Science Literacy Teaching Journal Club Bibliography by Topic

You can also see our full bibliography listed alphabetically by first author or start with selected articles to explore science education literature.

Click on the topic name to jump to the citations for that section.

Academic Integrity

University of Oregon. (2013). Academic Integrity. Retrieved November 7, 2013, from
Fall 2013 – Week 6

University of Oregon. (2013). Professor Peter O’Day Celebrates Unfettered, Curiosity-Driven Vision. Retrieved November 7, 2013, from
Fall 2013 – Week 6

University of Oregon. (2013). Tips for Assignment, Exam Design. Retrieved November 7, 2013, from
Fall 2013 – Week 6

University of Oregon. (2013). Tips for Maintaining Your Academic Integrity. Retrieved November 7, 2013, from
Fall 2013 – Week 6

University of Oregon. (2013). UO Conduct Review Process. Retrieved November 7, 2013, from
Fall 2013 – Week 6

Back to Top

Active Learning

Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 1-19.

Black, K.A., (1993). What to Do When You Stop Lecturing: Become a Guide and a Resource. J. Chem. Educ. 70(2), 140-144.
Winter 2013 – Week 2

DeHann, R.L. (2009). Teaching creativity and inventive problem solving in science. CBE Life Sci Educ , 8(3), 172-181.
Fall 2010 – Week 5

Deslauriers, L., Schelew, E., Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031) 862-864.
Fall 2012 – Week 2

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.
Fall 2014 – Week 1

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys., 66(1), 64-74.

Inouye, C. Y., Bae, C. L., & Hayes, K. N. (2017). Using whiteboards to support college students’ learning of complex physiological concepts. Advances in Physiology Education41(3), 478-484.

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education14(1), ar5
Winter 2015 – Week 10

Mazur , E. (1996). Science Lectures: A relic of the past? Physics World, 9, 13-14.
Winter 2011 – Week 5     Fall 2011 – Week 5

McClanahan, E.B., McClanahan, L.L. (2002). Active Learning in a Non-Majors Biology Class: Lessons Learned. College Teaching, 50(3) 92-97
Winter 2013 – Week 1

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
Fall 2014 – Week 2

Rowat, A. C., Sinha, N. N., Sörensen, P. M., Campàs, O., Castells, P., Rosenberg, D., … Weitz, D. A. (2014). The kitchen as a physics classroom. Physics Education, 49(5), 512–522. doi:10.1088/0031-9120/49/5/512
Winter 2015 – Week 6

Silverthorn, D. U., (2006) Teaching and learning in the interactive classroom, Adv. Physiol. Educ. 30, 135- 140.
Winter 2012 – Week 1

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagements and cultivate classroom equity. CBE-Life Sciences Education, 12, 322-331.
Fall 2013 – Week 1   Winter 2015 – Week 9

Toto, J., & Booth, K. (2008). Effects and implications of mini-lectures on learning in first-semester general chemistry. Chem. Educ. Res. Pract. 9, 259–266.
Spring 2013 – Week 4    Related Activity:  Spring 2013 – Week 5

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
Fall 2014 – Week 5

Yeung, K. (2014). Making ‘the flip’ work: barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63.

Back to Top


Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1(3), 63-67.
Fall 2014 – Week 3

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.
Winter 2014 – Week 6 – Chapter 5. What Kinds of Practice and Feedback Enhance Learning?

Arthurs, L. Action Research, SoTL, DBER. Retrieved from
Winter 2015 – Week 10

Bensley, A.D. (2010). A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. APS Observer, 23(10).

Center for Teaching, Vanderbilt University (2009). Classroom Assessment techniques (CATS).Vanderbilt Teaching Guides.
Winter 2011 – Week 3

Cottell, P., & Harwood, E. (1998). Do classroom assessment techniques (CATs) improve student learning?. New Directions for Teaching & Learning, 75, 37-46.

Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company
Fall 2014:

  • Week 2 – Preface and Chapter 1 Using Assessment for Effective Instructional Design
  • Week 3 – Chapter 2 Evaluating the Cognitive Levels of Instructional Materials Using an Educational Taxonomy
  • Week 4 and Week 5 – Chapter 3 Summative Assessment
  • Week 6 – Chapter 4 Formative Assessment
  • Week 7 - Chapter 5 Assessing Higher-Order Cognitive Skills with Multiple-Choice Questions
  • Week 8 and Week 10 – Chapter 6 Preparing Students for Assessment
  • Week 10 – Chapter 7 Assessing the Effectiveness of Teaching Innovations

Dufresne, R. J., Leonard, W. J., & Gerace, W. J. (2002). Making sense of students’ answers to multiple-choice questions. The Physics Teacher, 40(3), 174-180.
Winter 2011 – Week 9

Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA, National Science Teachers Association Press.
Winter 2011 – Week 4

Joe, J.N., Harmes, J.C., & Barry, C.L. (2008). General education outcomes assessment within the arts and humanities: A qualitative approach to developing objectives. The Journal of General Education, 57(3), 131-151.
Fall 2010 — Week 6    Fall 2011 – Week 2    Winter 2012 – Week 2

Karpicke, J. D., Roediger, H. L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968.

