The Science Teaching Journal Club is a partnership of the Science Literacy Program and the Teaching Engagement Program. Each week we read, discuss, and consider how to implement ideas from an article or book that explores issues relevant to teaching and learning in college science classrooms. We invite participants from all ranks and disciplines to join us for these sessions, which we use to model evidence-based teaching practices.
Thursdays at 9 a.m.
In person: LISB 217 OR
Zoom: https://uoregon.zoom.us/j/369256082
Questions? Please contact Julie Mueller (jmueller@uoregon.edu)
Fall 2024 Journal Club Readings
Join the Science Teaching Journal Club as we begin our 15th year together! This fall we will concentrate on issues that are particularly challenging in large classes, though most are relevant in courses of any size. We’ll read about and discuss ways to help students avoid digital distractions in the classroom, encourage attendance in office hours, work with teaching teams, and more. We will also start to dig into research on how best to integrate active learning into class sessions, how to foster metacognition, and more.
Tentative Schedule:
| Week | Reading |
|---|---|
| Week One (10/3) | Martella, A. M., Schneider, D. W., O'Day, G. M., & Karpicke, J. D. (2024). Investigating the intensity and integration of active learning and lecture. Journal of Applied Research in Memory and Cognition. https://psycnet.apa.org/record/2024-50449-001 |
| Week Two (10/10) | Hester, S. D., Southard, K. M., Kim, Y. A., Cox, J., Elfring, L. K., Blowers, P., & Talanquer, V. (2023). Benefits and challenges in the implementation of an instructional-teams model for supporting evidence-based instructional practices in large-enrollment STEM courses. College Teaching, 71(3), 143-154. https://doi.org/10.1080/87567555.2021.1996323 |
| Week Three (10/17) | University of Oregon Teaching Engagement Program. (n.d.). Coordinating Teaching Teams. Teaching Support and Innovation. https://teaching.uoregon.edu/resources/coordinating-teaching-teams |
| Week Four (10/24) | Flanigan, A. E., Brady, A. C., Dai, Y., & Ray, E. (2023). Managing student digital distraction in the college classroom: A self-determination theory perspective. Educational Psychology Review, 35(2), 60. https://link.springer.com/article/10.1007/s10648-023-09780-y |
| Week Five (10/31) | Nuñez, N., Pipaón Fernández, N., Iosub, V., McIndoe, J. S., & Kobylianskii, K. (2024). A brilliantly simple classroom response system. Journal of Chemical Education, 101, 4005-4010. https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00771# |
| Week Six (11/7) | Vaughn, M. S., Schmisseur, A., Kleinmann, C., & Stahl, J. (2024). “I’m Afraid It’s Going to be Awkward”: Students’ Perceived Barriers to Visiting Instructors During Office Hours. Journal of Scholarly Teaching, 19, 3. https://insightjournal.park.edu/wp-content/uploads/2024/03/Vaughn-et-al._Article-3.pdf |
| Week Seven (11/14) | Teaching Showcase: Prof. David McCormick talks about Biology 170: Happiness: A Neuroscience and Psychology Perspective. |
| Week Eight (11/21) | Vandenbussche, J., Ritter, L., & Scherrer, C. (2018). An incentivized early remediation program in Calculus I. International Journal of Mathematical Education in Science and Technology, 49(8), 1235–1249. https://doi.org/10.1080/0020739X.2018.1458340 |
| Week Nine (11/28) | Thanksgiving - no journal club |
| Week Ten (12/5) | Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. https://www.lifescied.org/doi/10.1187/cbe.20-12-0289 |