Applications for PCOSW scholarships are now being accepted. The President’s Commission on the Status of Women, or PCOSW, provides funding to women faculty, students, and staff who are pursuing professional development or research opportunities, as well as individuals conducting research related to women’s issues. Scholarships average $500 and applications are due Friday, Feb. 5 (week 5) with notification in Week 7. Information:

An information session for the Winter 2016 round of the Learning Innovation Grant Scaled Grants will be held Tuesday, January 19, 1:00-2:00 p.m. in Kidder 202. Please attend if you have questions and are considering submitting a proposal.

About Learning Innovation Grant Scaled Grants: Applications for the winter round of the 2015-2016 Learning Innovation Grants are now being accepted. These grants support projects that deploy technology in ways that improve student learning. The maximum award for Scaled Grants (cross-unit teams) is $100k; project descriptions are due February 12, with full proposals due March 11.  For more information and application materials, please visit:

Please contact Robin Pappas,, with questions.

Stanford University, in conjunction with the National Institutes of Health (NIH) and the Research Councils of the United Kingdom (RCUK) with support from the National Science Foundation (NSF), is hosting a Transatlantic Data Science Workshop.

This two-day workshop will be held on March 1-2, 2016 at the NIH campus in Bethesda, MD. The objectives of this workshop are:

•             To facilitate the development of novel computational approaches to health;

•             To guide computer scientists, data scientists, statisticians, computational scientists, and mathematicians in discovering and accessing US and UK health datasets; and

•             To support researchers in establishing interdisciplinary, international collaborations.

The first day of the workshop will be devoted to exploring in-depth six datasets available to US and UK researchers, three housed in the US and funded by NIH and three in the UK and funded by RCUK.

The second day will offer an opportunity for researchers to work in small groups to develop and apply novel computational techniques to the discussed health datasets, and to develop, present, and gather feedback on research concepts that will advance our approaches to and understanding of health problems.

The datasets to be explored in depth are:

1.            The Cancer Genome Atlas (TCGA):

2.            Alzheimer’s Disease Neuroimaging Initiative (ADNI):

3.            Health and Retirement Study (HRS):

4.            UK Biobank –

5.            Millennium Cohort Study –

6.            CALIBER –


Two-page submissions are invited from researchers in computer science, data science, statistics and/or mathematics. Preference is given to early career researchers, but all applicants will be considered.  Proposals should describe novel computational approaches and an innovative application to a health/medical problem, employing one or more of the above six named datasets. Special consideration will be given to proposals using more than one of the above named datasets, with novel combinatorial (e.g., novel database research or data linkages) methods.  Proposals may draw upon prior work minimally, but should not propose on-going or published research. Note: researchers do not need any prior experience using the named datasets.

Please include a brief description of the proposer’s background and credentials (less than 1/2 page). Other contributors may be acknowledged but only the lead proposer will be invited to attend the workshop, if selected. Travel and expenses (up to approximately $1300, depending on originating location, for the two-day workshop) will be reimbursed through an NSF grant to Stanford University.

The concept paper is limited to two pages, with 1-inch margins and 10 point Arial font or larger.

Please upload you concept paper submission and CV here, and enter your details here.

Important Dates:

January 20, 2016 (11:59 PM Pacific Time): Vision Papers Due

January 29, 2016: Notification of Acceptance

March 1-2, 2016: Workshop Date

Happy New Year, readers! Our first student spotlight for 2016 is on Michael Hancock, a high school teacher in Ohio who has taken several of our Ecampus Chemistry courses.

  • Please share your background so we can get to know you better—what career are you in, or working towards? What inspired you to choose this path?

I am a high school science teacher and I’ve been teaching for eight years now.  Interestingly, I never started out to be a teacher.  My undergrad B.S. degree is in biology and after college I began a career at Battelle (a science research facility in Columbus, OH) for four years.  Later, the state of Ohio began increasing its science requirements for graduation and found itself short on science teachers.  So, they started seeking those who already had a strong science background and only needed the courses in pedagogy, which the state would pay for.  My wife was already a teacher and we had just been talking about how great it would be to raise a family if we were both teachers with the same schedules as our children.  So, when I heard the radio announcement for people with a background in science who were interested in becoming teachers, I applied.  Within a year, after an intense teaching program at Muskingum University, I passed the state exams (both to prove I knew biology as well as the pedagogy) and became a licensed teacher.  Within the next year I had a Master’s in Education and was teaching full time in Columbus City Schools.