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
Winter 2015 – Week 7

McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning. Journal of the Scholarship of Teaching and Learning, 12 (1), 1-7.
Winter 2015 – Week 10

Mills, G. E. (2000). Chapter 1 Understanding Action Research in Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
Winter 2015 – Week 8

National Research Council (2001) Knowing what students know: The science and design of educational assessment.  Committee on the Foundations of Assessment. Pelligrino, J., Chudowsky, N., & Glaser, R., Ed. Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC, National Academy Press.
Winter 2011 – Week 3

Sadler, P.M., Good, E. (2006) The Impact of Self- and Peer-Grading on Student Learning.Educational Assessment, 11(1), 1-31.

Schinske, J.N. (2011). Taming the testing/grading cycle in lecture classes centered around open-ended assessment. Journal of College Science Teaching, 40(4), 46-52.

Slater, S. J., Slater, T. F., & Bailey, J. M. (2010). Discipline-Based Education Research: A Scientist’s Guide. WH Freeman.

Winter 2015

  • Week 1 – Preface, Chapter 1: How to Use This Book, and Appendix C: Research Involving Human Subjects
  • Week 3 and Week 4 – Chapter 4: Quantitative Methods
  • Week 6 – Chapter 5: Qualitative and Interpretive Methods Revealing Understanding

Teaching Effectiveness Program, University of Oregon (2009) Writing Multiple-Choice Questions that Demand Critical Thinking. Teaching and Learning Center
Winter 2011 – Week 9

Weimer, M. (2012). End-of-course evaluations: making sense of student comments. Faculty Focus Blog.
Fall 2013 – Week 10

Worthen, B.R., Sanders, J.R. & Fitzpatrick, J.L. (1996). Program Evaluation: Alternative  Approaches and Practical Guidelines, 2nd Edition, New York, Longman Inc., pg. 81-96.

Zimmaro, D.M. (2004). Writing Good Multiple-Choice Exams. Workshop handout. Measurement and Evaluation Center. University of Texas at Austin.
Winter 2011 – Week 9

Back to Top

Backward Design

Allen, D., & Tanner, K. (2007). Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design. CBE Life Sci Educ6(2), 85-89.
Fall 2010 – Week 4    Fall 2011 – Week 3    Winter 2012 – Week 3

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY. and

Winter 2013:

Back to Top

Case Studies and Role Playing Games

Herreid, C.F. (Ed.). (2007). Start with a Story: The Case Study Method of Teaching College Science. Arlington, VA: NSTA Press.
Spring 2014 – Week 3

There are several national clearinghouses for case studies that have been developed and tested by science faculty.

In Spring 2015 – Week 8, we ran a role playing game.
In the GMO role playing game debate, you will each have a role and take a side on the issue. Roles will be assigned by the first letter of your last name—see below. Read the appropriate short articles for your role and come prepared to discuss your side of the issue.

Molecular Biologists (Last name A-B)
Fedoroff, N.V. 2011 August 18. Engineering Food for All. New York Times.

Casassus, B. 2013 November 29. Study Linking Genetically Modified Corn to Rat Tumors is Retracted. Scientific American.

Corporate Officials (Last name C-D)
Fraley, R.T. 2013 December 30. The Future of Agriculture Requires Dialogue. Huffington Post.

Fraley, R.T. 2014 May 6. To Deal With Climate Change, We Need Agricultural Innovation – Now. Huffington Post.

Economists  (Last name E-J)
Fields of Beaten Gold. 2013 December 7. The Economist

Monsanto: the parable of the sower. 2009 November 19. The Economist

Farmers  (Last name K-P)
Royte, E. 2013 December 6. The Post-GMO Economy. The Modern Farmer.

This Farmer’s Perspective on GMOs. 2011 November 19. Son of a Farmer Blog.

Ecologists & Conservationists  (Last name Q-S)

Achitoff, P. 2014 March 5. GMOs in Kauai: Not Just Another Day in Paradise. Huffington Post.

Benbrook, C.M. 2012. Impacts of genetically engineered crops on pesticide use in the U.S. – the first sixteen years. Environmental Sciences Europe 24:24. (Just read the synopsis that comes up, not the full pdf.)

Genetic Engineering Risks and Impacts. Union of Concerned Scientists.

