LOCATION:
bwtech@UMBC North
5523 Research Park Dr., Suite 310
9:00 am – 4:00 pm
(Continental Breakfast – 8:00 am)
University of Maryland, Baltimore
University of Maryland BioPark, Discover Auditorium
801 W. Baltimore Street
Baltimore, MD 21201
Course Presenters:
Denise Clark, Associate Vice President for Research Administration – University of Maryland College Park
Ann Holmes, Assistant Dean, Administration and Finance – University of Maryland College Park
Course Description:
The world of research
administration is constantly evolving and technology plays an important
role in that evolution. The introduction of the audit approach called
“Data Analytics” requires we take a deeper dive into our internal
policies, processes, controls, and systems of record to establish what
is adequate “source documentation” for the various transactions we
review and approve. Does your signature constitute your confirmation
that your institution has adequate internal controls in place? Where
have we come from, and where are we going?
This workshop will look at the importance of establishing, implementing and assessing your internal controls as they relate to transactional level detail and philosophical approaches to meeting the reasonableness, allowability, and allocability tests, as well as research administration as a whole. Are internal controls only related to financial transactions? What about the rest of the regulatory environment? How do we implement risk assessment approaches and provide tools for non-financially related aspects of research administration? Internal controls: who is in control and what are the ramifications of a lack thereof? Come explore these issues with us!
Learning Objectives:
Prerequisites: Working knowledge of the Uniform Guidance and over three years’ experience in research administration.
Who Should Attend?
October 28, 2019
12:00-1:00 — Performing Arts and Humanities Building room 107
Reenvisioning Multilinguals’ English: Acquisition and Education Perspectives
Lourdes Ortega (Georgetown University)
Two thirds of the world’s speakers of English are second-language users and thus by definition bi/multilingual. All too often, their communication repertoires are construed as deficient and their multilingual prowess is erased. A wealth of knowledge from language acquisition by children and adults and from social theories in education can help us envision a new kind of multilingual English competence. I will argue that this kind of competence is continuous, probabilistic and gradient, and it is not limited by strictly linguistic or purely monolingual standards. I will then explore the pedagogical mindset that can help educators reaffirm multilinguals’ English competence and success.
Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and Convener of the Initiative for Multilingual Studies. She is best known for an award-winning meta-analysis of second language instruction published in 2000, a best-seller graduate-level textbook Understanding Second Language Acquisition (Routledge 2009, translated into Mandarin in 2016), and since 2010 for championing a bilingual and social justice turn in her field of second language acquisition. Her latest book is The Handbook of Bilingualism with Cambridge University Press (co-edited in 2019 with Annick De Houwer).
12 November 12, 2019
12:00-1:00 — Performing Arts and Humanities Building room 229
Emotional Turn in Second Language Teacher Education: Prospects and Possibilities
Peter De Costa (Michigan State University)
Following the sociocultural turn in teacher emotion research and the broader and deepening interest in affect within adjacent fields of psychology, second language acquisition, sociolinguistics, and linguistic anthropology, I explore second language (L2) teacher emotions from a positive psychology and critical perspective. The former perspective draws on recent developments in positive teacher psychology research, while the latter takes into account the sociopolitical dimensions of language teacher education. Importantly, both lines of research consider the ecologies in which teachers are embedded. To illustrate the vibrant and burgeoning language teacher emotion research agenda, I elaborate on three recently published studies. The presentation closes with a discussion of implications for pedagogy, policy and research.
Peter De Costa (PhD) is an Associate Professor in the Department of Linguistics and Languages and the Department of Teacher Education at Michigan State University. His primary areas of research are identity and ideology in SLA. His work has appeared in numerous international journals in the areas of applied linguistics and language education. Together with colleagues, he has recently co-edited special journal issues on scalar approaches to language learning and teaching, teacher identity, study abroad research methodologies, and World Englishes and second language acquisition. He is the author of The Power of Identity and Ideology in Language Learning (Springer, 2016) and editor of Ethics in Applied Linguistics Research (Routledge, 2016). He is the co-editor of the journal TESOL Quarterly.
