Call for Special Track Proposals: iLRN 2020: 6th International Conference of the Immersive Learning Research Network

iLRN 2020: 6th International Conference of the Immersive Learning Research Network
June 21–25, 2020, San Luis Obispo, California, USA

*** Deadline for proposing special tracks extended to 2019-11-11 ***

Technically co-sponsored by the IEEE Education Society,
with proceedings to be submitted for inclusion in IEEE Xplore®

Conference theme: “Vision 20/20: Hindsight, Insight, and Foresight in XR and Immersive Learning”


Conference website:

Details on organizing a Special Track available at: (PDF)

General Call for Papers available at: (PDF), (HTML)

iLRN 2020 will be an innovative, interactive gathering for a burgeoning global network of researchers and practitioners collaborating to develop the scientific, technical, and applied potential of immersive learning. It is the premier scholarly event focusing on advances in using virtual reality (VR), augmented reality (AR), mixed reality (MR), and other extended reality (XR) technologies to support learners across the full span of learning—from K-12 through higher education to work-based, informal, and lifelong learning contexts.

In addition to the main conference track, a small number of Special Tracks (no more than 3-4) will be offered at iLRN that focus on specific areas of interest within the field of XR and immersive learning. Proposals are sought from prospective organizers of Special Tracks that resonate with the conference theme, Vision 20/20: Hindsight, Insight, and Foresight in XR and Immersive Learning. As we continue our shared discovery of how to exploit the powerful learning affordances of these technologies in new, creative, and evidence-based ways, your particular inquiry focus and domain-specific projects may find richer context and deeper meaning within a Special Track! This is an opportunity to create a specialized forum for you and your colleagues to showcase and share leading-edge research and exemplary practice within this wide-ranging and interdisciplinary field.

One Chair of each Special Track will receive a complimentary registration for the conference, provided the Special Track attracts at least five paid full registrations from among the presenters of papers accepted for the Track. For each additional five paid full registrations, an additional Chair will receive a complimentary registration, up to a maximum of three complimentary registrations per Special Track.

The deadline for submitting proposals to organize Special Tracks is 2019-11-11 (final extended deadline). For more details about requirements and timelines, and for guidance on how to prepare and submit a proposal, please see .

*** Publication, Abstracting, and Indexing ***

All accepted and registered papers in the Academic Stream that are presented at iLRN 2020, whether as part of the Main Track or a Special Track, as well as all extended abstracts describing the Workshops, Panels, and Special Sessions presented at the conference will be published in the conference proceedings and submitted to the IEEE Xplore® digital library. Content loaded into Xplore is made available by IEEE to its abstracting and indexing partners, including Elsevier (Scopus, Ei Compendex), Clarivate Analytics (CPCI—part of Web of Science) and others, for potential inclusion in their respective databases.

In addition, Special Track organizers are encouraged to negotiate opportunities for selected authors to submit expanded versions of their papers to high-quality journals. This could, but may not necessarily, entail the creation of a journal special issue.

*** Interested in the Main Track? ***

The Call for Papers and Proposal for the Main Track of the conference can be found at (PDF), (HTML).

*** Contact ***

Inquiries regarding the iLRN 2020 Special Tracks may be directed to

For matters pertaining to the wider conference, please email

2020 STEMwrite Institute for Writing to Learn in STEM Disciplines

2020 STEMwrite Institute for Writing to Learn in STEM Disciplines

University of Minnesota, June 24-26, 2020

Application deadline: February 1, 2020

The 2020 STEMwrite Institute invites faculty teams from biological sciences to a lively and productive three-day institute that focuses on Writing to Learn in STEM disciplines. Grounded in evidence that brief writing assignments have positive impacts on conceptual learning, this institute enables participants to develop brief, conceptually-focused writing activities and assessment tools that can be realistically implemented in large-enrollment, introductory biology courses.

Our goals for the 2020 STEMwrite Institute are:

  • To engage participants in a process for developing effective writing-to-learn activities (prompts/assignments, online peer review protocols, and assessment tools) that encourage both durable conceptual understanding and attention to students’ development as scientists and science writers.
  • To share research findings on drivers and barriers impacting the use of writing in STEM disciplines, based on survey responses of 5,000 STEM faculty at Reinvention Collaborative member institutions.
  • To present evidence of the effective implementation of writing-to-learn activities in biological sciences across participant campuses.
  • To establish a network of faculty members and researchers interested in participating in a sustained community of practice focused on writing to learn in STEM education.

