part of the application process. You'll learn whether the MOT is the right program for you and how to successfully plan for the time and financial commitments required of students.

All info sessions are held at 1300 South 2nd Street, Minneapolis. Sessions are posted to the right, or click here to download a pdf version of the 2011-2012 schedule. To reserve your place, contact Amy at 612.624.8826 or email .

Meet with MOT faculty, the Director of Graduate Studies, and admissions staff to find out more about the MOT program. The MOT is a unique program with unique admission requirements, and attending an MOT information session is a required part of the application process. You'll learn whether the MOT is the right program for you and how to successfully plan for the time and financial commitments required of students.

All info sessions are held at 1300 South 2nd Street, Minneapolis. Sessions are posted to the right, or click here to download a pdf version of the 2011-2012 schedule. To reserve your place, contact Amy at 612.624.8826 or email mot@umn.edu.

HHMI Teaching Postdoctoral Positions

Redesigned HHMI Teaching Postdoctoral Positions (openings for 4 postdocs who want SERIOUS experience in teaching and educational research)

We have refined our HHMI Teaching Postdoctoral Fellow program and are looking for applicants who could start in Spring. Please see the link below for detailed information. The requisition number is 175382.

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The College of Biological Sciences (CBS) received a four-year HHMI grant to improve undergraduate education by ensuring that all students who take introductory biology courses have opportunities to participate in authentic research. The HHMI grant focuses on transfer students and non-science majors. The grant has three specific aims:

1. Enhance the research experiences of transfer students to promote their retention and graduation in a scientific discipline
2. Provide research experiences to non-science majors to improve their scientific literacy
3. Develop new research courses and experiences for transfer students

By working closely with CBS faculty, HHMI Teaching Fellows will help us achieve these goals by designing, evaluating, and publishing results of curriculum projects including:

1. use a video database of lion behavior as the basis for incorporating research projects into a non-majors biology course
2. use ongoing Minnesota Mississippi Metagenomics data and resources to provide authentic research experiences for non-science majors laboratory
3. incorporate active learning lecture strategies and inquiry-driven lab activities in a non-majors biology course
4. incorporate inquiry and research-based labs for a human biology course for non-majors
5. incorporate authentic research into the biology and evolution of sex course for non-majors
6. develop an inquiry-based lab for a global environment course
7. obtain and incorporate human intestinal metagenomic data and bioinformatics tools to provide inquiry and research based active learning lectures for human biology (Biol1010) and microbial ecology courses (MicB 4121) .
8. transfer student research seminar courses

We would like to hire at least four HHMI Teaching Fellows who could select a project and start work on it by early spring. (Based on applicant interest and expertise, other curriculum topics could be developed.) Depending on the candidate, the grant can provide from 25% up to full-time support, thus accommodating postdoctoral fellows who wish to continue work on research projects in their discipline.

To prepare them for this work and support their efforts, HHMI Teaching Fellows will receive training on the principles of scientific teaching as well as how to conduct educational research. In addition, they will gain experience and expertise in pedagogies that include inquiry-based approaches and teaching in active learning environments.
10 days ago

Educational Opportunity for Cancer Researchers

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June 24-29, 2012: NCI Cancer Research Imaging Camp: An Educational Opportunity for Basic Cancer Researchers

Vanderbilt University, Nashville, Tenn.
Application deadline: February 10, 2012

Overview: Postdoctoral fellows and early career-level faculty in fields related to basic cancer biology are invited to apply for a special intensive course on in vivo imaging techniques. Through lectures and hands-on laboratory sessions, participants will gain experience with a wide range of imaging modalities, including advanced optical imaging, MRI, PET, SPECT, CT, and ultrasound. After this course, participants will be able to select and apply the appropriate in vivo imaging technique necessary to investigate a biological hypothesis and to interpret the resulting imaging data. Attendance is strictly limited to invited participants. Contact: Anne Menkens, Ph.D., NCI Cancer Imaging Program, am187k@nih.gov.

http://imaging.cancer.gov/NewsAndMeetings/workshops/CRIC

HHMI Teaching Postdoctoral Positions

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Redesigned HHMI Teaching Postdoctoral Positions (openings for 4 postdocs who want SERIOUS experience in teaching and educational research)

We have refined our HHMI Teaching Postdoctoral Fellow program and are looking for applicants who could start in Spring. Please see the link below for detailed information. The requisition number is 175382.

----------------------------
The College of Biological Sciences (CBS) received a four-year HHMI grant to improve undergraduate education by ensuring that all students who take introductory biology courses have opportunities to participate in authentic research. The HHMI grant focuses on transfer students and non-science majors. The grant has three specific aims:

1. Enhance the research experiences of transfer students to promote their retention and graduation in a scientific discipline
2. Provide research experiences to non-science majors to improve their scientific literacy
3. Develop new research courses and experiences for transfer students

By working closely with CBS faculty, HHMI Teaching Fellows will help us achieve these goals by designing, evaluating, and publishing results of curriculum projects including:

1. use a video database of lion behavior as the basis for incorporating research projects into a non-majors biology course
2. use ongoing Minnesota Mississippi Metagenomics data and resources to provide authentic research experiences for non-science majors laboratory
3. incorporate active learning lecture strategies and inquiry-driven lab activities in a non-majors biology course
4. incorporate inquiry and research-based labs for a human biology course for non-majors
5. incorporate authentic research into the biology and evolution of sex course for non-majors
6. develop an inquiry-based lab for a global environment course
7. obtain and incorporate human intestinal metagenomic data and bioinformatics tools to provide inquiry and research based active learning lectures for human biology (Biol1010) and microbial ecology courses (MicB 4121) .
8. transfer student research seminar courses

We would like to hire at least four HHMI Teaching Fellows who could select a project and start work on it by early spring. (Based on applicant interest and expertise, other curriculum topics could be developed.) Depending on the candidate, the grant can provide from 25% up to full-time support, thus accommodating postdoctoral fellows who wish to continue work on research projects in their discipline.

To prepare them for this work and support their efforts, HHMI Teaching Fellows will receive training on the principles of scientific teaching as well as how to conduct educational research. In addition, they will gain experience and expertise in pedagogies that include inquiry-based approaches and teaching in active learning environments.

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