Public Interest Groups & Activists (Last name T-Z)

Tran, M. 2013 February 25. Vandana Shiva: ‘Seeds must be in the hands of farmers’. The Guardian.

Ho, M.W. 2014 February 4. GMO labeling: the tide is turning. Ecologist.

Back to Top


Beatty, I.D., Gerace, W.J., Leonard, W.J., & Dufresne, R.J. (2006). Designing effective questions for classroom response system teaching, Am. J. Phys., 7431.
Fall 2011 – Week 8

Carl Wieman Science Education Initiative at the University of British Columbia. (2009). Clicker Resource Guide – An Instructors Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching. Retrieved from
Fall 2013 – Week 3

Milner-Bolotin, M., Antimirova, T., & Petrov, A. (2010). Clickers Beyond the First-Year Science Classroom. Journal of College Science Teaching, 40(2), 14-18.
Spring 2011 – Week 3

Newbury, P., & Heiner, C. (2012). Ready, Set, React:  Getting the most out of peer instruction using clickers. Retrieved from
Fall 2013 – Week 3

Sevian, H. & Robinson, W.E. (2011). Clickers promote learning in all kinds of classes–small and large, graduate and undergraduate, lecture and lab. Journal of College Science Teaching, 40(3), 14-18.
Spring 2011 – Week 3

Back to Top



Quillin, K., & Thomas, S. (2015). Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. CBE-Life Sciences Education, 14(1), es2.
Spring 2015 – Week 3

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from
Fall 2013 – Week 7

Tran, L.U., & Halversen, C. (2010). Helping Young Scientists Learn and Practice Public Engagement.  ASTC Dimensions, November/December 2010: 18-19. Available from here.
Fall 2013 – Week 7

Back to Top

Critical Thinking

Hicks, J. (2013). Bridging activities: Concrete to abstract. The Physics Teacher, 51(4), 252.
Spring 2013 – Week 8

Potts, B. (1994). Strategies for Teaching Critical Thinking. Practical Assessment, Research & Evaluation, 4(3).

Roberts, J.C., & Roberts, K.A. (2008). Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep learning in Sociology Courses. Teaching Sociology36, 125-140.

Sins, P. H. M.,  Savelsbergh, E. R.,  van Joolingen, W. R., van Hout-Wolters, B. H. A. M. (2009). The Relation between Students’ Epistemological Understanding of Computer Models and Their Cognitive Processing on a Modeling Task. International Journal of Science Education 31(9), 1205-1229.
Spring 2011 – Week 7

Stein, B et. al, (2007). Assessing Critical Thinking in STEM and Beyond, In Iskander, M. (ed.),Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education, p. 79-82. Springer.
Winter 2011 – Week 3

Back to Top


Braddock, M., &  Bucat, R. (2008). Effectiveness of a Classroom Chemistry Demonstration Using the Cognitive Conflict Strategy. International Journal of Science Education, 30 (8), 1115-1128.
Spring 2014 – Week 7

Miller, K. (2013). Use Demonstrations to Teach, Not Just Entertain. Physics Teacher 51, 570-571.
Spring 2014 – Week 8

Miller, S. (2014). Modeling the Nature of Science with the Mystery Tube. The Physics Teacher, 52, 548–551. doi:10.1119/1.4902200
Winter 2015 – Week 7

Mylott, E., Dunlap, J., Lampert, L., & Widenhorn, R. (2014). Kinesthetic Activities for the Classroom. The Physics Teacher, 52(9).
Winter 2015 – Week 7

O’Dowd, D.K., Aguilar-Roca, N. (2009). Garage Demos: Using Physical Models t0 Illustrate Dynamic Aspects of Microscopic Biological Processes. CBE Life Sciences Education, 8, 118-122.
Spring 2011 – Week 5    Spring 2013 – Week 8

Roth, W.-M., McRobbie, C. J., Lucas, K. B. and Boutonné, S. (1997), Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. J. Res. Sci. Teach., 34, 509–533.
Spring 2014 – Week 8

Sharma, M.D., Johnston, I.D., Johnston, H., Varvell, K., Robertston, G., Hopkins, A., Stewart, C., Cooper, I., & Thorton, R. (2010). Use of interactive lecture demonstrations: A ten year study.Phys Rev ST Physics Ed. Research, 6(020119), 1-9.
Winter 2011 – Week 1

Sokoloff, D.R. & Thornton, R.K. (1997). Using Interactive Lecture Demonstrations to Create an Active Learning Environment. The Physics Teacher35(6), 340-347.
Winter 2011 – Week 1

Back to Top

Diversity, Equity, and Inclusive Teaching

Aguilar, L., Walton, G., and Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67 (5), 43-49.
Winter 2015 – Week 5

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.
Winter 2014

Asai, DJ and C Bauerle.  (2016). From HHMI: Doubling Down on Diversity   CBE Life Sci Educ 15:fe6.

