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
Questions? Please contact Julie Mueller (firstname.lastname@example.org)
Spring 2022 Journal Club Readings
As we (hopefully) emerge from the pandemic, faculty are concerned about how to help students build or reinforce the knowledge and skills they weren’t able to fully develop during the upset of the past two years. In the journal club this term, we will examine ways to help our students solidify needed background content knowledge, understand what reasonable expectations are for college students, and to employ effective learning techniques in order to use their time as efficiently as possible. We will also spend some time exploring interdisciplinary introductory science courses taught at other institutions and considering whether they might be a good idea for UO.
|Week One (3/31)||
Wenner, J. M., Baer, E. M., & Burn, H. E. (2013). Discipline‐based remediation: Bridging the mathematics gap. Eos, Transactions American Geophysical Union, 94(41), 361-362. https://agupubs.onlinelibrary.wiley.com/doi/pdf/10.1002/2013EO410002Gray, J., & Lindstrøm, C. (2019). Five tips for integrating Khan Academy in your course. The Physics Teacher, 57(6), 406-408. https://aapt.scitation.org/doi/full/10.1119/1.5124284
|Week Two (4/7)||Hesser, T. L., & Gregory, J. L. (2016). Instructional support sessions in chemistry: Alternative to remediation. Journal of Developmental Education, 39(3), 22-28. https://www.jstor.org/stable/44987416?seq=1|
|Week Three (4/14)||Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: Their pitfalls and optimal implementations. Perspectives on Psychological Science, 13(3), 390-407. https://journals.sagepub.com/doi/pdf/10.1177/1745691617710510|
|Week Four (4/21)||
Miller, K., Lukoff, B., King, G., & Mazur, E. (2018). Use of a social annotation platform for pre-class reading assignments in a flipped introductory physics class. Frontiers in Education. 3:8. https://www.frontiersin.org/articles/10.3389/feduc.2018.00008/full
|Week Five (4/28)||
Cafferty, P. W. (2022). " I Really Enjoy These Annotations:" Examining Primary Biological Literature Using Collaborative Annotation. Course Source, 9. https://doi.org/10.24918/cs.2021.40
Contact Julie (email@example.com) to use Hypothesis to read and comment on the article.
|Week Six (5/5)||Cadaret, C. N., & Yates, D. T. (2018). Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses. Advances in physiology education, 42(2), 305-310. https://journals.physiology.org/doi/full/10.1152/advan.00104.2017|
|Week Seven (5/12)||Nardo, J. E., Chapman, N. C., Shi, E. Y., Wieman, C., & Salehi, S. (2022). Perspectives on Active Learning: Challenges for Equitable Active Learning Implementation. Journal of Chemical Education, 99(4), 1691-1699. https://pubs.acs.org/doi/10.1021/acs.jchemed.1c01233|
|Week Eight (5/19)||
Bialek, W., & Botstein, D. (2004). Introductory science and mathematics education for 21st-century biologists. Science, 303(5659), 788-790. https://www.science.org/doi/full/10.1126/science.1095480
And a video:Botstein, D. (2011) An Integrated Science Curriculum at Princeton. iBiology. https://www.ibiology.org/science-and-society/integrated-science-curriculum-princeton/.
|Week Nine (5/26)||Copp, N. H., Black, K., & Gould, S. (2012). Accelerated Integrated Science Sequence: An interdisciplinary introductory course for science majors. Journal of Undergraduate Neuroscience Education, 11(1), A76. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592751/|
|Week Ten (6/2)||Murray, J. L., Atkinson, E. J., Gilbert, B. D., & Kruchten, A. E. (2014). A novel interdisciplinary science experience for undergraduates across introductory biology, chemistry, and physics courses. Journal of College Science Teaching, 43(6), 46-51. https://www.jstor.org/stable/pdf/43631759.pdf|