The Science Teaching Journal Club originated as 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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Spring 2026 Journal Club Readings
Join the journal club this term as we read articles about a variety of topics ranging from grading practices to the importance of autonomy in learning, with many others in between. We’ll spend a day testing and sharing solutions to digital accessibility challenges in STEM. And we’ll also have a teaching showcase where we’ll hear from the Prof. John Halliwill of UO’s Department of Human Physiology about his Mission to Mars course.
Please contact Julie Mueller if you have trouble accessing the materials.
Tentative Schedule:
| Week | Reading |
|---|---|
| Week One (4/2) | Are You Sure? Reappraisal Interventions Thormodsæter, R. S., Ballen, C. J., Fagbodun, S., Foster-Hartnett, D., García-Ojeda, M. E., Gonsar, N., ... & Cotner, S. (2026). Can we Mitigate the Impacts of Test Anxiety Through Reappraisal Interventions? A Replication Study in Science Courses Across Multiple Institution Types in the United States. CBE—Life Sciences Education, 25(1), ar9. https://doi.org/10.1187/cbe.25-04-0055 |
| Week Two (4/9) | Claybaugh, Amanda. (2025). Recentering Academics at Harvard College: Update on Grading and Workload. https://bpb-us-e1.wpmucdn.com/websites.harvard.edu/dist/e/139/files/2025/12/Update-on-Grading_October.22.2025.pdf |
| Week Three (4/16) | Speirs, J. C., Lane, W. B., & Laird, N. (2026). Thematic analysis of students’ perceptions of grading practices in physics. Physical Review Physics Education Research, 22(1), 010115. https://doi.org/10.1103/pyvm-4s9t |
| Week Four (4/23) | Common challenges for creating digitally accessible materials for STEM courses.
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| Week Five (4/30) | Kortz, K. M. (2025). Gamified course design in introductory geology: Students with diverse identities are successful both online and in-person. Journal of Geoscience Education, 1-12. https://doi.org/10.1080/10899995.2025.2555159 |
| Week Six (5/7) | Teaching Showcase Prof. John Halliwill of UO's Dept. of Human Physiology talks about HPHY 410: Mission to Mars. |
| Week Seven (5/14) | Avram, E. M. (2026). The Impact of an Interactive Open Education Textbook for an Undergraduate Introductory Chemistry Course for Nonmajors. Journal of Chemical Education. https://pubs.acs.org/doi/10.1021/acs.jchemed.5c00443 |
| Week Eight (5/21) | Chouvalova, A., Billings, I., Caraway, A. G., Hoggatt, N., Kim, G. Y., Mehta, A., ... & Limeri, L. B. (2026). Characterizing the content and mechanisms of instructor messages that communicate instructor beliefs about ability to undergraduates. CBE—Life Sciences Education, 25(1), ar6. https://www.lifescied.org/doi/10.1187/cbe.25-09-0202 |
| Week Nine (5/28) | Tatapudy, S., Boukouzis, K., Kayal, I. S., Socko, R., Rajesh, M., & Theobald, E. J. (2025). Perceived Inequities in STEM Classes Make Them Feel Competitive. CBE—Life Sciences Education, 24(4), ar45. https://www.lifescied.org/doi/10.1187/cbe.24-02-0084 |
| Week Ten (6/4) | Cullen, S., & Oppenheimer, D. (2024). Choosing to learn: The importance of student autonomy in higher education. Science advances, 10(29), eado6759. https://doi.org/10.1126/sciadv.ado6759 |