Since my original degree was in biology, I was only licensed to teach Life Science courses in Ohio.  Recently, I got a job in the Licking Valley School District, which was much closer to home.  However, they needed a teacher with a license to teach chemistry, not biology.  Since I minored in chemistry in my undergrad I was confident that I could take one or two courses, if necessary, to get the chemistry licensure.  I was right… and wrong.  I did have enough undergrad chemistry credits to get a supplemental license to teach chemistry for two years.  However, during that time I would need to take 10 semester hours in chemistry and pass the required state chemistry test.  I searched high and low, scouring the internet for online programs that offered higher-level chemistry courses.  Most schools either did not offer any chemistry courses online above organic chemistry, or required that I seek a degree.  Finally, I found Oregon State’s Ecampus program that did offer just the right amount of chemistry courses that I had not already taken in my undergrad and I could register as a non-degree seeking student.  It was perfect!

  • What do you like most, or least, about our online classes?

I like the design of the courses the most.  I especially liked having the liberty to work and study at my convenience rather than trying to make it to a scheduled class, which would have been impossible while also working full time.  Some classes were designed better for online study than others.  I would like to mention Environmental Chemistry CH_390 taught by Marita Barth was the best online course due to the way it was organized; very clear directions, each topic was broken down and thoroughly explained with pencast tutorials as well as PowerPoint lectures and other tools, and there was little mystery as to what was expected of me as the learner.

What I liked least:  In nearly every course, during the audio recordings of the PowerPoint lectures, there were multiple references to things that were happening in the classroom that I could not see.  For example, one professor constantly referred to group activities and discussions that took place in the face-to-face class but never explained any detail nor provided any alternative exercise I could do at home.  Another professor would write and draw on the chalkboard during the lecture but never provided those images in some form online – so I was left with my imagination for what was being referred to on the board.  It would seem that could be improved with current technologies (even by snapping a photo and posting it to Canvas somewhere).  Perhaps lectures could even be video recorded and linked to on Canvas.

  • Do you have any advice for other online students?

Do not think that distance learning is somehow easier than face-to-face classes.  I found myself sometimes working and studying harder than I did in most in-person lectures because I couldn’t simply raise my hand to ask a clarifying question or talk to a peer after class.  Please don’t misunderstand, the benefits of Ecampus are too numerous to mention here and well worth the effort.  Just don’t be naive enough to think that the coursework will be less intense because you can work on it at your own convenience.  There are still challenges, the rigor can still be intense, and the expectations are still high.

  • What do you like to do in your spare time (or perhaps to relieve school stress!)?

I am the youth pastor at Christian Apostolic Church in Newark, OH and I serve the district of Ohio as the Ohio Youth Division Secretary for the United Pentecostal Church International.  I love being involved in ministry.

  • Do you have a family you would like to tell us about?

I am the husband of the best woman in the world, Ann Hancock and together we have two precious daughters, Ragon (5 years old and just started kindergarten) and Adley (5 months old and just started kissing her mom and play-fighting with her dad, as babies do!).


The Career Development Center, College of Agricultural Sciences, and Ecampus are excited to host the Federal Job Workshop Series!  Please see the attached poster to send out to interested staff and students.  We are also requesting that students sign up through Beaver Careers to help us estimate attendance and catering numbers. The links provided below are for students only as staff’s ONID’s do not work.  If you or other staff would like to attend just send me an email! I think this is a great event for our talented students that are interested in exploring Federal jobs and internships!
Below you will find short statements about each workshop and the link to Beaver Careers to register for the events that can be sent out for students.  Please feel free to send out this Federal Job Workshop Series information!
The Career Development Center, College of Agricultural Sciences, and Ecampus are partnering to provide a Federal Jobs Workshop Series! 
How to Apply for Fed Job/Internships on January 20th from 2:00 pm to 3:00 pm in Kidder Hall, Room 202. This workshop was designed especially for students to learn how to navigate  Come learn how to apply to federal jobs and internships!  Scott Kincaid will present.
Fed Jobs Panel on February 12th from 2:00 pm to 3:00 pm in the MU Multipurpose Room. This workshop was designed especially for you! Learn about Federal Jobs through a panel of Federal employees who work in the field!  Register here!
Networking Events on February 12th from 3:00 pm to 4:00 pm in MU Multipurpose Room. You will have an opportunity to connect with Federal employees in a small group or one-on-one situation.  What a great way to get to know others that are working in the field!  Light refreshments will be provided!  Register here!
Winter MCAT Prep begins January 23 – register now!
WINTER 2016 MCAT Prep Schedule
Saturdays, 9:00am – 4:00pm
Jan 23, 30; Feb 6, 13, 20, 27, Mar 5
Contact TLC at 541-346-3226 for more information. Registration forms are available at and in 68 PLC. 
Taught by UO Faculty—A team of five UO instructors review key concepts, facilitate problem-based learning, and incorporate learning and testing strategies specifically tailored to the MCAT.
Accessible—Students may attend classes live on the UO campus or via distance online.
Low Cost—Less than 1/3 the cost of commercial programs, the $750 per student fee covers:
·         36 hours of instruction
·         Examkrackers Complete MCAT Study Package, 9th edition ($275 list price)
·         AAMC’s official Practice Exam One (proctored)
·         Access to class videos and other materials that supplement in-class instruction
High Quality—Here are just a few recent examples from consistently positive evaluations:
·         “Instructors have extensive MCAT knowledge”
·         “Logically formatted and thorough”
·          “Structure forces me to spend time studying each week”


