Research Reproducibility Workshop in OUGL 220 on May 8th

Repro­ducibil­ity is the foun­da­tion of sci­ence, but as sci­ence becomes increas­ingly com­pu­ta­tional, ensur­ing repro­ducible research requires the adop­tion of new approaches, new tech­nolo­gies, and new skills.

The eScience Insti­tute, in the con­text of the Moore/Sloan Data Sci­ence Envi­ron­ment, has helped ini­ti­ate a campus-wide work­ing group to explore these issues.

A first campus-wide work­shop on chal­lenges, solu­tions, tech­nolo­gies, and research top­ics in this space is sched­uled for­May 8, 2014 in Ode­gaard 220.

The for­mat will include keynote talks from top researchers in repro­ducible sci­ence, panel dis­cus­sions, and break­out groups on spe­cific top­ics, fol­lowed by a reception.

A pre­lim­i­nary sched­ule and more infor­ma­tion is avail­able here: http://escience.washington.edu/event/first-reproducibility-workshop

If you are inter­ested in attend­ing, please sub­mit a non-binding reg­is­tra­tion form to assist us in plan­ning for the event:https://catalyst.uw.edu/webq/survey/swright/229855

 

Solti Annotated Conducting Scores

Eda Kuhn Loeb Music Library of Har­vard Uni­ver­sity launched vir­tual exhi­bi­tion fea­tur­ing their col­lec­tion of Sir Georg Solti’s anno­tated con­duct­ing scores:

http://hcl.harvard.edu/libraries/loebmusic/exhibitions/solti/

This site expands upon an exhi­bi­tion mounted in the Library in the fall of 2011,  Music, First and Last: Scores from the Sir Georg Solti Archive  and includes anno­tated scores, pho­tographs, short audio clips and  a video inter­view Record­ings Librar­ian Bob Den­nis con­ducted with Lady Solti when she visited.

Teaching & Learning Symposium

Many at UW are actively engaged in exam­in­ing how teach­ing affects stu­dent learn­ing – the Schol­ar­ship of Teach­ing and Learn­ing (SoTL) research.  Each spring the Cen­ter for Teach­ing and Learn­ing hosts the annual UW-Seattle Teach­ing and Learn­ing Sym­po­sium to pro­vide a forum where all who share this inter­est can learn of their col­leagues’ work and engage in dis­cus­sion.  The event includes a keynote talk and two poster ses­sions.  Posters pre­sented each year range from classroom/action research to pub­lished SoTL research.

Event Sched­ule

  • 2:00 – 2:05 CTL Welcome
  • 2:05 – 2:50 Poster Ses­sion #1 (odd-numbered posters)
  • 2:50 – 3:00 Wel­come: Provost Ana Mari Cauce
  • 3:00 – 3:45 Keynote: Dr. Scott Free­man “End of Lec­ture: The Future of Evidence-Based Teaching”
  • 3:45 – 4:30 Poster Ses­sion #2 (even-numbered posters)

For more infor­ma­tion on the poster ses­sion top­ics, please see the Cen­ter for Teach­ing & Learn­ing.

Designing and Grading Assignments for International Students, English Language Learners, and Everyone Else

“Design­ing and Grad­ing Assign­ments for Inter­na­tional Stu­dents, Eng­lish Lan­guage Learn­ers, and Every­one Else”
Start­ing on Fri­day, April 11, the CTL is offer­ing a series of six facil­i­tated con­ver­sa­tions on “Design­ing and Grad­ing Assign­ments for Inter­na­tional Stu­dents, Eng­lish Lan­guage Learn­ers, and Every­one Else.” Fac­ulty mem­bers are invited to join one of these con­ver­sa­tion, sev­eral of them, or all of them.
Our focus is on design­ing and man­ag­ing writ­ing assign­ments in a range of dis­ci­plines and class­room envi­ron­ments, with an empha­sis on work­ing with mul­ti­lin­gual stu­dent writ­ing.  Top­ics may include:  how to use low-stakes writ­ing to sup­port learn­ing, read­ing, and class dis­cus­sion; how to design writ­ing assign­ments; and how to make instruc­tor feed­back on writ­ing less time-consuming and more effective.
Time:  9:30–11:00
Dates:  Fri­days - April 11, April 18, April 25, May 2, May 9, May 16
Loca­tion:  CTL, Ger­berd­ing Hall, Suite 100
 
Please reg­is­ter for the first con­ver­sa­tion through this fast link. That way we’ll know what you want to learn, and we’ll have enough food and drink. 
 

