Science Teaching Journal Club Spring 2022

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.

 

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Science Teaching Journal Club links:
Archive
Bibliography
Bibliography by topic

 

 

Spring 2022 Journal Club Readings

As we (hopefully) emerge from the pandemic, faculty are concerned about how to help students build or reinforce the knowledge and skills they weren’t able to fully develop during the upset of the past two years. In the journal club this term, we will examine ways to help our students solidify needed background content knowledge, understand what reasonable expectations are for college students, and to employ effective learning techniques in order to use their time as efficiently as possible. We will also spend some time exploring interdisciplinary introductory science courses taught at other institutions and considering whether they might be a good idea for UO.

Tentative Schedule:

Week Reading
Week One (3/31)

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

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
Week Two (4/7) 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
Week Three (4/14) 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
Week Four (4/21)

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

Access 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!

 
Week Five (4/28)

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

Contact Julie (jmueller@uoregon.edu) to use Hypothesis to read and comment on the article.
Week Six (5/5) 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  
Week Seven (5/12) 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
Week Eight (5/19)

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

And a video:

Botstein, D. (2011) An Integrated Science Curriculum at Princeton. iBiology. https://www.ibiology.org/science-and-society/integrated-science-curriculum-princeton/.
Week Nine (5/26) 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/
Week Ten (6/2) 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