The Research Office Incentive Programs is accepting applications for the RERF 2016 solicitation. The intent of the RERF program is to enable faculty to acquire, repair, renovate, or improve equipment directly used for research. Program guidelines and application: Information: Debbie Delmore at Deadline: Jan. 19.

The Department of Chemistry at Southern Oregon University invites applications for a tenure track faculty position in Inorganic Chemistry at the Assistant Professor level starting September 19, 2016. Teaching responsibilities of the position include inorganic chemistry lecture and lab, as well as, participation in our general chemistry sequence and organic chemistry labs. The successful candidate will have a Ph.D. in inorganic chemistry or a closely related field; post-doctoral experience is highly desirable. The Department of Chemistry at SOU values close interaction with students and active research with undergraduates is expected. Southern Oregon University is a public, liberal arts university of 6,000 students. A major renovation of our science building was recently completed. The Department is well-equipped with a 400 MHz NMR, five MS systems including two LCMS, ICP, IR, UVvis, AA, GC, HPLC, TGA, and supporting equipment. For more information see
Applications can be submitted at A curriculum vitae including teaching philosophy, statement of research interests, unofficial transcripts, and three letters of recommendation are required.
Southern Oregon University is a welcoming community committed to inclusive excellence and the celebration of diversity. Without diversity, our educational process is diminished. Working together in support of our commitment to diversity, we strengthen and enrich our role as learners, educators and members of a tightly connected global community. We encourage those who share in our commitment to diversity, to join our community and we expect all our employees to demonstrate an ability and desire to create an inclusive campus community.


Check out the OSU Libraries’ free Graduate Student & Faculty Winter Term Workshops.   Registration is encouraged, but not required. For complete session descriptions, visit:  Can’t make it to a session?  Many of the sessions have handouts or online tutorials:

Spreadsheet Best Practices
Wednesday, Jan. 13,  – 1:00 – 2:30 p.m.

Intro to Zotero: A Web-Based Way to Manage Your Citations
Thursday, January 14, 10:00  – 11:00 a.m., Autzen Classroom

Monday, February 8, 4:00 – 5:00 p.m., Autzen Classroom

Intermediate/Advanced Zotero
Thursday, January 14, 11:00 a.m. – 12:00 p.m., Autzen Classroom

Monday, February 8, 5:00 – 6:00 p.m., Autzen Classroom

Literature Review Workshop
Tuesday, January 19, 5:00 – 6:30 p.m., Autzen Classroom

Intro to Data Management Workshop
Wednesday, January 20, 11:00 a.m. – 12:30 p.m., Autzen Classroom

Intro to Qualtrics – Making Great Surveys
Thursday, January 21, 1:30 – 3:00 p.m., Autzen Classroom

Advanced Qualtrics
Thursday, January 21, 3:30 – 4:30 p.m., Autzen Classroom

Tuesday, January 26, 1:00 – 2:30 p.m., Autzen Classroom

Basic EndNote Workshop
Tuesday, January 26, 3:00 – 4:30 p.m., Autzen Classroom

Intermediate/Advanced EndNote
Tuesday, January 26, 4:30 – 5:30 p.m., Autzen Classroom

Showcasing Your Research Managing Publications for Your Thesis, Dossier, or CV
Thursday, January 28, 4:00 – 5:00 p.m., Autzen Classroom

3D Scanning Workshop
Wednesday, Feburary 3, 4:00 – 5:00 p.m., Autzen Classroom

3D Printing Workshop
Wednesday, February 3, 5:00 – 6:00 p.m., Autzen Classroom

Graduate Publishing Tips – Where, When & How
Wednesday, February 10, 4:00 – 5:00 p.m., Autzen Classroom

Working with Linked Data
Thursday, February 11, 4:00 – 5:00 p.m., Autzen Classroom

Introduction to Digital Publishing with Scalar
Thursday, February 18, 4:00 – 5:15 p.m., Autzen Classroom

Questions?  Ask Hannah Rempel,