November 16, 2019
9:00-12:00 — Sherman Hall A wing Room 121
Pre-registration required, please click here to register.
Workshop on Fanfiction in the Classroom
Shannon Sauro (UMBC)
Do you or your students love Harry Potter, Lord of the Rings or Twilight? How about Naruto, Inuyasha or Fairy Tail? Or maybe Pokéman, Call of Duty, or Assassin’s Creed? Do you wish you could use them in your teaching? This free half-day workshop introduces the use of fanfiction for language and literature teaching. Participants will engage in learning-through-doing modules developed by the FanTALES project including an overview of fan fiction and common genres and tropes, tools and techniques for searching fan fiction archives, and in-class short-form fan fiction writing. The workshop is designed for in-service and pre-service language teachers at the middle and high school levels but is open to all who are interested. No previous experience with fanfiction is necessary. Pre-registration required.
Shannon Sauro is a specialist in technologically mediated language teaching and learning and second language literacy. A faculty member in the UMBC TESOL program, her areas of research include the intersection of online fan practices and language learning and teaching, and the role of virtual exchange/telecollaboration in language teacher education. She recently co-edited a special journal issue on CALL in the digital wilds as well as the books CALL for Mobility (Peter Lang, 2018; with Joanna Pitura) and The Handbook of Technology and Second Language Teaching and Learning (Wiley, 2017; with Carol A. Chapelle). She is a past president of the Computer-Assisted Language Instruction Consortium (CALICO) and currently communications officer for UNICollaboration, an international organization for virtual exchange.
November 20, 2019
4:30-5:30 — Sherman Hall A wing Room 110
A Conversation with a Master Language Teacher
Sara Bruun (Ringsjö School, Höör, Sweden)
The use of digital tools opens up the classroom to the whole world. With programs such as Skype and FlipGrid students all over the globe are able to meet, speak, and work together in real-time. Digital tools transform teaching, and by using them wisely you can take your students far beyond text- and workbooks or struggles with vocabulary tests. They are able to “travel” and actually see what it is like in other parts of the world. These days, when some borders are being closed, it is important that we teach our students about different cultures and raise awareness about the world around us. A brief presentation serves as the foundation for a practice-based conversation about language teaching in the 21st century.
Sara Bruun is an award-winning language teacher, author, and lecturer from Sweden. She teaches English at a secondary school in Höör where she is also a development manager. Her work was awarded the European Language Label by the European Commission in 2015. In 2016, she received the outstanding achievement award for compulsory and upper-secondary school modern language teaching from the Royal Swedish Academy of Letters, History and Antiquities (Kungliga vitterhetsakademien). She was recognized in 2017 as Sweden’s Teacher of the Year for Educational Technology. She is the author of two books, Klassrummet möter världen: Autentiskt, tematiskt och digitalt (The Classroom Meets the World: Authentically, Thematically, and Digitally) and Digitala arbetssätt i klassrummet: Att våga ta språnget (Digital Practices in the Classroom: Daring to Take the Leap).
https://www.nia.nih.gov/news/butler-williams-scholars-program-2020
Butler-Williams Scholars Program 2020
The Butler-Williams Scholars Program provides unique opportunities for junior faculty and researchers who are new to the field of aging to gain insight about research on aging from a number of perspectives.
Location: Bethesda, MD
Date: July 6-10, 2020
Application Deadline: February 14, 2020
Eligibility: Qualified applicants must hold a doctoral degree (Ph.D., M.D., etc.). Only applicants working in the field of aging or actively considering this research field will be considered.
To Apply: Please complete and submit the application form, then send the required supporting documents by email.
