The Science Teaching Journal Club has been running continuously since Fall 2010. Our readings are drawn mostly from the peer-reviewed literature on teaching science at the university level, with occasional readings from other disciplines and the popular press. We also read whole books together.

Full Bibliography: Fall 2010 - Spring 2024

Books

Assessment and Alternative Grading Systems
Diversity, Equity, and Inclusive Teaching
Learning and Metacognition
Science Communication
Scientific Teaching

Articles

Academic Integrity
Active Learning
Anxiety
Assessment - General
Assessment - Equitable and Alternative
Case Studies / Role Playing Games
Clickers
Course Design
Course Evaluations
Critical Thinking
Demonstrations
Diversity, Equity, and Inclusive Teaching
Ethics
Field Trips
Interdisciplinary/Integrated Courses
Large Class Teaching
Learning and Metacognition
National Reports
Online, Hybrid and Remote: Pandemic Teaching
Peer Instruction
Popular Media (Comics, Games, Music, Social Media, and Theater)
Reading and Writing
Science Communication
Science Literacy
Scientific Teaching
Service Learning
Syllabus
Technology
Understanding Student Behaviors

Science Teaching Journal Club links:

Main Page

Books

Assessment and Alternative Grading Systems

Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, San Francisco, CA.

Clark, D., & Talbert, R. (2023). Grading for growth: A guide to alternative grading practices that promote authentic learning and student engagement in higher education. Taylor & Francis. Access ebook through UO Libraries.

Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company

Kohn, A., & Blum, S. D. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
E-copy at UO Library

Slater, S. J., Slater, T. F., & Bailey, J. M. (2010). Discipline-Based Education Research: A Scientist’s Guide. WH Freeman.

Course Design

Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, San Francisco, CA.

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY.
http://books.google.com/books/about/Scientific_Teaching.html?id=suf0MvxqoLQC and
http://www.whfreeman.com/Catalog/discipline/Biology/ScientificTeachingSeries

Diversity, Equity, and Inclusive Teaching

Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2021). What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing, LLC.

Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, San Francisco, CA.

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company, New York, NY.
http://books.google.com/books/about/Scientific_Teaching.html?id=suf0MvxqoLQC and
http://www.whfreeman.com/Catalog/discipline/Biology/ScientificTeachingSeries

Neuhaus, J. (2019). Geeky pedagogy: A guide for intellectuals, introverts, and nerds who want to be effective teachers. Morgantown: West Virginia University Press.

Learning and Metacognition

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: the science of successful learning. Harvard University Press.

Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK. 2010. How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, San Francisco, CA.

Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.

Science Communication

Olson, R. (2015). Houston, We Have a Narrative: Why Science Needs a Story. University of Chicago Press, Chicago and London.

Scientific Teaching

Hodges, L., & Narum, Jeanne L. (2015). Teaching undergraduate science : A guide to overcoming obstacles to student learning (First ed.). Sterling, Virginia: Stylus.
Discussion questions for Teaching Undergraduate Science

Articles

Academic Integrity

Corrigan-Gibbs, H., Gupta, N., Northcutt, C., Cutrell, E., & Thies, W. (2015). Deterring cheating in online environments. ACM Transactions on Computer-Human Interaction (TOCHI), 22(6), 1-23. https://dl.acm.org/doi/pdf/10.1145/2810239

Chapter 6, It’s in the Pedagogy: Evidence-Based Practices to Promote Academic Integrity. From Rettinger, David A., and Tricia Bertram Gallant. Cheating Academic Integrity: Lessons from 30 Years of Research. First edition. Hoboken, NJ: Jossey-Bass, a Wiley imprint, 2022. Print. Available as an Ebook through the UO Library.

University of Oregon. (2013). Academic Integrity. Retrieved November 7, 2013, from http://integrity.uoregon.edu/

University of Oregon. (2013). Professor Peter O’Day Celebrates Unfettered, Curiosity-Driven Vision. Retrieved November 7, 2013, from http://integrity.uoregon.edu/integrity-in-action/peter-oday/

University of Oregon. (2013). Tips for Assignment, Exam Design. Retrieved November 7, 2013, from http://integrity.uoregon.edu/faculty/tips-for-assignment-exam-design/

University of Oregon. (2013). Tips for Maintaining Your Academic Integrity. Retrieved November 7, 2013, from http://integrity.uoregon.edu/students/tips-for-maintaining-your-academic-integrity/

University of Oregon. (2013). UO Conduct Review Process. Retrieved November 7, 2013, from http://integrity.uoregon.edu/conduct-review-process/

Active Learning

Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 1-19. http://www.tandfonline.com/doi/abs/10.1080/09500693.2017.1363925

Beichner, R. (2008). The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate Programs. Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education Workshop 2, Oct 13-14, Washington (DC). https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072628.pdf

Beichner, R.J., & Saul, J.M. (2004). Introduction to the SCALE-UP (Student-Center Activities for Large Enrollment Undergraduate Programs) Project. In: Elzer B., editor. Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education. Washington (DC), AAAS Publication Services, pgs. 61-66. https://eric.ed.gov/?id=ED459062

Beichner, R.J., Saul, J.M., Abbott D.S., Morse, J.J., Deardorff ,D.L., Allain, R.J., Bonham, S.W., Dancy, M.H., & Risley, J.S. (2007). The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project. Research-Based Reform of University Physics, pp 1-42. http://www.compadre.org/PER/per_reviews/media/volume1/SCALE-UP-2007.pdf

Black, K.A., (1993). What to Do When You Stop Lecturing: Become a Guide and a Resource. J. Chem. Educ. 70(2), 140-144. http://pubs.acs.org/doi/abs/10.1021/ed070p140

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

Crouch, C.H., Fagen, A.P., Callan J.P., Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? Am. J. Phys., 72(6), 835-838. https://doi.org/10.1119/1.1707018

DeHaan, R.L. (2009). Teaching creativity and inventive problem solving in science. CBE Life Sci Educ , 8(3), 172-181. http://www.lifescied.org/cgi/content/full/8/3/172

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. https://doi.org/10.1073/pnas.1821936116

Deslauriers, L., Schelew, E., Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031) 862-864. http://www.sciencemag.org/content/332/6031/862.full

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America,111(23), 8410–5.
http://www.pnas.org/content/111/23/8410.full.pdf

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys., 66(1), 64-74. http://web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdf

Haythornthwaite, C. (2006). Facilitating collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 7-24. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.2245&rep=rep1&type=pdf

Inouye, C. Y., Bae, C. L., & Hayes, K. N. (2017). Using whiteboards to support college students’ learning of complex physiological concepts. Advances in Physiology Education, 41(3), 478-484. http://advan.physiology.org/content/41/3/478

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education, 14(1), ar5
http://www.lifescied.org/content/14/1/ar5.full.pdf+html

Lazar, K. B., Moysey, S. M., Brame, S., Coulson, A. B., Lee, C. M., & Wagner, J. R. (2018). Breaking out of the traditional lecture hall: Geocaching as a tool for experiential learning in large geology service courses. Journal of Geoscience Education, 1-16. https://www.tandfonline.com/doi/pdf/10.1080/10899995.2018.1453191?needAccess=true https://www.tandfonline.com/doi/full/10.1080/10899995.2018.1453191

Mazur , E. (1996). Science Lectures: A relic of the past? Physics World, 9, 13-14.
http://mazur-www.harvard.edu/publications.php?function=display&rowid=468

McClanahan, E.B., McClanahan, L.L. (2002). Active Learning in a Non-Majors Biology Class: Lessons Learned. College Teaching, 50(3) 92-97
http://www.jstor.org/stable/27559095

McConnell, D. A., Chapman, L., Czajka, C. D., Jones, J. P., Ryker, K. D., & Wiggen, J. (2017). Instructional utility and learning efficacy of common active learning strategies. Journal of Geoscience Education, 65(4), 604-625. https://www.tandfonline.com/doi/pdf/10.5408/17-249.1

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

Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities. CBE—Life Sciences Education, 22(1), ar2. https://www.lifescied.org/doi/10.1187/cbe.21-12-0329

Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning.CBE Life Sci Educ 8(3), 182-192. http://www.lifescied.org/cgi/content/abstract/8/3/182

Quillin, K., & Thomas, S. (2015). Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. CBE-Life Sciences Education, 14(1), es2. https://doi.org/10.1187/cbe.14-08-0128

