SLP Mission Statement

4th January 2015 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 Winter 2015 – Week 9

2nd March 2015 at 10:11 pm

For Thursday, we will explore how active learning can support creating an inclusive learning environment.

Eddy, S. L., & Hogan, K. A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Cell Biology Education, 13(3), 453–468. doi:10.1187/cbe.14-03-0050
http://www.lifescied.org/content/13/3/453.full.pdf+html

For Friday, we’ll read some practical strategies for increasing active learning.

Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE Life Sciences Education,12(3), 322–331. doi:10.1187/cbe.13-06-0115
http://www.lifescied.org/content/12/3/322.full.pdf+html

– 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!
Julie and Elly


SLP Course Featured in Oregon Quarterly

2nd March 2015 at 3:19 pm

The Spring 2015 issue of Oregon Quarterly features one of our Spring 2014 courses, Bread 101. This interdisciplinary course was team-taught by Judith Eisen, Karen Guillemin, Miriam Deutsch, Jennifer Burns Bright, and Elly Vandegrift and focused on the biology, chemistry, physics, history, culture, and politics of wheat and bread.

More information about SLP’s Bread 101 course is available on our website.


Journal Club Winter 2015 – Week 8

23rd February 2015 at 3:49 pm

For Thursday, we will read Chapter 1 “Understanding Action Research” from:
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., New Jersey.

A PDF will be sent to our regular attendees. If you would like to attend and need the reading, contact Heather Borland.

For Friday, we will explore how active learning can support creating an inclusive learning environment.

Eddy, S. L., & Hogan, K. A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Cell Biology Education, 13(3), 453–468. doi:10.1187/cbe.14-03-0050
http://www.lifescied.org/content/13/3/453.full.pdf+html

– 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!
Julie and Elly


Journal Club Winter 2015 – Week 7

16th February 2015 at 5:23 pm

For Thursday, our focus will be on the development of the qualitative methods used to address the research question. While reading the article below, please pay particular attention to those aspects of the paper.

Lukes, L. a., & McConnell, D. a. (2014). What Motivates Introductory Geology Students to Study for an Exam?Journal of Geoscience Education, 62, 725–735. doi:10.5408/13-110.1
http://nagt-jge.org/doi/pdf/10.5408/13-110.1

For Friday, we will read two papers exploring ways to implement demos in the classroom.

Miller, S. (2014). Modeling the Nature of Science with the Mystery Tube. The Physics Teacher, 52, 548–551. doi:10.1119/1.4902200
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902200

Mylott, E., Dunlap, J., Lampert, L., & Widenhorn, R. (2014). Kinesthetic Activities for the Classroom. The Physics Teacher, 52(9).
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902193

– Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP
– Friday 12:00pm in LISB 317 facilitated by Amanda Lyche and Eric Nummendal Undergraduate SLP Scholars

We look forward to seeing you there!
Julie, Amanda, and Eric