The 2020 Butler-Williams Scholars Program (formerly the Summer Institute on Aging Research) includes lectures, seminars, and small group discussions in research design relative to aging, including issues relevant to aging of ethnic and racial minorities. Lectures will cover topics in research on aging, including: the biology of aging; genetics and Alzheimer's disease; and health, behavior, and aging. Discussion sessions will focus on methodological approaches and interventions. The program also will include consultation on the development of research interests and advice on preparing and submitting research grant applications to NIA.
Who Should Apply?
Applications will be accepted from emerging researchers, including those who may have had limited involvement in research on aging. The applicant must be a U.S. citizen or lawfully admitted for permanent residence. As an offering of the NIA Office of Special Populations, researchers with an interest in health disparities research are encouraged to apply. Applicants from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, individuals with disabilities and women are always encouraged to apply for NIH support. Participants will be selected based on:
How to Apply
Applications are due February 14, 2020. Applicants will be notified regarding acceptance within 60 days. The application will include the following attachments:
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UMBC's Erickson School of Aging Studies is offering a one-day workshop, Leveraging Your Assets to Develop a Successful Aging Community on November 6, 2019, from 8am-5:30pm. Participants will learn how to engage their community on becoming a catalyst for change that improves the lives of older adults, in accordance with the core principles and applications of Asset-Based Community Development (ABCD). For more information, click here or download the attached flyer. |
Dear Colleagues (please share widely),
Do you have an innovative, evidence-based idea for exploring or assessing student learning? Your idea may be appropriate for a Hrabowski Innovation Award proposal. There are four possible categories of the two-year award:Seed Awards have a budget totaling less than $3,500 for the twenty-four month period for an innovative small project.
Adaptation Awards have a budget totaling $10,000 or less for the twenty-four month period. These awards support the adaptation and implementation of existing successful innovations into other courses, programs, or disciplines.
Scholarship of Teaching and Learning (SoTL) Awards have a budget totaling $10,000 or less for the twenty-four month period. These awards support the collection and analysis of data on the effect of interventions on student learning and success with the purpose of public dissemination and review.
Implementation and Research Awards have a budget of $3,500 or greater, up to the total maximum amount of $25,000 for the twenty-four month period for the support of truly innovative, larger projects.
For more information and to access the application materials visit our webpage: https://fdc.umbc.edu/academic-innovation-competition/apply-for-an-academic-innovation-grant/The deadline for fall submissions is October 25, 2019.We strongly encourage you to discuss your idea or draft with FDC staff Kerrie Kephart or me prior to preparing your submission. We can help you make sure that your project is appropriate to this award and can guide you in designing a more compelling proposal.We're looking forward to hearing about your ideas!Best,LindaLinda C. Hodges, Ph.D.Associate Vice Provost for Faculty AffairsDirector, Faculty Development CenterUniversity of Maryland, Baltimore County1000 Hilltop CircleBaltimore, MD 21250Tel: 410-455-1829
Voices for Economic Opportunity Grant
Grand Global Challenges, Bill and Melinda Gates Foundation
Deadline: November 13, 2019
The goal of this challenge is to elevate diverse voices that can help broaden the conversation about the issues inhibiting economic mobility and generate deeper awareness and actionable understanding. Most Americans believe it is right to help others, so that they may have the opportunity to live healthy and productive lives. Yet skepticism exists about the efficacy of anti-poverty programs in the U.S. and deep-seated stereotypes remain about people experiencing poverty and who deserves to rise out of it. Many community practitioners and social movement leaders in the U.S. are already working to address this challenge. Still, there is a need for new ways of bringing personal stories to life to help others better understand why people fall into or remain hindered by barriers that impede their ability to advance and what the obstacles to building and maintaining economic security are. We seek proposals for creative, scalable, strategic new ways to generate awareness of the structural and historic barriers to economic mobility; to communicate that poverty is not just something that happens to other people and everyone is deserving of the chance to move out of it; and to change the predominant misconceptions about poverty in a way that creates the conditions for effective programs and policies to be adopted by the public and private sectors.
For more information.