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
http://advan.physiology.org/content/ajpadvan/24/1/51

Rowat, A. C., Sinha, N. N., Sörensen, P. M., Campàs, O., Castells, P., Rosenberg, D., … Weitz, D. A. (2014). The kitchen as a physics classroom. Physics Education, 49(5), 512–522. doi:10.1088/0031-9120/49/5/512
http://iopscience.iop.org/0031-9120/49/5/512/pdf/0031-9120_49_5_512.pdf

Saltz, J., & Heckman, R. (2020). Using Structured Pair Activities in a Distributed Online Breakout Room. Online Learning, 24(1). https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1632

Silverthorn, D. U., (2006) Teaching and learning in the interactive classroom, Adv. Physiol. Educ. 30, 135- 140. http://advan.physiology.org/content/30/4/135.full

States, N. E., Lovig, C., Martin, K., Nennig, H. T., & Cole, R. S. (2023). Let Students Work: Analysis of the Role of Differing Facilitation on Student Engagement in a Large Stadium-Style Lecture Hall. Journal of Chemical Education, 100, 4237. https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00750

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagements and cultivate classroom equity. CBE-Life Sciences Education, 12, 322-331. http://www.lifescied.org/content/12/3/322.full.pdf+html

Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 7. https://link.springer.com/content/pdf/10.1186%2Fs40594-018-0102-y.pdf

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., … & Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483. https://www.pnas.org/content/pnas/117/12/6476.full.pdf

Toto, J., & Booth, K. (2008). Effects and implications of mini-lectures on learning in first-semester general chemistry. Chem. Educ. Res. Pract. 9, 259–266. http://pubs.rsc.org/en/content/articlepdf/2008/rp/b812415a

Warfa, A. R. M., Roehrig, G. H., Schneider, J. L., & Nyachwaya, J. (2014). Role of Teacher-Initiated Discourses in Students’ Development of Representational Fluency in Chemistry: A Case Study. Journal of Chemical Education 91(6), 784−792
http://pubs.acs.org/doi/pdfplus/10.1021/ed4005547

Yeung, K. (2014). Making ‘the flip’ work: barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63. https://www108.lamp.le.ac.uk/ojs1/index.php/new-directions/article/view/518

AI in Teaching and Learning

Alexander, B. (2024, March 5). What Sora might mean for higher education. Bryan’s Substack. March 6, 2024, https://aiandacademia.substack.com/p/what-sora-might-mean-for-higher-education

Center for the Advancement of Teaching and Faculty Development, Xavier University. (2024). Ethical Education with AI. Retrieved June 3, 2024, from https://www.youtube.com/watch?v=zBsDPU-0yXQ. DAIR.AI. (2024). Prompt Engineering. Prompt Engineering Guide. https://www.promptingguide.ai/

Erduran, S. (2023). AI is transforming how science is done. Science education must reflect this change. Science, 382(6677), eadm9788. https://www.science.org/doi/10.1126/science.adm9788

Mollick, E. (2024, March 4). Captain’s log: The irreducible weirdness of prompting AIs. One Useful Thing. March 6, 2024, https://www.oneusefulthing.org/p/captains-log-the-irreducible-weirdness

Mollick, E., & Mollick, L. (n.d.). Prompt library. More Useful Things: AI Resources. March 6, 2024, https://www.moreusefulthings.com/prompts

Pataranutaporn, P., Leong, J., Danry, V., Lawson, A. P., Maes, P., & Sra, M. (2022, October). AI-generated virtual instructors based on liked or admired people can improve motivation and foster positive emotions for learning. In 2022 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE. https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9962478

Scalice, N. (2024, January 8). Create your AI clone with HeyGen - a step-by-step guide. YouTube. https://www.youtube.com/watch?v=7phZp1McLmk

Anxiety

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134. (Available online through UO Libraries.)

Busch, C. A., Wiesenthal, N. J., Mohammed, T. F., Anderson, S., Barstow, M., Custalow, C., ... & Cooper, K. M. (2023). The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses. CBE—Life Sciences Education, 22(3), ar31. https://www.lifescied.org/doi/10.1187/cbe.22-10-0195

Daker, R. J., Gattas, S. U., Sokolowski, H. M., Green, A. E., & Lyons, I. M. (2021). First-year students’ math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability. npj Science of Learning, 6(1), 17. https://www.nature.com/articles/s41539-021-00095-7

Kelly, S., Rice, C., Wyatt, B., Ducking, J., & Denton, Z. (2015). Teacher immediacy and decreased student quantitative reasoning anxiety: The mediating effect of perception. Communication Education, 64(2), 171-186. https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1014383. Access through the UO Library.

Klee, H. L., Buehl, M. M., & Miller, A. D. (2022). Strategies for alleviating students’ math anxiety: Control-value theory in practice. Theory Into Practice, 61(1), 49-61. https://doi.org/10.1080/00405841.2021.1932157

Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20(2), 103. https://psycnet.apa.org/fulltext/2014-12165-001.html

Williams, K. R., Wasson, S. R., Barrett, A., Greenall, R. F., Jones, S. R., & Bailey, E. G. (2021). Teaching hardy-weinberg equilibrium using population-level punnett squares: Facilitating calculation for students with math anxiety. CBE—Life Sciences Education, 20(2), ar22. https://www.lifescied.org/doi/full/10.1187/cbe.20-09-0219

Assessment - General

Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1(3), 63-67.
http://www.lifescied.org/content/1/3/63.short

Arthurs, L. Action Research, SoTL, DBER. Retrieved from
http://www.unl.edu/dber/action-research-sotl-dber

Bensley, A.D. (2010). A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. APS Observer, 23(10). http://bit.ly/SLP_Bensely

Center for Teaching, Vanderbilt University (2009). Classroom Assessment techniques (CATS).Vanderbilt Teaching Guides.
http://cft.vanderbilt.edu/teaching-guides/assessment/cats/

Cottell, P., & Harwood, E. (1998). Do classroom assessment techniques (CATs) improve student learning?. New Directions for Teaching & Learning, 75, 37-46.
http://onlinelibrary.wiley.com/doi/10.1002/tl.7504/abstract

Dufresne, R. J., Leonard, W. J., & Gerace, W. J. (2002). Making sense of students’ answers to multiple-choice questions. The Physics Teacher, 40(3), 174-180.
http://srri.umass.edu/publications/dufresne-2002mss#attachments

Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA, National Science Teachers Association Press.

Joe, J.N., Harmes, J.C., & Barry, C.L. (2008). General education outcomes assessment within the arts and humanities: A qualitative approach to developing objectives. The Journal of General Education, 57(3), 131-151.
http://muse.jhu.edu/login?uri=/journals/jge/v057/57.3.joe.html

Karpicke, J. D., Roediger, H. L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968.
http://www.sciencemag.org/content/319/5865/966.abstract

Lukes, L. a., & McConnell, D. a. (2014). What Motivates Introductory Geology Students to Study for an Exam? Journal of Geoscience Education, 62, 725–735. doi:10.5408/13-110.1
http://nagt-jge.org/doi/pdf/10.5408/13-110.1

McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning. Journal of the Scholarship of Teaching and Learning, 12 (1), 1-7.
http://josotl.indiana.edu/article/download/1971/1935

Mills, G. E. (2000). Chapter 1 Understanding Action Research in Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

National Research Council (2001) Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment. Pelligrino, J., Chudowsky, N., & Glaser, R., Ed. Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC, National Academy Press.
http://bit.ly/NRC_2001

Sadler, P.M., Good, E. (2006) The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31.
http://www.cfa.harvard.edu/sed/staff/Sadler/articles/Sadler%20and%20Good%20EA.pdf

Singh, A., Karayev, S., Gutowski, K., & Abbeel, P. (2017, April). Gradescope: a fast, flexible, and fair system for scalable assessment of handwritten work. In Proceedings of the fourth (2017) ACM conference on learning@ scale (pp. 81-88). https://dl.acm.org/doi/abs/10.1145/3051457.3051466

Schinske, J.N. (2011). Taming the testing/grading cycle in lecture classes centered around open-ended assessment. Journal of College Science Teaching, 40(4), 46-52.
http://bit.ly/Schinske

Teaching Effectiveness Program, University of Oregon (2009) Writing Multiple-Choice Questions that Demand Critical Thinking. Teaching and Learning Center
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html

Underwood, S. M., Posey, L. A., Herrington, D. G., Carmel, J. H., & Cooper, M. M. (2017). Adapting assessment tasks to support three-dimensional learning. Journal of Chemical Education, 95(2), 207-217. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.7b00645

Weimer, M. (2012). End-of-course evaluations: making sense of student comments. Faculty Focus Blog.
http://www.facultyfocus.com/articles/teaching-professor-blog/end-of-course-evaluations-making-sense-of-student-comments/

Worthen, B.R., Sanders, J.R. & Fitzpatrick, J.L. (1996). Program Evaluation: Alternative Approaches and Practical Guidelines, 2nd Edition, New York, Longman Inc., pg. 81-96.

