Fall 2014 Teaching Journal Club

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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).

Thursday 9am sessions will focus on classroom level assessment techniques used to determine how well our students are learning. We will use a new bookAssessment 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 12noon 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.

  • 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


Week 1 –  October 2 and 3

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.

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Week 2 – October 9 and 10

For Thursday, we will read the Preface (pgs xi-xvi) and Chapter 1 Using Assessment for Effective Instructional Design (pgs 3-13). Bring copies of the learning outcomes from any syllabus that you have either developed or class you have taken.

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.
Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
Available from: http://advan.physiology.org/content/ajpadvan/24/1/51

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Week 3 – October 16 and 17

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

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Week 4 – October 23 and 24

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.

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

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Week 5 – October 30 and 31

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

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Week 6 – November 6 and 7

For Thursday we will read Chapter 4 – Formative Assessment – Assessment for Learning 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 and discuss the following journal article about using technology in the classroom.

Schuenemann, K. & Wagner, R. (2014). Using Student-Generated Blogs to Create a Global Perspective on Climate Change. Journal of Geoscience Education. 62, 364-373.
Available from:
http://nagt-jge.org/doi/pdf/10.5408/13-065.1

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Week 7 – November 13 and 14

For Thursday we will read Chapter 5 – Assessing Higher-Order Cognitive Skills with Multiple-Choice Questions from: Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company.

Friday at 12noon we will meet inside the main entrance of the Jordan Schnitzer Museum of Art (http://jsma.uoregon.edu/). During our visit we will experience ways to incorporate educational resources of our fantastic art museum into science courses with Jody Seasonwein as our host and guide. Journal club attendees will not be allowed to have food or bags in the study room, so please plan to leave your personal belongings in your office or use a locker inside the museum. To prepare for our visit, we will read the following two articles.

Uffelman, E. S. (2007). Teaching Science in Art. Journal of Chemical Education, 84(10), 1617-1624. http://dx.doi.org/10.1021/ed084p1617

Dale, D. a., & Bailey, B. L. (2003). Physics in the Art Museum. The Physics Teacher, 41(2), 82-83. http://dx.doi.org/10.1119/1.1542042

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Week 8 – November 20 and 21

For Thursday we will read Chapter 6 – Preparing Students for Assessment 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 about diversity.
Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science332 (6034), 1213-6.http://dx.doi.org/10.1126/science.1204820

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Week 9 – November 27 and 28

There is no Journal Club meeting this week due to the holiday.

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Week 10 – December 4 and 5

For Thursday we will read Chapter 7 – Assessing the Effectiveness of Teaching Innovations 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 Chapter 6 – Preparing Students for Assessment from:
Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom.New York, NY: W.H. Freeman and Company.
Please email us for a pdf copy of this chapter.

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