Four UO Faculty Participate in Summer Academy

22nd July 2014 at 8:15 pm

Four UO representatives participated in the West Coast National Academies Summer Institute on Undergraduate Education at University of California, Riverside in June. 

Throughout the National Academies Summer Institute, they focused on applying research on how people learn to develop and create undergraduate science classroom activities. Following the completion of the program Michelle Wood (Professor of Biology), Ann Petersen (Postdoctoral Research Associate in the Institute of Ecological and Evolution) and Elizabeth “Tish” Toomey Wiles (Postdoctoral Research Associate in the Institute of Molecular Biology) have been named National Academies Education Fellows in the Life Sciences for 2014-15 and Eleanor “Elly” Vandegrift (Associate Director of the Science Literacy Program and Senior Instructor of Biology) has been named a National Academies Education Mentor in the Life Sciences for 2014-15.

The program included work in several areas that have been discussed in the Science Literacy Teaching Journal Club including: active learning, backward design, assessments, and flipped classes. To learn more about these topics, see our Active Learning Glossary and Bibliography by Topic web pages.

More information about the Summer Institute is available from UCR Today.


Congratulations to SLP UO Graduates

18th June 2014 at 1:35 pm

While the weather may have been damp, their spirits were not. The Science Literacy Program would like to congratulate the 13 graduating former Undergraduate SLP Scholars. Between them, they have earned 18 majors and 10 minors.

  • Chad Adamson-Nix
  • Ryan Boileau
  • William Campodonico-Burnett
  • Matthew Coury
  • Adrian Fraser
  • Brooklyn Gose
  • Robert Lyle McPherson
  • Michael Montgomery
  • Daniel Mulkey
  • Calvin Summers
  • Matthew Tanner
  • Sophia Tarzaban
  • Rebecka Tumblin

Teaching Journal Club welcomes Kelly Miller from Harvard

19th May 2014 at 11:52 pm

In Week 8 of our Spring 2014 Teaching Journal Club, we are pleased to welcome Kelly Miller, graduate student in Eric Mazur’s group at Harvard University, who will lead us through a couple of demos and talk about her research around how demos can be used to support student learning.

To see some of Kelly’s work please read:
Miller, K. 2013. Use Demonstrations to Teach, Not Just Entertain. Physics Teacher 51:570-571. http://bit.ly/slp_Miller_2013.

Please read and be ready to discuss this paper which was the inspiration for the work she will be discussing:
Roth, W-M, CM McRobbie, KB Lucas, S. Boutonne. 1997. Why may students fail to learn from demonstrations? A social perspective on learning physics. Journal of Research in Science Teaching 34(5): 509-533. http://bit.ly/slp_Roth_1997

As always, we will have two sessions to choose from:

  • Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP
  • Friday 2:00pm in LISB 317 facilitated by Elly Vandegrift, SLP

We hope to see you there!
Elly and Julie


Lecture and Reception with Eric Mazur

9th May 2014 at 6:19 pm

Why you can pass tests and still fail in the real world?

The University of Oregon will be one of the national tour stops for Eric Mazur, the Balkanski Professor of Physics and Applied Physics at Harvard University.

Join us after the lecture for a reception and opportunity to further explore student engagement and assessment.

Date: Wednesday, May 14, 2014
Lecture Location: Willamette Hall Room 100
Lecture Time: 4:00 – 5:20pm with refreshments in the Willamette Hall Atrium at 3:40

Reception Location: Willamette Hall Room 240D (Oregon Center for Optics Conference Room)
Reception time:  5:30-6:30pm
RSVP for the reception is requested, but not required.

Abstract: Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Unless we rethink our approach to assessment, it will be very difficult to produce a meaningful change in education.

We have read several articles from the Mazur group in our journal club which are available on the bibliography page of our website (see Mazur 1996, Crouch and Mazur 2001, and Crouch et al. 2004).