Journal Club Fall 2014 Week 5

28th October 2014 at 1:59 am

For Thursday we will continue our discussion of  Chapter 3 Summative Assessment – Assessment of Learning from:
Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company.

And supplement it with an article that focuses on rubrics:
Allen, D., & Tanner, K. (2006). Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE-Life Sciences Education, 5(3), 197-203.http://www.lifescied.org/content/5/3/197.short

For Friday we will read and discuss the following journal article about teacher communication roles.

Warfa, A. R. M., Roehrig, G. H., Schneider, J. L., & Nyachwaya, J. (2014). Role of Teacher-Initiated Discourses in Students’ Development of Representational Fluency in Chemistry: A Case Study. Journal of Chemical Education 91(6), 784−792
Available from:
http://pubs.acs.org/doi/pdfplus/10.1021/ed4005547

– Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP and Elly Vandegrift, SLP
– Friday 12:00pm in LISB 317 facilitated by Elly Vandegrift, SLP

We look forward to seeing you there!
Elly and Julie

See past reading selections in our Journal Club section and in our Bibliography section.


SLP Mission Statement

24th October 2014 at 3:07 pm

The University of Oregon Science Literacy Program (SLP) makes a real-world difference in the lives of UO students by building science literacy among undergraduate non-science majors, giving science students mentored teaching opportunities to implement active learning, and providing faculty with teaching professional development.

SLP offers General Education courses for non-science students that promote student-centered teaching and communication of science where non-science majors are empowered to consider scientific approaches to societal issues and have the opportunity to learn how to process and critique scientific information. Graduate students and undergraduate students in the sciences have mentored teaching opportunities where they learn the theory and practice of scientific teaching and effectively communicating ideas to audiences of non-scientists.  The program enables and assists faculty in improving teaching techniques using evidence-based pedagogy focusing on science literacy.


Journal Club Fall 2014 Week 4

23rd October 2014 at 1:40 pm

For Thursday, read:
Chapter 3 Summative Assessment – Assessment of Learning from:
Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company.

The book for Thursday meetings is part of the Scientific Teaching series. If you have not yet purchased yours,  contact the SLP.

For Friday we will read and discuss the following journal article below. After completing the reading and before Journal Club, please complete this two question survey.

Heiner, C. E., Banet, A. I., & Wieman, C. (2014). Preparing students for class: How to get 80% of students reading the textbook before class. American Journal of Physics, 82(10), 989-996. Available from: http://dx.doi.org/10.1119/1.4895008

  • Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP and Elly Vandegrift, SLP
  • Friday 12:00pm in LISB 317 facilitated by Elly Vandegrift, SLP

We look forward to seeing you there!
Elly and Julie

See past reading selections in our Journal Club section or in our Bibliography section.


Journal Club Week 3

13th October 2014 at 12:50 pm

The entire bibliography for this journal club is now available on our website both alphabetically and by topic area.   If you are looking for more readings about a specific teaching topic, this is a great place to start.

For Thursday, please bring a copy of an exam which we’ll use for an activity and read:
Chapter 2 Evaluating the Cognitive Levels of Instructional Materials Using an Educational Taxonomy from:
Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company.

For Friday we will read the following journal article.
Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1(3), 63-67. Available from: http://www.lifescied.org/content/1/3/63.short

– Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP and Elly Vandegrift, SLP
– Friday 12:00pm in LISB 317 facilitated by Elly Vandegrift, SLP

We look forward to seeing you there!
Elly and Julie