The OSU Venture Development Fund is pleased to announce on August 21, 2015 a Request for Proposals. Oregon State University seeks to facilitate the further development of OSU innovations and commercialization. The purpose of this RFP is to encourage proposal submission and present proposal requirements and evaluation criteria. This is a competitive process open to OSU faculty eligible for principal investigator (PI) status and current Advantage Accelerator clients. Students who wish to apply for a grant must identify an OSU faculty member who will serve as the PI for the student proposal. The deadline for submitting a proposal is to no later than 5:00 PM PST, September 25, 2015.

To participate, please follow the link provided here: OSU Venture Development Fund Request for Proposals

Associate Dean for College of Science – OSU Job Posting 0015499
The College of Science (COS) at Oregon State University invites applications for an Associate Dean for Strategic Initiatives and Administration.
This position is a part of the College of Science Executive Team, which includes the Dean, the Associate Dean of Research and Graduate Studies, the Associate Dean of Academic and Student Affairs and the Assistant Director of Marketing. This person will be an integral part of the College’s executive team, working closely with the dean, ADs across campus, department heads, faculty and staff to advance the educational, research, diversity and outreach mission of the College of Science. The executive team is responsible for the following functions:  policy development, strategic planning, working with our seven departments and centers/institutes to manage, administer and coordinate the operations of the College.
The AD for Strategic Initiatives and Administration will be responsible for leading strategic initiatives as well as for developing, implementing and evaluating short/long-range goals and objectives and development of related policies and procedures. He/she will serve and represent the College across the university to support our strategic evolution.
He/she will develop and manage College policies and programs working in collaboration with department heads and faculty. Strategic initiatives cover a wide range, including but are not limited to: diversity of faculty, staff and students; annual performance process, promotion and tenure; international student recruitment; summer session programs; academic program development; online learning; faculty mentoring; industry partnerships; efficiency of management systems; foundation and development support; alumni and Board of Advisor relationship development.
In addition, he/she will develop and implement performance standards for the College, space and facilities plans while prioritizing resource needs.
Qualified applicants will have a doctorate degree in an area of specialty in the College of Science or in a field closely aligned to the mission and programs of the College of Science; an outstanding record of accomplishment in higher education or other professional endeavor; record as an effective team member and team builder; evidence of vision and the ability to achieve it; Record of successful experience managing programs and budgets; and commitment to the College’s mission, values and organizational principles and practices; demonstrable commitment to promoting and enhancing diversity.
Preference will be given to those with academic and administrative experience at a management level; national and/or international recognition for research, teaching, or outreach; and proven leadership ability.
This is a full-time,12-month professional faculty position. Reappointment is at the pleasure of the Dean. Salary is commensurate with education and experience. Benefit package includes several options for health/dental/life insurance, retirement and tuition fee reduction.
The COLLEGE OF SCIENCE is a vibrant scientific community and a premier center of education and research for Oregon State University. The College embraces instruction and research in disciplines ranging from physical, mathematical and statistical sciences to the life sciences that are based on unbiased inquiry and a dedication to discovery and innovation. COS is committed to partnering with industry and public agencies to address some of the most compelling challenges of today and tomorrow. Home to more than 3,600 undergraduate and graduate students, the College plays a core instructional role at OSU, supporting the ideals of learning, discovery, and engagement that are the foundation of a public land-grant university.
You can learn more about the College online:
To review position and apply, go to and visit posting 0015499. For full consideration, applications should be received by September 30, 2015.
OSU is committed to inclusive excellence by advancing equity and diversity in all that we do. We are an AA/EOE, and particularly encourage applications from members of historically underrepresented racial/ethnic groups, women, individuals with disabilities, veterans, LGBTQ community members, and others who demonstrate the ability to help us achieve our vision of a diverse and inclusive community.

OSU Ecampus Chemistry asked Joel M., a high school chemistry teacher in Michigan, to share his experience with our online Environmental Chemistry course and the ways it can benefit his career. Here’s his story:

I have been a high school chemistry teacher for the past 20 years. After obtaining my undergraduate degree in Chemistry, with education endorsements in Chemistry and Physics, I began my teaching career – teaching in the same high school ever since. Almost immediately after I began teaching, I started working on my Master’s degree. At that time, the local universities did not have any Chemistry-related Master’s degree programs geared for educators, so I completed a general Master’s program in Education.

