The 'Research-Informed' Reading Group welcomes anyone in the university community to join this friendly, collegial group in reading and discussing books, scholarly articles, and the occasional webinar about teaching and learning. Our structured discussions provide an opportunity to talk about teaching in community with others and consider how to incorporate the ideas into our own teaching practice. Feel free to join us every week or just drop in for selected conversations.
Weekly meetings on Wednesdays at 9 am.
Zoom: https://uoregon.zoom.us/j/94975804093
Questions? Please contact Julie Mueller (jmueller@uoregon.edu)
Spring 2021
As caring instructors, we strive to create courses that welcome all students and provide them the opportunity to succeed. But the equity gaps that exist for underrepresented students and members of some other groups show that we have work to do in this respect. This spring in the our group will explore strategies for designing and teaching online courses that create positive conditions and promote success for these students. The materials we engage with will include some that illuminate the problem, others that identify strategies effective in face-to-face courses that might translate to the online environment, and still others that offer approaches specifically shown to be effective in online courses.
| Week | Reading (Tentative) |
|---|---|
| Week One (3/31) |
Xu, D., & Jaggars, S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas. Journal of Higher Education 85(5), 633-659. https://muse.jhu.edu/article/553171 For a gloss, see: Lederman, D. (2013). Who benefits from online ed? Inside Higher Ed. https://www.insidehighered.com/news/2013/02/25/study-finds-some-groups-fare-worse-others-online-courses |
|
Week Two (4/7) |
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., ... & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483. https://www.pnas.org/content/pnas/117/12/6476.full.pdf |
| Week Three (4/14) | Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: How and for whom does increasing course structure work?. CBE—Life Sciences Education, 13(3), 453-468. https://www.lifescied.org/doi/full/10.1187/cbe.14-03-0050 |
| Week Four (4/21) | Marsellas, N. (2019). Off Scaffolding and into the Deep End. Radical Teacher, 115, 13-20. http://radicalteacher.library.pitt.edu/ojs/radicalteacher/article/view/643/518 |
| Week Five (4/28) | Good, J. J., Bourne, K. A., & Drake, R. G. (2020). The impact of classroom diversity philosophies on the STEM performance of undergraduate students of color. Journal of Experimental Social Psychology, 91, 104026. https://doi.org/10.1016/j.jesp.2020.104026 |
| Week Six (5/5) | Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing Online Teaching to Equitize Higher Education. Current Issues in Education 21(2). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905/870 |
| Week Seven (5/12) |
Estrada, Mica (2021). The influence of kindness and community in broadening participation [Video file]. https://www.dropbox.com/s/ihox6hlm9kh0l8c/Mica.mp4?dl=0 |
| Week Eight (5/19) | Edmunds, J. A., Gicheva, D., Thrift, B., & Hull, M. (2021). High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education. The Internet and Higher Education, 49, 100790. https://www.sciencedirect.com/science/article/abs/pii/S109675162030066X |
| Week Nine (5/26) | Migueliz Valcarlos, M., Wolgemuth, J. R., Haraf, S., & Fisk, N. (2020). Anti-oppressive pedagogies in online learning: A critical review. Distance Education, 41(3), 345-360. Please contact Julie Mueller (jmueller@uoregon.edu) for a pdf of the paper. |
| Week Ten (6/2) |
Padgett, C., Moffitt, R. L., & Grieve, R. (2021). More than words: Using digital cues to enhance student perceptions of online assignment feedback. The Internet and Higher Education, 49, 100789. https://www.sciencedirect.com/science/article/abs/pii/S1096751620300658 |