Xu, X., Kauer, S., & Tupy, S. (2016). Multiple-choice questions: Tips for optimizing assessment in-seat and online. Scholarship of Teaching and Learning in Psychology, 2(2), 147.http://dx.doi.org/10.1037/stl0000062

Zimmaro, D.M. (2004). Writing Good Multiple-Choice Exams. Workshop handout. Measurement and Evaluation Center. University of Texas at Austin.
http://bit.ly/SLP_Zimmaro

Assessment - Equitable and Alternative

Lee, E. N., & Orgill, M. (2021). Toward equitable assessment of english language learners in general chemistry: Identifying supportive features in assessment items. Journal of Chemical Education, 99(1), 35-48. https://doi.org/10.1021/acs.jchemed.1c00370

Ralph, V. R., Scharlott, L. J., Schafer, A. G., Deshaye, M. Y., Becker, N. M., & Stowe, R. L. (2022). Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory Chemistry. JACS Au, 2(8), 1869-1880. https://pubs.acs.org/doi/full/10.1021/jacsau.2c00221

Singh, C., & Malespina, A. (2021, August). Test anxiety, self-efficacy, and gender: A quest for equitable assessment practices in physics. In Proceedings of the Physics Education Research Conference (PERC (pp. 390-395). doi.org/10.1119/perc.2021.pr.Singh

Slater, T. F., Ryan, J. M., & Samson, S. L. (1997). Impact and dynamics of portfolio assessment and traditional assessment in a college physics course. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(3), 255-271. https://doi.org/10.1002/(SICI)1098-2736(199703)34:3%3C255::AID-TEA4%3E3.0.CO;2-R

Sletten, S. R. (2021). Rethinking assessment: replacing traditional exams with paper reviews. Journal of microbiology & biology education, 22(2), e00109-21. https://doi.org/10.1128/jmbe.00109-21

Teasdale, R., & Aird, H. (2022). Aligning multiple choice assessments with active learning instruction: More accurate and equitable ways to measure student learning. Journal of Geoscience Education, 1-20. https://doi.org/10.1080/10899995.2022.2081462

Case Studies and Role Playing Games

Herreid, C.F. (Ed.). (2007). Start with a Story: The Case Study Method of Teaching College Science. Arlington, VA: NSTA Press. http://books.google.com/books/about/Start_with_a_Story.html?id=HdXcYhThxoIC

There are several national clearinghouses for case studies that have been developed and tested by science faculty.

National Center for Case Study Teaching http://sciencecases.lib.buffalo.edu/cs/collection/ (searchable by subject and grade)
BioQuest Investigative Cases http://bioquest.org/icbl/cases.php (primarily but not exclusively biology)
UC Riverside Chemistry Department http://chem.ucr.edu/casestudy/casestudycollection.html (different levels of chemistry courses)
University of Massachusetts at Lowell http://faculty.uml.edu/nelson_eby/Forensic%20Geology/Case%20Studies.htm (forensic geology cases)
Case Studies in Human Physiology http://www.mhhe.com/biosci/ap/vander8e/student/olc/content/toc.mhtml (human physiology)

—

In Spring 2015 – Week 8, we ran a role playing game.
In the GMO role playing game debate, you will each have a role and take a side on the issue. Roles will be assigned by the first letter of your last name—see below. Read the appropriate short articles for your role and come prepared to discuss your side of the issue.

Molecular Biologists (Last name A-B)
Fedoroff, N.V. 2011 August 18. Engineering Food for All. New York Times.
http://nyti.ms/1HnP6cm

Casassus, B. 2013 November 29. Study Linking Genetically Modified Corn to Rat Tumors is Retracted. Scientific American.
http://bit.ly/sciam_GMO

Corporate Officials (Last name C-D)
Fraley, R.T. 2013 December 30. The Future of Agriculture Requires Dialogue. Huffington Post.
http://huff.to/1HcSnbY

Fraley, R.T. 2014 May 6. To Deal With Climate Change, We Need Agricultural Innovation – Now. Huffington Post.
http://huff.to/1FkjP9C

Economists (Last name E-J)
Fields of Beaten Gold. 2013 December 7. The Economist
http://econ.st/1HcS5Sk

Monsanto: the parable of the sower. 2009 November 19. The Economist
http://bit.ly/manoa_GMO

Farmers (Last name K-P)
Royte, E. 2013 December 6. The Post-GMO Economy. The Modern Farmer.
http://bit.ly/Mod_Farmer

This Farmer’s Perspective on GMOs. 2011 November 19. Son of a Farmer Blog.
http://bit.ly/Farmer_GMO

Ecologists & Conservationists (Last name Q-S)
Achitoff, P. 2014 March 5. GMOs in Kauai: Not Just Another Day in Paradise. Huffington Post.
http://huff.to/1B8iNtm

Benbrook, C.M. 2012. Impacts of genetically engineered crops on pesticide use in the U.S. – the first sixteen years. Environmental Sciences Europe 24:24. (Just read the synopsis that comes up, not the full pdf.)
http://bit.ly/1GjWuXv

Genetic Engineering Risks and Impacts. Union of Concerned Scientists.
http://bit.ly/1B8j3Za

Public Interest Groups & Activists (Last name T-Z)
Tran, M. 2013 February 25. Vandana Shiva: ‘Seeds must be in the hands of farmers’. The Guardian.
http://bit.ly/1Ab9XQA

Ho, M.W. 2014 February 4. GMO labeling: the tide is turning. Ecologist.
http://bit.ly/1JtC9A4

Clickers

Beatty, I.D., Gerace, W.J., Leonard, W.J., & Dufresne, R.J. (2006). Designing effective questions for classroom response system teaching, Am. J. Phys., 74, 31.
http://link.aip.org/link/ajpias/v74/i1/p31/s1

Carl Wieman Science Education Initiative at the University of British Columbia. (2009). Clicker Resource Guide – An Instructor's Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching. Retrieved from
http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf

Milner-Bolotin, M., Antimirova, T., & Petrov, A. (2010). Clickers Beyond the First-Year Science Classroom. Journal of College Science Teaching, 40(2), 14-18.
http://editlib.org/p/54004/

Newbury, P., & Heiner, C. (2012). Ready, Set, React: Getting the most out of peer instruction using clickers. Retrieved from http://www.cwsei.ubc.ca/Files/ReadySetReact_3fold.pdf

Sevian, H. & Robinson, W.E. (2011). Clickers promote learning in all kinds of classes–small and large, graduate and undergraduate, lecture and lab. Journal of College Science Teaching, 40(3), 14-18.
http://bit.ly/Sevian_Robinson

Solomon, E. D., Repice, M. D., Mutambuki, J. M., Leonard, D. A., Cohen, C. A., Luo, J., & Frey, R. F. (2018). A Mixed-Methods Investigation of Clicker Implementation Styles in STEM. CBE—Life Sciences Education, 17(2), ar30. https://www.lifescied.org/doi/pdf/10.1187/cbe.17-08-0180

Course Design

Allen, D., & Tanner, K. (2007). Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design. CBE Life Sci Educ, 6(2), 85-89.
http://www.lifescied.org/cgi/content/full/6/2/85

Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Chapter 2: A Taxonomy of Significant Learning, Jossey-Bass, San Francisco.

Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. Chapter 4: Planning Class Sessions. John Wiley & Sons. Available as an ebook here or through the UO library here

Lunde, J.P., (2012). 101 Things You Can Do in the First Three Weeks of Class. University of Nebraska-Lincoln, Office of Graduate Studies.http://www.unl.edu/gradstudies/current/teaching/first-3-weeks

Course Evaluations

Cooper, G. (2013). Using multiple course evaluations to engage and empower your students and yourself. Faculty Focus Blog. Available from: http://www.facultyfocus.com/articles/teaching-and-learning/using-multiple-course-evaluations-to-engage-and-empower-your-students-and-yourself/

Lang, S. (2011). Tips for using student evaluations to assess teaching effectiveness. IUPUI Center fro Teaching and Learning. Available from: http://ctl.iupui.edu/Resources/Documenting-Your-Teaching/Assess-Teaching-Effectiveness

Overall, J.U., Marsh, H.W. (1979). Midterm Feedback From Students: Its Relationship to Instructional Improvement and Students’ Cognitive and Affective Outcomes. Journal of Educational Psychology, 71(6), 856-865. http://psycnet.apa.org/journals/edu/71/6/856.pdf

Shadow, L. and M. Weimer. 2015. A new twist on end-of-semester evaluations. Faculty Focus Blog. 23 November 2015. http://www.facultyfocus.com/articles/philosophy-of-teaching/a-new-twist-on-end-of-semester-evaluations/

Weimer, M. 2012. End-of-course evaluations: making sense of student comments. Faculty Focus Blog. 28 November 2012.http://www.facultyfocus.com/articles/teaching-professor-blog/end-of-course-evaluations-making-sense-of-student-comments/

Critical Thinking

Hicks, J. (2013). Bridging activities: Concrete to abstract. The Physics Teacher, 51(4), 252. http://tpt.aapt.org/resource/1/phteah/v51/i4/p252_s1

Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. Proceedings of the National Academy of Sciences, 112(36), 11199-11204. https://doi.org/10.1073/pnas.1505329112

Potts, B. (1994). Strategies for Teaching Critical Thinking. Practical Assessment, Research & Evaluation, 4(3). http://pareonline.net/getvn.asp?v=4&n=3

Roberts, J.C., & Roberts, K.A. (2008). Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep learning in Sociology Courses. Teaching Sociology, 36, 125-140. http://tso.sagepub.com/content/36/2/125.full.pdf

Sins, P. H. M., Savelsbergh, E. R., van Joolingen, W. R., van Hout-Wolters, B. H. A. M. (2009). The Relation between Students’ Epistemological Understanding of Computer Models and Their Cognitive Processing on a Modeling Task. International Journal of Science Education 31(9), 1205-1229. http://www.tandfonline.com/doi/abs/10.1080/09500690802192181#.UfLz0VO6VM8

Stein, B et. al, (2007). Assessing Critical Thinking in STEM and Beyond, In Iskander, M. (ed.),Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education, p. 79-82. Springer. http://link.springer.com/chapter/10.1007/9781402062629_14page1

Demonstrations

Braddock, M., & Bucat, R. (2008). Effectiveness of a Classroom Chemistry Demonstration Using the Cognitive Conflict Strategy. International Journal of Science Education, 30 (8), 1115-1128. http://www.tandfonline.com/doi/abs/10.1080/09500690701528824#.U3Ejm61dU7c

Miller, K. (2013). Use Demonstrations to Teach, Not Just Entertain. Physics Teacher 51, 570-571. http://bit.ly/slp_Miller_2013

Miller, S. (2014). Modeling the Nature of Science with the Mystery Tube. The Physics Teacher, 52, 548–551. doi:10.1119/1.4902200
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902200

Mylott, E., Dunlap, J., Lampert, L., & Widenhorn, R. (2014). Kinesthetic Activities for the Classroom. The Physics Teacher, 52(9).
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902193

O’Dowd, D.K., Aguilar-Roca, N. (2009). Garage Demos: Using Physical Models t0 Illustrate Dynamic Aspects of Microscopic Biological Processes. CBE Life Sciences Education, 8, 118-122. http://www.ncbi.nlm.nih.gov/pubmed/19487500

Roth, W.-M., McRobbie, C. J., Lucas, K. B. and Boutonné, S. (1997), Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. J. Res. Sci. Teach., 34, 509–533. http://bit.ly/slp_Roth_1997

Sharma, M.D., Johnston, I.D., Johnston, H., Varvell, K., Robertston, G., Hopkins, A., Stewart, C., Cooper, I., & Thorton, R. (2010). Use of interactive lecture demonstrations: A ten year study.Phys Rev ST Physics Ed. Research, 6(020119), 1-9. http://prst-per.aps.org/pdf/PRSTPER/v6/i2/e020119

Sokoloff, D.R. & Thornton, R.K. (1997). Using Interactive Lecture Demonstrations to Create an Active Learning Environment. The Physics Teacher, 35(6), 340-347. http://tpt.aapt.org/resource/1/phteah/v35/i6/p340_s1

Diversity, Equity, and Inclusive Teaching

Aguilar, L., Walton, G., and Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67 (5), 43-49.
http://scitation.aip.org/content/aip/magazine/physicstoday/article/67/5/10.1063/PT.3.2383

Asai, DJ and C Bauerle. (2016). From HHMI: Doubling Down on Diversity CBE Life Sci Educ 15:fe6. https://www.lifescied.org/doi/pdf/10.1187/cbe.16-01-0018

Bartlett, T. (2017). Can we really measure implicit bias? Maybe not. The Chronicle of Higher Education. : http://www.chronicle.com/article/Can-We-Really-Measure-Implicit/238807?cid=trend_right_a

Berrett, D. (Sept. 21, 2015). The Unwritten Rules of College. Chronicle of Higher Education http://www.chronicle.com/article/The-Unwritten- Rules-of/233245

Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE—Life Sciences Education, 17(1), ar10. https://www.lifescied.org/doi/pdf/10.1187/cbe.17-06-0107

Center for Applied Special Technology (CAST, 2011). UDL guidelines version 2.0. https://journals.aps.org/prper/supplemental/10.1103/PhysRevPhysEducRes.14.020101/Supplementary_Material_I_4-2-18.pdf

Cooper, KM and SE Brownell. (2016) Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students. CBE Life Sci Educ 15:ar37 1-19. http://www.lifescied.org/content/15/3/ar37.full.pdf+html

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE-Life Sciences Education, 16(1), ar8. http://www.lifescied.org/content/16/1/ar8.abstract

Delparte, D. M., Richardson, R., Eitel, K., Matsaw, S., & Cohn, T. (2016). Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization and Reconceptualizing Spatial Thinking Skills. International Journal of Learning, Teaching and Educational Research, 15(5). http://www.ijlter.org/index.php/ijlter/article/view/622

Develop Intercultural Competence to Foster International Student Success: https://www.facultyfocus.com/uncategorized/develop-intercultural-competence-to-foster-international-student-success/

Eddy, S. L., S. E. Brownell, P. Thummaphan, M.-C. Lan, and M. P. Wenderoth (2015). Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions. CBE-Life Sciences Education, 14(4), 11 – 17. http://www.lifescied.org/content/14/4/ar45.full

Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms. CBE-Life Sciences Education, 13(3), 478-492.
http://www.lifescied.org/content/13/3/478.full.pdf+html

Eddy, S. L., & Hogan, K. A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Cell Biology Education, 13(3), 453–468. doi:10.1187/cbe.14-03-0050
http://www.lifescied.org/content/13/3/453.full.pdf+html

English Language Learners’ Voices: https://www.facultyfocus.com/articles/teaching-and-learning/english-language-learners-voices/

Frisby, C. L., & Jimerson, S. R. (2016). Understanding immigrants, schooling, and school psychology: Contemporary science and practice. School psychology quarterly, 31(2), 141. http://psycnet.apa.org/journals/spq/31/2/141.pdf&uid=2016-26254-001

Goeden, T. J., Kurtz, M. J., Quitadamo, I. J., & Thomas, C. (2015). Community-based inquiry in allied health biochemistry promotes equity by improving critical thinking for women and showing promise for increasing content gains for ethnic minority students. Journal of Chemical Education, 92(5), 788-796. http://pubs.acs.org/doi/abs/10.1021/ed400893f

Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review, 94(4), 945-967.http://www.jstor.org/stable/20439056?seq=1#page_scan_tab_contents

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332 (6034), 1213-6.
http://dx.doi.org/10.1126/science.1204820

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375. http://psycnet.apa.org/journals/edu/106/2/375.pdf

Haynes, DM (2014) Always the Exception: Women and Women of Color Scientists in Historical Perspective. AAC&U Peer Review 16(2). http://www.aacu.org/peerreview/2014/spring/haynes

Jackson, MC, G Galvez, I Landa, P Buonora, and D B Thoman. (2016). Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit CBE Life Sci Educ 15:ar42 1-12. http://www.lifescied.org/content/15/3/ar42.full.pdf+html

Killpack, TL and LC Melón. (2016). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play? CBE Life Sci Educ 15:es3 https://www.lifescied.org/doi/full/10.1187/cbe.16-01-0020

Lewis, KL, JG Stout, SJ Pollock, ND Finkelstein, and TA Ito. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research 12(2):020110-1-6. http://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.12.020110

Magee, Rhonda V. “The Way of ColorInsight: Understanding Race and Law Effectively Through Mindfulness-Based ColorInsight Practices.” Forthcoming in The Georgetown Law Journal of Modern Critical Race Perspectives, Spring 2016.