Since then, I have continued to maintain my teaching certification in Michigan by obtaining continuing education credits. In doing so, I have tried to find courses that would help me in my teaching. I have found a few Chemistry-related workshops and shorter courses from local universities, but as I have become busier with my family life, I have been looking for online courses that would give me the flexibility to complete the coursework from home and at a time that works for me. In addition, I wanted to experience an online course so that I could be taught as many students are now being taught today. Perhaps this experience would also affect the way I would teach in my own classroom.

After a fairly brief internet search, it became apparent that Oregon State had a reputable Chemistry online curriculum. I searched the course offerings for this past spring session and was pleased to see an Environmental Chemistry course. I felt that this would be a valuable course for me as some of the topics would relate well to some of the things I teach in my own classroom (not to mention my own interest in the environment).

I found that the course was relevant and helpful. I learned many things about the environment, but perhaps more importantly, I learned how online courses operate. I enjoyed the flexibility; I could do the homework and readings when it worked for me rather than at a set time at a specific campus location. Consequently, the online course saved me commute time—which was very important, as I covet every minute with my family.

Since I prefer live interaction with people (for example, I prefer to do my banking with a person rather than with an ATM), the lack of personal contact in an online class was originally an area of concern. However, the online lectures and step-by-step tutorials were very well done. The instructor regularly and promptly communicated with us and was very willing to answer any and all of our questions. So, overall, I found the online experience to be excellent.

Although I hope to be able to take another online chemistry course in the future, I plan to first spend some time improving my own teaching. I think there are some interesting opportunities that arose from my online experience that could be employed in my classroom. I believe there are elements of a “flipped classroom” (which has the students listen to videotaped versions of the lectures at home, leaving class time for discussion and problem solving—and thus in some ways parallels an online classroom) that could be advantageous at times in my chemistry classes. In addition, I think that some of the tutorials used in the online Environmental Chemistry course at Oregon State could be modeled at the high school level to give to students—for example, a portfolio of “step-by-step” solutions to difficult stoichiometry problems. Even online quizzes could be utilized at the high school level in order to quickly reinforce certain content.

Overall, I enjoyed my Oregon State online chemistry course. Not only did I learn the content (and enjoyed doing that from the comfort of my home and with the flexibility I needed at this time in my life), I learned another teaching technique that I believe can be incorporated to some degree in my own classrooms. I appreciated this opportunity.

Below is another RFP that you may wish to share with the OSU cancer group.  This is specifically for young investigators working on either gene-based or cell-based therapy research.  The deadline is August 24 for applications.

Alliance for Cancer Gene Therapy, Inc. (ACGT) funds research aimed at furthering the development of cell and gene therapy approaches to the treatment of cancer. To this end, ACGT offers its Young Investigator Award to qualified scientists at the tenure-track assistant professor level.

The funding for this grant is $250,000 over 2-3 years. Additional information from the funding organization is attached.

If anyone is interested in applying, and Aaron Shonk, Paul DuBois or I can be of any assistance, please let us know.

Thank you!

Director of Development, Linus Pauling Institute

Oregon State University Foundation
850 SW 35th St.  |  Corvallis, OR  |  97333
541-737-0055  |  cell 541-207-8428

The American Chemistry Society is accepting proposals for its “Greener Continuous Chemistry & Engineering Technology” program.

Areas of interest include, but are not limited to 1) photo redox chemistry, 2) photochemistry, and 3) biocatalysis in flow. Proposals will be accepted from public and private institutions of higher education worldwide. Up to three grants are planned to be awarded. Each award is limited to $50,000 for a grant period of 12 to 24 months. Proposals are due to the ACS GCI Pharmaceutical Roundtable on August 28, 2015 at 5 p.m. (EDT), no exceptions.

I am seeking 2 Chemistry instructors at Chemeketa Community College, in Salem, for the fall term. Both classes that are open meet just one day a week, on Satuirday, so they could work for commuting faculty or students (although it is a long day because it comprises both lecture and lab).

I am particularly interested in finding a Bio-chemistry instructor who could teach pre-health career students in the community college, in a CHEM 110 class.

Please let me know if you have students who might be interested, and direct them to the Chemeketa Jobs webpage. They would go to, find the Quick Links notation on the left side of the brown bar, scroll down to community and visitors and click on Chemeketa Jobs, Go to the Navigation on the right side and click on Job Opportunities, then click on Part time Faculty Positions in the lower left, and scroll down to physical sciences, Chemistry.

Candidates would need to fill out the Chemeketa application form, attach a resume and cover letter describing their teaching experience and philosophy.

Thanks for your help spreading the word!

Cecelia Monto
Dean, Education and Evening/Weekend Programs
Building 5, Room 264