We invite applications from institutional teams (4-5 members) that include key instructional personnel and faculty in biology and one member charged with improving undergraduate STEM education and/or writing in the disciplines (from campus-wide centers for teaching and learning or writing centers). Participants will leave the STEMwrite Institute with ready-to-use writing to learn prompts and peer response activities that maximize student learning in large classes while minimizing an instructor’s response and grading load. Participants will also fashion an assessment plan to evaluate their assignments at their home institutions and action plans to guide subsequent iterations.

Comments from 2018 and 2019 participants:

“Each of the sessions was incredibly helpful. We’re leaving with our prompt and the assessment prompt almost entirely complete. This is due to the excellent organization, direction, and support provided by all the facilitators.”

“I feel MUCH more confident about my ability to do this and my desire to ask students more open-ended questions in a science class. My pre-workshop fear was that it would be too time-consuming to read all of that writing, especially if the questions were trying to promote deeper level thinking and synthesis, and that if I didn’t the students would not benefit from the exercise.”

“I was highly skeptical that we’d be able to implement a WTL intervention (or even two like we are now planning) into our large, 280-student class. But leaving with the prompts so close to completion has empowered us to pursue and evaluate the impact of these interventions.”

“I am more convinced that writing could be implemented effectively in large classrooms that face barriers such as lack of TAships, time constraints, etc.”

“The most valuable activities for me have been those in which I interacted with participants from other universities and the embedded experts. Seeing what they are doing and receiving feedback have been most useful.”

Description of research and approach

This institute, the second of three annual offerings, draws substantially on an ongoing program of research developed in conjunction with the Reinvention Collaborative and funded by the National Science Foundation. Addressing the Boyer Commission’s (1998) call for an increase in research-based pedagogy, and Rivard’s (1994) call to understand better the metacognitive processes by which writing activities support conceptual learning, our three-institution team (University of Michigan, Duke University, and the University of Minnesota) is investigating the use of writing activities to help students learn key scientific concepts. This research aims to reveal both the effects of writing to learn interventions on students’ conceptual learning gains and the mechanisms by which these learning gains are achieved, including metacognitive awareness and regulation of learning. We take a three-pronged approach:

1) using student- and faculty-generated survey data to investigate drivers and barriers to the use of writing-to-learn activities in STEM-based courses.

2) partnering with STEM faculty members to identify traditionally troublesome scientific concepts in their courses; develop and implement assignments that target these concepts through engaging students in the process of writing, peer review, and revision.

3) assessing changes in students’ conceptual knowledge that result from these written interventions. Importantly, our technology-supported intervention encourages student learning and revision and reduces barriers to implementation most often identified by science educators, particularly those teaching large-enrollment introductory courses and labs.


The 2020 STEMwrite Institute will be held on June 24th, 25th, and 26th in Bruininks Hall, the University of Minnesota’s state-of-the-art science teaching facility.

Support for 4-5 team members to attend the Institute (including lodging accommodations, breakfast, and lunch for the three days of the Institute) and domestic travel will be provided by the NSF grant, “Accelerating the pace of research and implementation of Writing-to-Learn pedagogies across STEM disciplines.”

Up to five institutional teams will be invited to attend. To apply, teams are directed to detail their interest by completing this application survey by February 1, 2020. Each application will be reviewed by members of the research team who will look for evidence of applicants’ alignment with STEMwrite goals, team composition, and evidence of institutional capacity for implementation. Teams will be notified of decisions by February 14th and asked to register by February 22nd.

Questions can be directed to Leslie Schiff (

[Job Announcement] Academic Administrator III – UCLA Undergraduate Minor in Biomedical Research

Academic Administrator III – UCLA Undergraduate Minor in Biomedical Research


Open July 24th, 2019 through Friday, Aug 23, 2019 at 11:59pm (Pacific Time)


UCLA Undergraduate Minor in Biomedical Research

(1) Develop and implement inquiry-based laboratory courses for undergraduate students, including preparation of manuscripts for publication of student-generated research data; (2) expand teaching capacity, as needed, for existing courses; (3) provide crucial guidance to students seeking lab placements and broker the arrangements between faculty and students; and (4) enhance our ability to disseminate our results internally and externally and compete effectively for extramural funding. The incumbent reports to the Director of the UCLA Undergraduate Minor in Biomedical Research, an interdisciplinary minor, housed within the Division of Life Sciences and overseen by a Faculty Advisory Committee comprised of faculty members from the biomedical sciences in both the College and the School of Medicine.