Metzger, K. J., Dingel, M., & Brown, E. (2023). “No matter what your story is, there is a place for you in science”: Students’ Ability to Relate to Scientists Positively Shifts after Scientist Spotlight Assignments, Especially for First-Generation Students and Women. CBE—Life Sciences Education, 22(1), ar12. https://www.lifescied.org/doi/full/10.1187/cbe.22-06-0103

Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010, November 26). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234 –1237. doi:10.1126/science.1195996 http://science.sciencemag.org/content/330/6008/1234.full

Moss-Racusin, C. et al., (2012). Science faculty’s subtle gender biases favor male students. PNAS, 109(41), 16474-16479. http://www.pnas.org/content/109/41/16474

Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (forthcoming). Humanizing Online Teaching to Equitize Higher Education. ShapingEDU https://www.researchgate.net/publication/339365337_Humanizing_Online_Teaching_To_Equitize_Higher_Ed

Pollack, E. (2013). Can You Spot The Real Outlier: Why Are There Still So Few Women in Science? New York Times Magazine. October 6, 2013, (MM31)
http://www.nytimes.com/2013/10/06/magazine/why-are-there-still-so-few-women-in-science.html?

Rumbarger, L. (2016). Inclusive Teaching: Part One of Highlights from TEP’s ‘Belonging’ Series.http://tepblog.uoregon.edu/blog/index.php/inclusive-teaching-part-one-of-highlights-from-teps-belonging-series/

Russakoff, D. (2017 January 25). ‘The only way we can fight back is to excel’: Undocumented college students face an uncertain future under the Trump administration. New York Times Magazine. Retrieved from
https://www.nytimes.com/2017/01/25/magazine/the-only-way-we-can-fight-back-is-to-excel.html

Scanlon, E., Schreffler, J., James, W., Vasquez, E., & Chini, J. J. (2018). Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learners. Physical Review Physics Education Research, 14(2), 020101. https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.14.020101

Schinske, JN, H Perkins, A Snyder, and M Wyer. (2016). Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE Life Sci Educ 15:ar47 1-18. http://www.lifescied.org/content/15/3/ar47.full.pdf+html

Singleton, K. J., & Neuber, K. S. (2020). Examining how students with visual impairments navigate accessible documents. Journal of Visual Impairment & Blindness, 114(5), 393-405. https://doi.org/10.1177/0145482X20953268. Access the article through the UO Library.

Valantine, H.A. (2016). How to fix the many hurdles that stand in female scientists’ way: Women face discrimination of many kinds. We need culture change. Scientific American December. https://www.scientificamerican.com/article/how-to-fix-the-many-hurdles-that-stand-in-female-scientists-rsquo-way/

Winkelmes, Mary-Ann. (2016). Checklist for Designing a Transparent Assignment. Transparency in Teaching and Learning. https://www.unlv.edu/sites/default/files/page_files/27/Provost-DRAFT-Checklist-for-Designing-a-Transparent-Assignment.pdf

Winkelmes, Mary-Ann. (2013). Transparent Assignment Template. Transparency in Teaching and Learning. https://www.unlv.edu/sites/default/files/page_files/27/Provost-FacultyTransparentAssgntTemplate-2016.pdf

Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 18(1/2), 31. https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

Ethics

Smith, K. C. (2014). Ethics Is Not Rocket Science: How to Have Ethical Discussions in Your Science Class. Journal of microbiology & biology education, 15(2), 202. http://jmbe.asm.org/index.php/jmbe/article/view/784/pdf_140

Walton, K. L. (2014). Using a Popular Science Nonfiction Book to Introduce Biomedical Research Ethics in a Biology Majors Course. Journal of microbiology & biology education, 15(2), 240. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4278488/

Field Trips

Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums.Science Education, 91(1), 75-95.
http://onlinelibrary.wiley.com/store/10.1002/sce.20174/asset/20174_ftp.pdf?v=1&t=i5ed2tda&s=9e0bb660bfde197980dfe0f4e0ef80f567ac1a6b

Chesebrough, D.E. (2014) University-Science Center Partnering in Ohio.
http://www.informalscience.org/perspectives/blog/university-science-center-partnering-in-ohio
(December 15, 2014).

Dale, D. a., & Bailey, B. L. (2003). Physics in the Art Museum. The Physics Teacher, 41(2), 82-83.
http://dx.doi.org/10.1119/1.1542042

Uffelman, E. S. (2007). Teaching Science in Art. Journal of Chemical Education, 84(10), 1617-1624.
http://pubs.acs.org/doi/pdf/10.1021/ed084p1617

Interdisciplinary/Integrated Courses

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

Botstein, D. (2011) An Integrated Science Curriculum at Princeton. iBiology. https://www.ibiology.org/science-and-society/integrated-science-curriculum-princeton/ (Video)

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/

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

Large Class Teaching

Broeckelman-Post, M., Johnson, A., & Schwebach, J. R. (2016). Calling on Students Using Notecards: Engagement and Countering Communication Anxiety in Large Lecture. Journal of College Science Teaching, 45(5), 27. http://search.proquest.com/docview/1791897550?pq-origsite=gscholar.

Keeler, J.M., Koretsky, M.D. (2016). Surprises in the Muddy Waters of High-Enrollment Courses Jessie M. Keeler and Milo D. Koretsky* J. Chem. Educ., DOI: 10.1021/acs.jchemed.6b00372 http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00372

Mynlieff, M., Manogaran, A. L., Maurice, M. S., & Eddinger, T. J. (2014). Writing assignments with a metacognitive component enhance learning in a large introductory biology course. CBE-Life Sciences Education, 13(2), 311-321. http://www.lifescied.org/content/13/2/311.full

Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. arXiv preprint arXiv:1603.03686. http://dx.doi.org/10.1119/1.4961181

Russell, J. E., Van Horne, S., Ward, A. S., III, E. A. B., Sipola, M., Colombo, M., & Rocheford, M. K. (2016). Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course. Journal of Geoscience Education, 64(1), 37-51. http://www.nagt-jge.org/doi/abs/10.5408/15-084.

Slepkov, A. D., Vreugdenhil, A. J., & Shiell, R. C. (2016). Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format. Journal of Chemical Education http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00028

Winstone, N., & Millward, L. (2012). Reframing Perceptions of the Lecture from Challenges to Opportunities: Embedding Active Learning and Formative Assessment into the Teaching of Large Classes. Psychology Teaching Review, 18(2), 31-41. http://files.eric.ed.gov/fulltext/EJ991406.pdf

Wood, W. B., & Tanner, K. D. (2012). The role of the lecturer as tutor: doing what effective tutors do in a large lecture class. CBE-Life Sciences Education, 11(1), 3-9. http://www.lifescied.org/content/11/1/3.full

Learning and Metacognition

Casselman, B. L., & Atwood, C. H. (2017). Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training. Journal of Chemical Education. http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.7b00298

Chowrira, S. G., Smith, K. M., Dubois, P. J., & Roll, I. (2019). DIY productive failure: boosting performance in a large undergraduate biology course. npj Science of Learning, 4(1), 1. https://www.nature.com/articles/s41539-019-0040-6

Cook, E., Kennedy, E., & McGuire, S.Y. (2013). Effect of teaching meta-cognitive learning strategies on performance in general chemistry courses. Journal of Chemical Education, 90, 961-967. Available from http://pubs.acs.org/doi/abs/10.1021/ed300686h
Fall 2013 – Week 5

Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Chapter 2: A Taxonomy of Significant Learning, Jossey-Bass, San Francisco.

