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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Fall 2025 Journal Club Readings
Join us this term as we initiate a new recurring feature: Are You Sure? in which we look at new evidence relating to some long-accepted ideas about teaching and learning. Later, we’ll have a mini-concentration on a problem becoming increasingly urgent as we incorporate technology into the classroom: digital distractions in class and possible strategies for mitigating them.
Please contact Julie Mueller if you have trouble accessing the materials.
Tentative Schedule:
| Week | Reading |
|---|---|
| Week One (10/2) | Are You Sure? Stereotype Threat. Stoevenbelt, A. H., Flore, P., Wicherts, J., Bergers, R., Calin-Jageman, R., Gomez, L. A., ... & Weiss, L. A. S. (2024). Registered replication report: Johns, Schmader, & Martens (2005). https://osf.io/preprints/psyarxiv/qctkp_v2 |
| Week Two (10/9) | Are You Sure? Typed vs Handwritten Notes. Flanigan, A. E., Wheeler, J., Colliot, T., Lu, J., & Kiewra, K. A. (2024). Typed versus handwritten lecture notes and college student achievement: A meta-analysis. Educational Psychology Review, 36(3), 78. https://doi.org/10.1007/s10648-024-09914-w |
| Week Three (10/16) | Wang, C. H., Salisbury-Glennon, J. D., Dai, Y., Lee, S., & Dong, J. (2022). Empowering College Students to Decrease Digital Distraction through the Use of Self-Regulated Learning Strategies. Contemporary Educational Technology, 14(4). https://doi.org/10.30935/cedtech/12456 |
| Week Four (10/23) | Park, J., & Ok, M. W. (2024). Use of visual prompts as a pedagogical strategy to reduce digital distraction in college classes. TechTrends, 68(2), 325-337. https://doi.org/10.1007/s11528-024-00930-9 |
| Week Five (10/30) | Sánchez-Ruiz, L. M., Llobregat-Gómez, N., Moll-López, S., Vega-Fleitas, E., Sánchez, A. C., López, S. S., & Caro, C. D. (2024, December). Mitigating Digital Distractions in Higher Education: An Empirical Study on Awareness and Intervention Strategies. In 2024 World Engineering Education Forum-Global Engineering Deans Council (WEEF-GEDC) (pp. 1-10). IEEE. https://doi.org/10.1109/WEEF-GEDC63419.2024.10854932 |
| Week Six (11/6) | Biedermann, D., Kister, S., Breitwieser, J., Weidlich, J., & Drachsler, H. (2024). Use of digital self-control tools in higher education–a survey study. Education and information technologies, 29(8), 9645-9666. https://doi.org/10.1007/s10639-023-12198-2 |
| Week Seven (11/13) | Castillo-Cruz, B., González-Espada, W., Vedrine-Pauléus, J., & Casillas-Martínez, L. (2025). Incorporating Active Learning and Inclusive Practices in a Flipped Environment: Findings from Introductory Chemistry at a Hispanic Serving Institution. Journal of Chemical Education, 102(8) 3346-3354. https://doi.org/10.1021/acs.jchemed.5c00123 |
| Week Eight (11/20) | Lu, Y., Supriya, K., Shaked, S., Simmons, E. H., & Kusenko, A. (2025). Incentivizing supplemental math assignments and using AI-generated hints is associated with improved exam performance. Physical Review Physics Education Research, 21(1), 010160. https://doi.org/10.1103/v93w-ytyc |
| Week Nine (11/27) | Thanksgiving - No journal club |
| Week Ten (12/4) | Thoman, D. B., Sutter, C. C., Smith, J. L., & Hulleman, C. S. (2025). Helping Students See and Identify Purpose and Relevance in Life Sciences Courses. CBE—Life Sciences Education, 24(3), fe4. https://doi.org/10.1187/cbe.22-11-0242 And the related Evidence-Based Teaching Guide: https://purposeteachingguide.sdsu.edu/ |