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)
Fall 2022 Journal Club Readings
Assessment is a necessary part of teaching and learning; it’s how we know if our students are achieving our learning objectives and how we gather information needed to improve our teaching. To be helpful, assessment must be equitable and should draw on a variety of data sources, but this can be challenging to achieve in practice. Join us this term as we examine ways of assessing our students more equitably and discuss strategies and data sources useful for assessing our own teaching.
Tentative Schedule:
| Week | Reading |
|---|---|
| Week One (9/29) |
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 |
| Week Two (10/6) |
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 |
| Week Three (10/13) |
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 |
| Week Four (10/20) |
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 |
| Week Five (10/27) |
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 |
| Week Six (11/3) | 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 |
| Week Seven (11/10) |
Gathering Student Feedback on Teaching. University of Denver Office of Teaching & Learning. (n.d.). Retrieved September 13, 2022, from https://otl.du.edu/plan-a-course/teaching-resources/gathering-student-feedback-on-teaching/ Getting feedback from students. Boston University Center for Teaching & Learning . (n.d.). Retrieved September 13, 2022, from https://www.bu.edu/ctl/teaching-resources/start-stop-continue/ TEP/UO Online's Student Feedback page. Also, try using UO's new Instructor SES dashboard to see and interpret your students' responses to the end-of-course Student Experience Surveys. |
| Week Eight (11/17) |
Newman, L. R., Roberts, D. H., & Frankl, S. E. (2019). Twelve tips for providing feedback to peers about their teaching. Medical Teacher, 41(10), 1118-1123. TEP/UO Online's Peer Review of Teaching page and the Peer Review Template |
| Week Nine (11/24) | Thanksgiving - No journal club |
| Week Ten (12/1) |
Cambridge International Education Teaching and Learning Team. (n.d.). Getting started with reflective practice. Cambridge Assessment International Education. Retrieved November 22, 2022, from https://www.cambridge-community.org.uk/professional-development/gswrp/index.html UO's PIERs Inventory of Teaching Practices Sample Self-Evaluation for GEs teaching labs and/or tutorials |
- Read and collaboratively annotate articles with Perusall
-
There are two ways to access Perusall
1. Through Canvas (as an instructor, ideally in an inactive course or a sandbox site)
- In a UO Canvas site, click on Perusall in the blue menu at the left of the page. If you are the instructor of the Canvas course, you might need to put Perusall into the blue menu first, by going into Settings > Navigation, then choosing Enable in the 3-dot menu next to Perusall.
- Alternatively, create a "test," unpublished assignment in Canvas. In the Submission Type field, choose External Source, then search for Perusall in the "Enter or Find an External Tool URL" box. Check the "Load This Tool in a New Tab" box. Save, then click the "Load in a New Window" button that appears.
- Once in Perusall, select "Enroll in Course" and enter the course code MUELLER-XT3WP.
- Choose Science Teaching Journal Club in the MyCourses list.
- Select the Assignments tab at the top of the page.
2. Directly through a browser
- Navigate to http://app.perusall.com
- Follow the instructions to create an account. Do not try to use your UO email address.
- Click Create or Enroll in a Course
- Select "I am a Student"
- Enter the course code MUELLER-XT3WP.
- Choose Science Teaching Journal Club in the MyCourses list.
- Select the Assignments tab at the top of the page.
Contact Julie (jmueller@uoregon.edu) if you have trouble!