Gray, 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

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

Hora, M.T. & Oleson, A.K. (2017). Examining study habits in undergraduate STEM courses from a situative perspective. International Journal of STEM Education, 4 (1), 1-19. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0055-6

Kroeper, K. M., Fried, A. C., & Murphy, M. C. (2022). Towards fostering growth mindset classrooms: Identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students. Social Psychology of Education, 25(2-3), 371-398. https://link.springer.com/article/10.1007/s11218-022-09689-4. Access the article through the UO Library.

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

Samani, J., & Pan, S. C. (2021). Interleaved practice enhances memory and problem-solving ability in undergraduate physics. npj Science of Learning, 6(1), 32. https://www.nature.com/articles/s41539-021-00110-x

Series, Archives–SemiotiX New. “Conceptual Modeling in physics, mathematics and cognitive science.” http://semioticon.com/semiotix/2015/11/conceptual-modeling-in-physics-mathematics-and-cognitive-science/

Tanner, K. D. (2012). Promoting student metacognition. CBE Life Sciences Education, 11(2), 113-20.
http://www.lifescied.org/content/11/2/113.full.pdf+html

Wan, T., Doty, C. M., Geraets, A. A., Saitta, E. K., & Chini, J. J. (2023). Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception. International Journal of STEM Education, 10(1), 5. https://link.springer.com/article/10.1186/s40594-023-00398-8

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/10.1002/2013EO410002

Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013). Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?. Journal of Educational Psychology, 105(2), 266. http://psycnet.apa.org/journals/edu/105/2/266.pdf

National Reports

AAAS (2009) Vision and Change A Call to Action, AAAS, Washington, DC http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf

President’s Council of Advisors on Science and Technology (2012). Report to the President: Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, Washington, DC: Executive Office of the President. http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf

Online, Hybrid, and Remote: Pandemic Teaching

Baumgartner, J. Teaching Tools: Active Learning while Physically Distancing https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/edit#heading=h.jsf5306aaa0g

Beatty, B. J. (2019). Hybrid-Flexible Course Design. EdTech Books. https://edtechbooks.org/hyflex

Boettcher, J. V., & Conrad, R. (2016). Chapter 3, Best practices for teaching online: Ten plus four. The online teaching survival guide: Simple and practical pedagogical tips. Available as an ebook from the UO Library.

Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry. Journal of Chemical Education, 96(4), 629-639. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.8b00414

Bray, Marianne. Flattening the Multimodal Learning Curve: A Faculty Playbook. Optimising Higher Education Experiences at Each Learning Touchpoint: Remote, In-Person, or Hybrid. (2021). https://edudownloads.azureedge.net/msdownloads/EIU163_MSFT_Multimodal_Learning_Playbook_v4.pdf

Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., … & Crosbie, R. H. (2019). Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos. CBE—Life Sciences Education, 18(4), ar55. https://www.lifescied.org/doi/pdf/10.1187/cbe.18-08-0171

Henrie, C. R., Bodily, R., Manwaring, K. C., & Graham, C. R. (2015). Exploring intensive longitudinal measures of student engagement in blended learning. International Review of Research in Open and Distributed Learning, 16(3), 131-155. https://www.erudit.org/en/journals/irrodl/2015-v16-n3-irrodl04980/1065977ar.pdf

Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270-284. https://www.sciencedirect.com/science/article/pii/S0360131516300203

Linder, K. E. (2017). Fundamentals of hybrid teaching and learning. New directions for teaching and learning, 2017(149), 11-18. https://alliance-primo.hosted.exlibrisgroup.com/permalink/f/qgisft/TN_cdi_gale_infotracacademiconefile_A485563016

Specific Review Standards from the QM Higher Education Rubric, Sixth Edition, https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf

Peer Instruction

Burke, K.A., Greenbowe, T.J., & Hand, B.M. (2006). Implementing the Science Writing Heurisitc in the Chemistry Laboratory. Journal of Chemical Education, 83(7), 1032-1038. http://pubs.acs.org/doi/pdf/10.1021/ed083p1032

Crouch , C.H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. Am. J. Phys., 69, 970-977. https://doi.org/10.1119/1.1374249

Crouch, C.H., Fagen, A.P., Callan J.P., Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? Am. J. Phys., 72(6), 835-838. https://doi.org/10.1119/1.1707018

Davis, B.G. (2009). The Comprehensive Course Syllabus. Tools for Teaching Chapter 2, John Wiley & Sons, San Francisco CA, (2) 21-36. http://www.mehenni.com/library/varia/Tools.for.Teaching.2nd.Edition.pdf

Davis, B.G., (1993). Encouraging Student participation in Discussion. Chapter from Tools for Teaching. Jossey-Bass, San Francisco.http://pan.intrasun.tcnj.edu/501/501resources/Encouraging_Participation_in_Discussions.pdf

Farrell, J.J., Moog, R.S., Spencer, J.N. (1999). A Guided-Inquiry General Chemistry Course. J. Chem. Educ., 76 (4), 570. http://pubs.acs.org/doi/abs/10.1021/ed076p570

Gaffney, J.D.H., Richards, E., Kustusch, M.B., Ding, L., & Beichner, R.J. (2008). Scaling Up Education Reform. Journal of College Science Teaching. 37(5), 48-53.http://www.ncsu.edu/per/Articles/JCST_SCALE-UP_article.pdf

Knight, J. K., & Brame, C. J. (2018). Peer Instruction. CBE—Life Sciences Education, 17(2), fe5. https://www.lifescied.org/doi/pdf/10.1187/cbe.18-02-0025

Peer Instruction – Evidence-Based Teaching Guide: http://lse.ascb.org/evidence-based-teaching-guides/peer-instruction/

Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning.CBE Life Sci Educ 8(3), 182-192. http://www.lifescied.org/cgi/content/abstract/8/3/182

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
Available from: http://advan.physiology.org/content/ajpadvan/24/1/51

Smith, Wood, Adams, Wieman, Knight, Guild, & Su. (2009). Why peer discussion improves student performance on in-class concept questions. Developmental Biology, 331(2), 416.

Yezierski, E.J., Bauer, C.F. Hunnicutt, S.S., Hanson, D.M., Amaral, K.E., Schneider, J.P. (2008). POGIL Implementation in Large Classes: Strategies for Planning, Teaching and Management.American Chemical Society, Washington, DC. http://scilit.uoregon.edu/scilit1/index_files/POGIL_Implementation_Large_Classes.pdf

Popular Media (Comics, Games, Music, Social Media, and Theater)

Bart, M. (2009, June 17). Using Twitter to Facilitate Classroom Discussions. [Faculty Focus Blog]. Retrieved from
http://www.facultyfocus.com/articles/effective-teaching-strategies/using-twitter-to-facilitate-classroom-discussions/

Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Baker, D., Popović, Z., & Foldit players. (2010). Predicting protein structures with a multiplayer online game. Nature, 466(7307), 756–60.
doi:10.1038/nature09304

Cordell, R., (2010) How to Start Tweeting (and Why You Might Want To). The Chronicle of Higher Education, 4(3), 61-70. http://chronicle.com/blogs/profhacker/howtostarttweetingandwhyyoumightwantto/26065

Croxall, B. (2010). Reflections on Teaching with Social Media, The Chronicle of Higher Education, 3(5), 67-74.
http://chronicle.com/blogs/profhacker/reflections-on-teaching-with-social-media/24556

Crowther, G. (2012). Using Science Songs to Enhance Learning: An Interdisciplinary Approach. CBE Life Sci Educ, 11 (1), 26-30.
http://www.lifescied.org/content/11/1/26.long

Goldsmith ST, Trierwieler AM, Welch SA, Bancroft AM, Von Bargen JM, Carey AE. 2013. Transforming a university tradition into a geoscience teaching and learning opportunity for the university community. Journal of Geoscience Education 61: 280-290. Available from:
http://nagtjge.org/doi/abs/10.5408/12-354.1

Graba, B. (2014, April). Using Twitter in the Science Classroom. PowerPoint presentation at the meeting of the National Science Teachers Association National Conference in Boston, MA.
http://www.slideshare.net/BradGraba/using-twitter-in-the-science-classroom

Gutierrez, A. F. (2014). Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology.CBE-Life Sciences Education, 13(1), 76-82.
http://www.lifescied.org/content/13/1/76.full.pdf+html?with-ds=yes

Hurst, G. A. (2018). Utilizing Snapchat To Facilitate Engagement with and Contextualization of Undergraduate Chemistry. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.8b00014