Louis Stokes Alliances for Minority Participation (NSF)
Deadline: November 15, 2019
With an emphasis on two-year Institutions of Higher Education (IHEs), the Advanced Technological Education (ATE) program focuses on the education of technicians for the high-technology fields that drive our nation's economy.
For more information.
Transdisciplinary Research in Principles of Data Science Phase II Grant (NSF)
Deadline: November 20, 2019
Transdisciplinary Research In Principles Of Data Science (TRIPODS) aims to bring together the statistics, mathematics, and theoretical computer science communities to develop the theoretical foundations of data science through integrated research and training activities. Phase I, described in solicitation NSF 16-615, supported the development of small collaborative Institutes. Phase II will support a smaller number of larger Institutes, selected from the Phase I Institutes via a second competitive proposal process. All TRIPODS Institutes must involve significant and integral participation by all three of the aforementioned communities.
For more information.
Environmental Health Disparities Research (NIH)
Deadline: November 22, 2019
Social determinants of health--the conditions in which people are born, grow, live, work and age--shape individual and population health and wellbeing across the life course, and include a broad range of factors such as access to safe housing, affordable healthy food, potable water, green space, clean air, and supportive social networks. These health determinants are in turn shaped by wider forces including economics, social policies, politics and personal and community beliefs and value systems. Unequal distribution of health-promoting social determinants across various populations is increasingly understood as a significant contributor to persistent and pervasive health disparities. A focus on health equity calls for addressing determinants of health that put health disparity populations and vulnerable communities at a disadvantage for achieving positive health outcomes. This initiative will support multidisciplinary research to generate innovative approaches to mitigate environmental health disparities and improve access to healthy and sustainable environments for health disparity populations and vulnerable communities. Each center is expected to foster interdisciplinary collaboration, synergistic research projects (see descriptions of required components below for examples of synergy), and core support that enhances the ability to achieve goals and objectives.
For more information.
Oceanographic Facilities and Equipment Support (NSF)
Deadline: December 16, 2019
Oceanographic facilities and equipment are supported by the Integrative Programs Section (IPS) of the Division of Ocean Sciences (OCE), Directorate for Geosciences (GEO). These awards are made for the procurement, conversion and/or up-grade, enhancement or annual operation of platforms in the ocean, coastal, near-shore and Great Lakes. Awards are generally directed specifically to support facilities that lend themselves to shared use within the broad range of federally-supported research and education programs. Most of these platforms and facilities also receive partial support from federal agencies other than NSF. This includes state and local governments and private sources on a proportional basis usually through a daily rate mechanism. The primary objective of these awards is to ensure the availability of appropriate facilities for federally-funded investigators and educators. Individual project-based facilities and instrumentation, limited to one, or a small group of investigators, should be supported through appropriate research programs as opposed to the IPS programs listed herein.
For more information.
Formal Methods in the Field Grant (NSF)
Deadline: January 22, 2020
The Formal Methods in the Field (FMitF) program aims to bring together researchers in formal methods with researchers in other areas of computer and information science and engineering to jointly develop rigorous and reproducible methodologies for designing and implementing correct-by-construction systems and applications with provable guarantees. FMitF encourages close collaboration between two groups of researchers. The first group consists of researchers in the area of formal methods, which, for the purposes of this solicitation, is broadly defined as principled approaches based on mathematics and logic, including modeling, specification, design, program analysis, verification, synthesis, and programming language-based approaches. The second group consists of researchers in the “field,” which, for the purposes of this solicitation, is defined as a subset of areas within computer and information science and engineering that currently do not benefit from having established communities already developing and applying formal methods in their research. This solicitation limits the field to the following areas that stand to directly benefit from a grounding in formal methods: computer networks, cyber-human systems, distributed /operating systems, embedded systems, and machine learning. Other field(s) may emerge as priority areas for the program in future years, subject to the availability of funds.
For more information.
And please don't miss out on these Internal Opportunities: