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.
This winter the journal club will meet Thursdays at 9 a.m. via Zoom
Zoom: https://uoregon.zoom.us/j/369256082
Questions? Please contact Julie Mueller (jmueller@uoregon.edu)
Spring 2021 Journal Club Readings
This term in the science teaching journal club we will explore teaching methods that have gained new prominence during the pandemic, including hybrid, HyFlex, and socially-distanced face-to-face teaching. What can we learn from these methods and our own remote and asynchronous teaching experiences that we can carry forward as we return to the classroom? We will divide our time this term between readings and teaching demonstrations by volunteers from the journal club.
For more details or if you are interested in doing a teaching demonstration, contact Julie Mueller (jmueller@uoregon.edu).
Tentative Schedule:
| Week | Topic and Reading |
|---|---|
| Week One (4/1) | 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 |
| Week Two (4/8) | 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 |
| Week Three (4/15) |
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 |
| Week Four (4/22) |
Teaching in socially distanced classrooms. (2020, August 19). https://flexteaching.ku.edu/preparing-socially-distanced-classrooms Baumgartner, J. Teaching Tools: Active Learning while Physically Distancing https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR57PDs4uxlMB7Bs1os8/edit#heading=h.jsf5306aaa0g |
| Week Five (4/29) |
Sections 1.2, 1.3, 2.1, and 2.2 in Beatty, B. J. (2019). Hybrid-Flexible Course Design. EdTech Books. https://edtechbooks.org/hyflex |
| Week Six (5/6) | Teaching demonstration: Raghuveer Parthasarathy, Dept. of Physics. Teaching Core Education Science Courses |
| Week Seven (5/13) | Teaching demonstration: Tom Greenbowe, Dept. of Chemistry and Biochemistry. General Chemistry Online |
| Week Eight (5/20) | Teaching demonstration: Shannon Boettcher, Dept. of Chemistry and Biochemistry. HyFlex Teaching |
| Week Nine (5/27) | Teaching demonstration: Richard Wagner and Andrea Goering, both of the Science, Math, and Engineering Division, Lane Community College. Hybrid Teaching in Introductory Astronomy. |
| Week Ten (6/3) | 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. |