Lazar, K. B., Moysey, S. M., Brame, S., Coulson, A. B., Lee, C. M., & Wagner, J. R. (2018). Breaking out of the traditional lecture hall: Geocaching as a tool for experiential learning in large geology service courses. Journal of Geoscience Education, 1-16. https://www.tandfonline.com/doi/pdf/10.1080/10899995.2018.1453191?needAccess=true https://www.tandfonline.com/doi/full/10.1080/10899995.2018.1453191

Reuss, R. L., & Gardulski, A. F. (2001). An interactive game approach to learning in Historical Geology and Paleontology. Journal of Geoscience Education, 49(2), 120–129. Retrieved from
http://www.nagt.org/nagt/jge/abstracts/mar01.html#v49p120

Samide, M. J., & Wilson, A. M. (2014). Games, Games, Games; Playing to Engage with Chemistry Concepts.
http://chemeducator.org/papers/0019001/19140167.pdf

Schwaller, T. (2013) Using comics to increase literacy and assess student learning. The Physics Teacher, 51(2), 122.
http://tpt.aapt.org/resource/1/phteah/v51/i2/p122_s1

Spillane, N.K. (2013). What’s Copenhagen Got To Do With Chemistry? Using a Play to Teach the History and Practice of Science. Journal of Chemical Education, 90(2), 219-223. http://pubs.acs.org/doi/ipdf/10.1021/ed2007058

Tatalovic, M. (2009) Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication, 8(4) A02.
http://jcom.sissa.it/archive/08/04/Jcom0804%282009%29A02/

Using music to teach science: https://blogs.uoregon.edu/scilitprogram/using-music-to-teach-science/

Young, J. R. (2009). Teaching With Twitter: Not For The Faint of Heart. The Chronicle of Higher Education, 2(6), 86-94 http://chronicle.com/article/Teaching-With-Twitter-Not-for/49230

Reading and Writing

Burke, K.A., Greenbowe, T.J., & Hand, B.M. (2006). Implementing the Science Writing Heuristic in the Chemistry Laboratory. Journal of Chemical Education, 83(7), 1032-1038. http://pubs.acs.org/doi/pdf/10.1021/ed083p1032

Goudsouzian, L. K., & Hsu, J. L. (2023). Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE—Life Sciences Education, 22(3), es3. https://www.lifescied.org/doi/10.1187/cbe.22-10-0211

Heiner, C. E., Banet, A. I., & Wieman, C. (2014). Preparing students for class: How to get 80% of students reading the textbook before class. American Journal of Physics, 82(10), 989-996.
http://scitation.aip.org/content/aapt/journal/ajp/82/10/10.1119/1.4895008

Hoskins, S.G. (2010). “But if It’s in the Newspaper, Doesn’t That Mean It’s True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE. The American Biology Teacher, 72(7), 415-420. Available from:
http://www.bioone.org/doi/pdf/10.1525/abt.2010.72.7.5

Koffman, B. G., Kreutz, K. J., & Trenbath, K. (2017). Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course. Journal of Geoscience Education, 65(3), 231-239. http://nagt-jge.org/doi/full/10.5408/16-232.1

Majetic, C. & Pellegrino, C. (2014). When science and information literacy meet: an approach to exploring the sources of science news with non-science majors.College Teaching, 62(3), 107-112.http://dx.doi.org/10.1080.87567555.2014.916650 Thanks to the authors we have access to an online version http://tinyurl.com/majetic-pellegrino2014

Rundle, R.L. (2005, October 6). Study links produce prices to obesity. The Wall Street Journal.
http://online.wsj.com/news/articles/SB112855170081961018

Science Communication

http://theconversation.com/alan-alda-on-the-art-of-science-communication-i-want-to-tell-you-a-story-55769

http://www.centerforcommunicatingscience.org/

Lucy Mercer-Mapstone & Louise Kuchel (2015): Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education, International Journal of Science Education, Part B, DOI: 10.1080/21548455.2015.1113573. http://dx.doi.org/10.1080/21548455.2015.1113573

Olson, R. (2015). “Houston, We Have a Narrative: Why Science Needs a Story” University of Chicago Press, Chicago and London.

Peter H. Gleick, ‘Thing Explainer’ – A Review of Randall Munroe’s New Book (Using the Ten Hundred Most Common Words), HuffPost Book Blog, Nov. 25, 2015. http://www.huffingtonpost.com/peter-h-gleick/thing-explainer—a-revie_b_8650772.html

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from http://www.pnas.org/content/110/Supplement_3/14040.full.pdf+html

Tran, L.U., & Halversen, C. (2010). Helping Young Scientists Learn and Practice Public Engagement. ASTC Dimensions, November/December 2010: 18-19. Available from here.

Science Literacy

Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science.Science Education, 95(3), 518-542.
http://onlinelibrary.wiley.com/doi/10.1002/sce.20432/full

Brickman, P., Gormally, C., Francom, G., Jardeleza, S.E., Schutte,V.G.W., Jordan, C., & Kanizay, L. (2102). Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims. The American Biology Teacher, 74(6), 374-379. http://www.bioone.org/doi/pdf/10.1525/abt.2012.74.6.4

Clough, M. P. (Sept. 29, 2010). The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education. Science and Education http://www.bu.edu/hps-scied/files/2012/11/Clough-HPS-Story-Behind-the-Science-Bringing-Science-and-Scientists-to-Life-in-Post-Secondary-Science-Ed.pdf

Dermott, L.C., Rosenquist, M.L. and van Zee, E.H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503-513. http://ajp.aapt.org/resource/1/ajpias/v55/i6/p503_s1

Flener-Lovitt, C. (2014). Using the Socioscientific Context of Climate Change To Teach Chemical Content and the Nature of Science. Journal of Chemical Education, 91(10), 1587-1593. http://pubs.acs.org/doi/ipdf/10.1021/ed4006985

Holbrook, J., Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4(3), 275-288.
http://www.ut.ee/BG/miia_rannikmae/Publications/The_Meaning_of_Scientific_Literacy.pdf

Karenann J. & Wander M.C.F. (2012). Science Literacy, Critical Thinking, and Scientific Literature: Guidelines for Evaluating Scientific Literature in the Classroom. Journal of Geoscience Education, 60(2), 100-105. http://nagt-jge.org/doi/full/10.5408/11-221.1

Karsai, I., & Kampis, G. (2010). The Crossroads between Biology and Mathematics: The Scientific Method as the Basics of Scientific Literacy. BioScience 60(8), 632-638.
http://www.bioone.org/doi/full/10.1525/bio.2010.60.8.9

Lenz, L., & Willcox, M.K., (2012). Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students. The American Biology Teacher, 74(8), 551-556.
http://www.bioone.org/doi/full/10.1525/abt.2012.74.8.4

Parthasarathy, R. (2012). Cars and Kinetic Energy—Some Simple Physics with Real-World Relevance. The Physics Teacher, 50(7), 395-397. http://aapt.scitation.org/doi/full/10.1119/1.4752039

Pew Research Center. (2013). Public’s Knowledge of Science and Technology. Pew Research Center for the People and the Press.
http://www.people-press.org/files/legacy-pdf/04-22-13 Science knowledge Release.pdf

Rowe, M. P., Gillespie, B. M., Harris, K. R., Koether, S. D., Shannon, L. J. Y., & Rose, L. A. (2015). Redesigning a General Education Science Course to Promote Critical Thinking. CBE-Life Sciences Education, 14(3). http://www.lifescied.org/content/14/3/ar30.full

Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) instrument with university students. The American Biology Teacher, 69(6), 332-335.
https://www.nabt.org/websites/institution/File/pdfs/american_biology_teacher/2007/069-06-0332.pdf

Stein, B., & Haynes, A. (2011). Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test. Change: the magazine of higher learning, 43(2), 44-49. http://www.tandfonline.com/doi/pdf/10.1080/00091383.2011.550254

Scientific Teaching

Allen, D. & Tanner, K. (2005). From a scholarly approach to teaching to the scholarship of teaching. Cell Biol Educ 4(1), 1-6. http://www.lifescied.org/cgi/content/full/4/1/1

Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Chapter 2: A Taxonomy of Significant Learning, Jossey-Bass, San Francisco.

