In the journal club we seek to inform and enrich our teaching through reading and discussion of articles and books that explore issues relevant to teaching and learning in college science classrooms. We invite participants from all ranks and disciplines to join us for these friendly, collegial sessions, which we use to model evidence-based teaching practices. Feel free to attend every week or just drop in for selected conversations.
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 2023 Journal Club Readings
Join the journal club as we begin our 14th year together with a mini-concentration on math anxiety and strategies that can help students suffering from it to succeed in courses that require quantitative reasoning. We will also explore a variety of other topics this term, including helping students develop their skills in problem solving and reading primary literature.
Weekly readings will also be available through Perusall. Please contact Julie Mueller if you have trouble accessing the materials.
Tentative Schedule:
| Week | Reading |
|---|---|
| Week One (9/28) |
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 Learn more with (we will not discuss this article in our meeting): 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.) |
| Week Two (10/5) |
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 |
| Week Three (10/12) |
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. |
| Week Four (10/19) |
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 |
| Week Five (10/26) |
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 |
| Week Six (11/2) | 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 |
|
Week Seven (11/9) |
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 |
| Week Eight (11/16) |
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 |
| Week Nine (11/23) | Thanksgiving break - no journal club |
| Week Ten (11/30) |
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 |
- 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!