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)
Spring 2023 Journal Club Readings
Join us this term as we explore emerging issues in teaching at UO and generate ideas and materials to use in our classrooms. Topics will include teaching in the time of AI, course attendance and working with UO’s Course Attendance and Engagement Policy, learning about how students with disabilities experience our classes and course materials, a teaching showcase by Math’s AJ Rise about a course he’ll be teaching in a prison, and more.
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 (4/6) | 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 |
| Week Two (4/13) |
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. |
| Week Three (4/20) |
TEP/AEC/UO Online workshop recording: Creating Accessible documents (from April 13, 2022). |
| Week Four (4/27) |
TEP’s page on Teaching and AI Systems, and OpenAI’s page on Educator Considerations for ChatGPT. (You might also want to explore some of OpenAI’s other guidance on using ChatGPT, accessible from the Educator Considerations page.) |
| Week Five (5/4) |
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 |
| Week Six (5/11) | 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. |
|
Week Seven (5/18) |
Teaching showcase: AJ Rise, Dept. of Mathematics. AJ will discuss the section of MATH 101: Fundamentals of Algebra and Mathematical Modeling that he is teaching to incarcerated students this term. Contact Julie for a link to a recording of this fascinating session. |
| Week Eight (5.25) |
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 |
| Week Nine (6/1) |
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) Especially the section studying the fraction of absences deemed excused and its variation by demographic group, p. 11-16. The UO Senate's Course Attendance and Engagement Policy page (which includes the rationale behind the policy), the University of Oregon’s Course Attendance and Engagement Policy itself, and TEP's page on Enacting the Senate’s “Course Attendance and Engagement” Policy. |
| Week Ten (6/8) |
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 |
- 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!