Handelsman, J., Ebert-May, D., Beicher, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., & Wood, W.B. Scientific Teaching. Science, New Series, 304(5670) 521-522 http://bit.ly/Handelsman_et_al

Weiman C. (2007). Why Not Try a Scientific Approach to Teaching Science. Change Magazine, September/December, 9-15. https://www.tandfonline.com/doi/abs/10.3200/CHNG.39.5.9-15

Service Learning

Donaghy, K.J. & Saxton, K.J. (2012). Service Learning Track in General Chemistry: Giving Students a Choice. J. Chem. Educ. 89(11) 1378-83.
http://pubs.acs.org/doi/full/10.1021/ed200344z

Etkina, E. & Van Heuvelen, A. (2007). Investigative Science Learning Environment – A Science Process Approach to Learning Physics in E. F. Redish and P. Cooney, (Eds.) Research Based Reform of University Physics. American Association of Physics Teachers, College Park, MD, pgs. 1-48. http://paer.rutgers.edu/ScientificAbilities/Downloads/Papers/ISLE2007.pdf

Syllabus

Fornaciari, C. J., & Lund Dean, K. (2014). The 21st-century syllabus: From pedagogy to andragogy. Journal of Management Education, 38(5), 701-723. http://journals.sagepub.com/doi/pdf/10.1177/1052562913504763

Ludwig M., Bentz A., & Fynewever H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching 40(4), 20-23. http://bit.ly/Ludwig_et_al

Pacansky-Brock, M. (2011) Time for an Extreme Syllabus Makeover? Teaching Without Walls: Life Beyond the Lecture. http://www.teachingwithoutwalls.com/2011/05/timeforextremesyllabusmakeover.html

Palmer, P.J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass Publishers, San Francisco, Chapter 5: Teaching in Community: A Subject-Centered Education , pg. 115-140.

Singham, M. (2007). Death to the Syllabus! Liberal Education, Association of American Colleges and Universities Publications, Fall 2007. http://www.aacu.org/liberaleducation/le-fa07/le_fa07_myview.cfm

Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education, 9(3), 159-164. http://www.lifescied.org/content/9/3/159.short

Weimer, M. (2011). What Does Your Syllabus Say About You and Your Course? Faculty FocusHigher Ed Teaching Strategies. http://bit.ly/SLP_Weimer

Weimer, M., Romack, J.R., Ryan, T.E., Culver, T.F., Morse, L.W., Conca, L., Bandeen, H.M., Dolence, D.M., Coffman, S.J. (2010). 11 Strategies for Getting Students to Read What’s Assigned. Faculty Focus: Special Report. Magna Publications Inc. Madison, WI, (1-17).
http://scilit.uoregon.edu/scilit1/index_files/11-strategies-getting-students-to-read.pdf

Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science. CBE-Life Sciences Education, 13(3), 552-569. http://www.lifescied.org/content/13/3/552.full.pdf+html

Winstanley, N. 2015. It’s not me, it’s you: Coping with student resistance. Faculty Focus Blog. 9 November 2015. http://www.facultyfocus.com/articles/teaching-and-learning/its-not-me-its-you-coping-with-student-resistance/

Technology

Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review, 26(2), 331-340. http://marshlab.psych.duke.edu/publications/ButlerMarshSlavinskyBaraniuk2014.pdf

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

Colgoni, E. & Eyles, C. (2010). A new approach to science education in the 21st Century. EDUCAUSE Review, 45(1), 10-11. http://www.educause.edu/ir/library/pdf/ERM1017.pdf

Croxall, B. (2010). Reflections on Teaching with Social Media, The Chronicle of Higher Education, 3(5), 67-74.
http://chronicle.com/blogs/profhacker/reflections-on-teaching-with-social-media/24556

Duarte, N. (2008). Slide:ology: The art and science of creating great presentations. Chapter 4: Displaying Data, pgs. 63- 80, Sebastopol, CA, O’Reilly Media.
http://proquestcombo.safaribooksonline.com/book/office-and-productivity-applications/9780596522346/chapter-4dot-displaying-data/63

Greathouse, S.E. & Rosen. L.H. (2015, March 20). The Best Post Wiki: A Tool for Promoting Collaborative Learning and Higher-Order Thinking [Faculty Focus Blog]. Retrieved from
http://www.facultyfocus.com/articles/instructional-design/best-post-wiki-tool-promoting-collaborative-learning-higher-order-thinking/

Ho, Y. (2013) Seven Steps to Creating Screencast Videos for Online Learning. Higher Ed teaching Strategies: Faculty Focus Blog, Magna Publications.
http://www.facultyfocus.com/articles/teaching-with-technology-articles/seven-steps-to-creating-screencast-videos-for-online-learning/

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233-252.
http://www.tandfonline.com/doi/pdf/10.1080/03634523.2013.767917
Also available here
http://cobweb.cs.uga.edu/~eileen/1730/Readings/ImpactMobilePhoneUsage.pdf

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

Mollick, E. R. and Mollick, L. (2023). Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts. Available at SSRN: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4391243

Parslow, G. R. (2011), Commentary: Why we hate powerpoint. Biochem. Mol. Biol. Educ.,39, 63.
http://onlinelibrary.wiley.com/doi/10.1002/bmb.20474/abstract

Reynolds, G. (2005). Top Ten Slide Tips.
http://www.garrreynolds.com/preso-tips/design/

Schuenemann, K. & Wagner, R. (2014). Using Student-Generated Blogs to Create a Global Perspective on Climate Change. Journal of Geoscience Education. 62, 364-373.
http://nagt-jge.org/doi/pdf/10.5408/13-065.1

Smedshammer, Michael, PhD. “10 Tips for Creating Effective Instructional Videos.” Faculty Focus | Higher Ed Teaching & Learning. 20 Mar. 2017. https://www.facultyfocus.com/articles/teaching-with-technology-articles…

Tessier, J. T. (2014). Eliminating the Textbook: Learning Science With Cell Phones. Journal of College Science Teaching, 44(2).
http://static.nsta.org/files/jcst1402_46.pdf

Thompson, C. (2010). Livescribe, the Pen That Never Forgets. The New York Times Magazine.
http://www.nytimes.com/2010/09/19/magazine/19Livescribe-t.html?pagewanted=1&sq=livescribe&st=cse&scp=1

Tufte, E. R. (2003). PowerPoint Is Evil. Wired, 11 (09), 18-24.
http://www.wired.com/wired/archive/11.09/ppt2.html

Yeung, K. (2014). Making ‘the flip’work: barriers to and implementation strategies for introducing teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63. https://www108.lamp.le.ac.uk/ojs1/index.php/new-directions/article/view…

Young, J. R. (2009). Teaching With Twitter: Not For The Faint of Heart. The Chronicle of Higher Education, 2(6), 86-94 http://chronicle.com/article/Teaching-With-Twitter-Not-for/49230

Understanding Student Behaviors

Aguilar, L., Walton, G., and Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67 (5), 43-49.http://scitation.aip.org/content/aip/magazine/physicstoday/article/67/5/10.1063/PT.3.2383

McNeely, C., Chang, H. N., & Gee, K. A. (2023). Disparities in Unexcused Absences Across California Schools. (Report) Policy Analysis for California Education. Disparities in Unexcused Absences Across California Schools (edpolicyinca.org)

Moores, E., Birdi, G. K., & Higson, H. E. (2019). Determinants of university students’ attendance. Educational Research, 61(4), 371-387. https://publications.aston.ac.uk/id/eprint/40335/6/Determinants.pdf

Search Teaching Support and Innovation

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Science Teaching Journal Club Bibliography by Topic

Full Bibliography: Fall 2010 - Spring 2024

Books

Articles

Books

Assessment and Alternative Grading Systems

Course Design

Diversity, Equity, and Inclusive Teaching

Learning and Metacognition

Science Communication

Scientific Teaching

Articles

Academic Integrity

Active Learning

AI in Teaching and Learning

Anxiety

Assessment - General

Assessment - Equitable and Alternative

Case Studies and Role Playing Games

Clickers

Course Design

Course Evaluations

Critical Thinking

Demonstrations

Diversity, Equity, and Inclusive Teaching

Ethics

Field Trips

Interdisciplinary/Integrated Courses

Large Class Teaching

Learning and Metacognition

National Reports

Online, Hybrid, and Remote: Pandemic Teaching

Peer Instruction

Popular Media (Comics, Games, Music, Social Media, and Theater)

Reading and Writing

Science Communication

Science Literacy

Scientific Teaching

Service Learning

Syllabus

Technology

Understanding Student Behaviors