Academic Administration

  1. Approve admission of students to the minor.
  2. Manage the placement of undergraduates in laboratories that best suit their interests.
  3. Manage mechanisms to provide individual career advice and mentoring to students to facilitate their acceptance and transition to postgraduate programs (MD, MSTP, PhD).
  4. Monitor research laboratory training programs to ensure high standards of excellence.
  5. Identify sources of and assist in application for external funding.
  6. Participate in dissemination of program activities and outcomes through the preparation of scholarly manuscripts for publication, development of online resources, and presentation at professional conferences.
  7. Develop new vehicles for intramural and extramural outreach.
  8. Flexibility to develop programs and activities that align with and enhance the vision of the Biomedical Research Minor.


  1. Teach lower division inquiry-based laboratory course.
  2. Teach additional offerings of lower or upper division courses as needed.
  3. Participate in development of new courses that introduce students to the process of research and scientific inquiry.

QUALIFICATIONS: Qualifications include a Ph.D. degree in a life science discipline (Biology, Microbiology, Developmental Biology, Physiology, Biochemistry, Neuroscience, Genetics or other related field); experience in undergraduate mentorship or teaching at a university level; demonstrated skill in teaching undergraduate research-based laboratories at a university level or ability to conduct undergraduate seminars based on current biomedical research; experience mentoring undergraduate students in issues related to biomedical research. Experience with innovative teaching methodologies essential. Must have ability to develop and lead inquiry-based laboratory courses. Experience with genetic model systems highly preferred. Applicants with Drosophila expertise are strongly encouraged to apply.

SALARY: Commensurate with qualifications and experience.

TERM OF APPOINTMENT: 12-month appointment.

Los Angeles, CA

Curriculum Vitae – Your most recently updated C.V.
Cover Letter
Statement of Teaching
Statement of Contributions to Diversity – Statement addressing past and/or potential contributions to diversity through research, teaching, and/or service.
Statement of Research (Optional)
Misc. / Additional (Optional)

Names, addresses, and telephone numbers of three references.

The University of California is an Equal Opportunity/Affirmative Action Employer All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, sex orientation, gender identity, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: UC Nondiscrimination & Affirmative Action Policy (


Los Angeles, CA


Document requirements

  • Curriculum Vitae – Your most recently updated C.V.
  • Cover Letter
  • Statement of Research (Optional)
  • Statement of Teaching
  • Statement on Contributions to Equity, Diversity, and Inclusion – An EDI Statement describes a faculty candidate’s past, present, and future (planned) contributions to equity, diversity, and inclusion. To learn more about how UCLA thinks about contributions to equity, diversity, and inclusion, please review our Sample Guidance for Candidates and related EDI Statement FAQ document.
  • Misc / Additional (Optional)
Reference requirements
  • 3-5 required (contact information only)


MOOC Inclusive Teaching: Supporting All Students in the College Classroom

The Columbia University Center for Teaching and Learning (CTL) is excited to announce the release of the first ever MOOC (massive open online course) dedicated entirely to the topic of inclusive teaching in higher education. The MOOC, titled Inclusive Teaching: Supporting All Students in the College Classroom, provides practical, accessible, and usable strategies that instructors can implement in their classrooms to create and maintain a supportive learning environment for all students. The self-paced course is open to all. Registration is now open.


Led by Columbia CTL staff, the course also features several experts who offer strategies and insights from their own research and teaching contexts. Please also find the video trailer announcing the launch of the course.



Promoting Diversity at the Top

Promoting diversity at the top

Los Angeles Southwest College President Seher Awan

Those who picture a “gray-haired, white, heterosexual male” when they are about to meet a community college president are not necessarily wrong, but the assumption is increasingly out of date in 2019.

Given the diverse populations they serve, two-year institutions are striving to recruit and retain a diverse set of leaders with similar life experiences to others on campus.