April Fool’s! Announcing winner of the second annual Grove Music spoof contest

Just in time for April Fool’s Day we are pleased to announce the results of this year’s Grove Music Online Spoof Arti­cle contest.

This year’s sub­mis­sions were all biogra­phies, per­haps because Grove’s styl­is­tic pre­scrip­tions for biogra­phies lend them­selves well to par­ody. Com­pe­ti­tion was fierce and hilar­i­ous. One of our judges reports, ‘You all made me spill my cof­fee. Twice.’”

- See more at: http://blog.oup.com/2014/04/grove-music-spoof-winner-april-fools/#sthash.LOw0WvFI.dpuf

Stellar names in classical music part of collector’s gift to UW Music Library

Beethoven, Brahms, Han­del, Tchaikovsky, Wag­ner — the names alone are enough to quicken the pulse of any clas­si­cal music lover.

Those greats and many more — Haydn, Brit­ten, Rossini, Verdi, Debussy, even Gersh­win — are rep­re­sented in a recent gift of 720 rare clas­si­cal music scores, mostly first edi­tions or first print­ings, to the Uni­ver­sity of Wash­ing­ton Music Library.”

Read the full story in UW Today.

Meet, Greet, Teach (MGT): Making a Difference

An Infor­mal Con­ver­sa­tion about Inter­dis­ci­pli­nary Teach­ing on Envi­ron­men­tal Issues

Thurs­day, April 3, 2014
5:00–6:30 PM
Pro­gram on the Envi­ron­ment Com­mons, Wal­lace Hall (ACC) 012

Free to attend.  RSVP requested by Mon­day, March 31, 2014.


Only 27% of col­lege stu­dents end up in careers reflect­ing their dis­ci­pli­nary degree1.  For the envi­ron­ment side of nat­ural sci­ence, it’s 48%2.  The aver­age per­son changes careers 2–3 times3.

Is a laser focus on dis­ci­pli­nary knowl­edge and asso­ci­ated skill sets a wise aca­d­e­mic choice; one that gives stu­dents all of the tools they’ll need to be successful?

What about the career, pro­fes­sional, and life skills – the essen­tials that every­one needs, and no course teaches?  Effec­tive com­mu­ni­ca­tion, team-based expe­ri­ence, orga­niz­ing, lead­er­ship, lis­ten­ing, con­nect­ing and net­work­ing, vision­ing, cre­at­ing a clear idea, sell­ing it.  The list is long.

Join us for a dis­cus­sion of how — and why — blend­ing essen­tial skills into course­work can make a dif­fer­ence to stu­dent learning.

Pan­elists:

  • Emer Doo­ley, Lec­turer in Entre­pre­neur­ship, Fos­ter School of Business
  • Francesca Lo, Direc­tor, Husky Lead­er­ship Initiative
  • Sean McDon­ald, Lecturer/Capstone Instruc­tor, Pro­gram on the Envi­ron­ment; Research Sci­en­tist, School of Aquatic & Fish­ery Sciences
  • Jen­nifer Turns, Pro­fes­sor, Human Cen­tered Design & Engineering

ABOUT MGT:
MGT is an evening series offer­ing grad­u­ate stu­dents, post­docs, staff and fac­ulty with an inter­est in engag­ing in art­ful, inter­ac­tive, inno­v­a­tive teach­ing a chance to inter­act with col­leagues from across cam­pus who are will­ing to share their enthu­si­asm and expe­ri­ence.  
Each MGT focuses on a sin­gle “30,000 foot” issue: What is inter­dis­ci­pli­nary? The role of facts ver­sus val­ues. Can per­son­al­ized teach­ing be objec­tive teach­ing? Sav­ing STEM.

Over a glass of wine and light appe­tiz­ers, atten­dees have a chance to mix and min­gle before set­tling down to a 30-minute “fast panel” of 3–5 fac­ulty, each deliv­er­ing thought — and con­ver­sa­tion — pro­vok­ing answers. With time for both struc­tured and social inter­ac­tion, MGT presents an oppor­tu­nity for every­one to have a say, make a con­tact, find a shared direc­tion, and learn some­thing new.

Want­ing more follow-up? We’ll wrap up the ses­sion with time for more one-on-one inter­ac­tion, giv­ing every­one time to grab a speaker for a final comment.