Science Teaching Journal Club

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)

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Science Teaching Journal Club links:
Archive
Bibliography
Bibliography by topic

Winter 2025 Journal Club Readings

Teaching and Learning STEM cover imageJoin the journal club this winter as we read the new edition of Teaching and Learning STEM: A Practical Guide, by Richard M. Felder and Rebecca Brent. This wide-ranging book guides the reader through the process of designing and teaching a student-centered course, with particular emphasis on developing practical skills for STEM careers. The book is a bit longer than our usual choices, so we plan to omit one chapter and add a meeting during finals week for those who want to discuss the final chapter.

Felder, R. M., Brent, R. (2024). Teaching and learning STEM : a practical guide (Second edition.). John Wiley & Sons, Inc. (UO Libraries ebook)

If you want to purchase your own copy of the book, it's available in ebook and hardcover versions from the publisher and other sources. Please contact Julie Mueller if you have trouble accessing the materials.

Tentative Schedule:

WeekReading
Week One (1/9)
  • Chapter 1: Introduction to Teaching (pp. 1-8)
  • Interlude: What do STEM graduates need to know? (pp. 11-13)
  • Chapter 2: Learning Objectives: A foundation of effective teaching (pp. 15-32)
Week Two (1/16)
  • Interlude: Good cop/bad cop: Embracing contraries in teaching (pp. 33-34)
  • Chapter 3: Planning courses (pp. 35-65)
Week Three (1/23)
  • Interlude: Meet your brain (pp. 67-71)
  • Chapter 4: Planning instruction (pp. 73-93)
Week Four (1/30)
  • Interlude: How to write class session plans (or anything else) (pp. 95-97)
  • Chapter 5: Elements of effective instruction (pp. 101-114)
Week Five (2/6)
  • Interlude: Meet your students: Aisha and Rachel (pp. 115-117)
  • Chapter 6: Active learning (pp. 119-139)

  Omit Chapter 7: Teaching online (pp. 141-163)

Week Six (2/13)
  • Interlude: Meet your students: Mingyu, Ryan, and Alex (pp. 165-167)
  • Chapter 8: Assessing knowledge, skills, and understanding, sections 8.0 - 8.3.2f (pp. 169-185)
Week Seven (2/20)
  • Chapter 8: Assessing knowledge, skills, and understanding, sections 8.3.2g - 8.7, (pp. 185-202) 
Week Eight (2/27)
  • Interlude: Meet your students: Stand and Nathan (pp. 205-207)
  • Chapter 9: Developing problem solving expertise (pp. 209-231)
Week Nine (3/6)
  • Interlude: Meet your students: Dave, Megan, and Roberto (pp. 233-235)
  • Chapter 10: Professional skills (pp. 237-259)
Week Ten (3/13)
  • Interlude: Sermons for grumpy campers (pp 261-263)
  • Chapter 11: Teamwork skills (pp. 265-288)
Finals Week (3/20)
  • Chapter 12: Learner-centered teaching revisited (pp. 289-300)