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.


SLP Mission Statement

15th 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 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


Fall Journal Club

12th September 2014 at 11:53 am

The Science Literacy Teaching Journal Club continues in 2014-15 for its fifth year with two distinct offerings described below. The journal club is a cooperative effort of the Teaching Effectiveness Program and the Science Literacy Program. Meetings feature lively, structured discussions across discipline and rank with occasional small-scale teaching experiments. Participants from all disciplines are invited to join the whole series or stop by for a specific conversation. All sessions will be held in 317 LISB (Lewis Integrated Sciences Building).

For the first week of the term, we will discuss the same article at both our Thursday (10/2) and Friday (10/3) meetings.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–5. doi:10.1073/pnas.1319030111

As well as the response by Carl Wieman.

Wieman, C.E. (2014) Large-scale comparison of science teaching methods sends clear message. PNAS 111(23):8319-8320. dio:10.1073/pnas.140730411

We will spend time diving into the analysis that the authors present.  Please try to bring a copy (either electronic or paper) with you to the journal club.

  • 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

For the remainder of the term we will have different themes on Thursdays and Fridays.

Thursday 9am sessions will focus on classroom level assessment techniques used to determine how well our students are learning. We will use a new book Assessment in the College Science Classroom (Dirks, Wenderoth & Withers, 2014), part of the Scientific Teaching series, as a basis for our discussions. The book can be purchased from several online retailers. These sessions are designed for participants who have familiarity with active learning and want to explore assessment more deeply.

Friday 12 noon sessions will focus on practical teaching techniques that can be applied in the classroom. Discussions will also include pedagogical theory as we read and explore science education literature. These sessions are designed for new or returning participants who want to hone their teaching techniques. Participants are encouraged to bring lunch.