Bartlett, T. (2017). Can we really measure implicit bias? Maybe not. The Chronicle of Higher Education. :

Berrett, D. (Sept. 21, 2015). The Unwritten Rules of College. Chronicle of Higher Education Rules-of/233245

Cooper, KM and SE Brownell.  (2016) Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students.  CBE Life Sci Educ 15:ar37 1-19.

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom. CBE-Life Sciences Education16(1), ar8.

Delparte, D. M., Richardson, R., Eitel, K., Matsaw, S., & Cohn, T. (2016). Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization and Reconceptualizing Spatial Thinking Skills. International Journal of Learning, Teaching and Educational Research, 15(5).

Eddy, S. L., S. E. Brownell, P. Thummaphan, M.-C. Lan, and M. P. Wenderoth (2015).  Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions. CBE-Life Sciences Education14(4), 11 – 17.

Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms. CBE-Life Sciences Education, 13(3), 478-492.
Spring 2015 – Week 5

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
Winter 2015 – Week 8    Winter 2015 – Week 9

Frisby, C. L., & Jimerson, S. R. (2016). Understanding immigrants, schooling, and school psychology: Contemporary science and practice. School psychology quarterly31(2), 141.

Goeden, T. J., Kurtz, M. J., Quitadamo, I. J., & Thomas, C. (2015). Community-based inquiry in allied health biochemistry promotes equity by improving critical thinking for women and showing promise for increasing content gains for ethnic minority students. Journal of Chemical Education92(5), 788-796.

Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review, 94(4), 945-967.

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.
Fall 2014 – Week 8

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY. and
Winter 2013 – Week 7 – Ch 4 Diversity

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375.

Haynes, DM (2014) Always the Exception: Women and Women of Color Scientists in Historical Perspective. AAC&U Peer Review 16(2).

Jackson, MC, G Galvez, I Landa, P Buonora, and D B Thoman.  (2016). Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit CBE Life Sci Educ 15:ar42 1-12.

Killpack, TL and LC Melón. (2016). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?  CBE Life Sci Educ 15:es3

Lewis, KL, JG Stout, SJ Pollock, ND Finkelstein, and TA Ito. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research 12(2):020110-1-6.

Magee, Rhonda V. “The Way of ColorInsight: Understanding Race and Law Effectively Through Mindfulness-Based ColorInsight Practices.” Forthcoming in The Georgetown Law Journal of Modern Critical Race Perspectives, Spring 2016.

Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010, November 26). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234 –1237. doi:10.1126/science.1195996

Moss-Racusin, C. et al., (2012). Science faculty’s subtle gender biases favor male students. PNAS,  109(41), 16474-16479.
Fall 2012 – Week 4

Pollack, E. (2013). Can You Spot The Real Outlier: Why Are There Still So Few Women in Science? New York Times Magazine. October 6, 2013, (MM31)
Fall 2013 – Week 2

Rumbarger, L. (2016). Inclusive Teaching: Part One of Highlights from TEP’s ‘Belonging’ Series.

Russakoff, D. (2017 January 25). ‘The only way we can fight back is to excel': Undocumented college students face an uncertain future under the Trump administration. New York Times Magazine. Retrieved from

Schinske, JN, H Perkins, A Snyder, and M Wyer.  (2016). Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class.  CBE Life Sci Educ 15:ar47 1-18.

Valantine, H.A. (2016). How to fix the many hurdles that stand in female scientists’ way: Women face discrimination of many kinds. We need culture change. Scientific American December.

Winkelmes, Mary-Ann. (2016). Checklist for Designing a Transparent Assignment. Transparency in Teaching and Learning.

Winkelmes, Mary-Ann. (2013). Transparent Assignment Template. Transparency in Teaching and Learning.

Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 18(1/2), 31.

Back to Top



Smith, K. C. (2014). Ethics Is Not Rocket Science: How to Have Ethical Discussions in Your Science Class. Journal of microbiology & biology education15(2), 202.
Week 2015 – Week 8

Walton, K. L. (2014). Using a Popular Science Nonfiction Book to Introduce Biomedical Research Ethics in a Biology Majors Course. Journal of microbiology & biology education15(2), 240.
Fall 2015 – Week 8

Back to Top


Field Trips

Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums.Science Education, 91(1), 75-95.
Winter 2015 – Week 4

Chesebrough, D.E. (2014) University-Science Center Partnering in Ohio.
(December 15, 2014).
Winter 2015 – Week 4

Dale, D. a., & Bailey, B. L. (2003). Physics in the Art Museum. The Physics Teacher, 41(2), 82-83.
Fall 2014 – Week 7

Uffelman, E. S. (2007). Teaching Science in Art. Journal of Chemical Education, 84(10), 1617-1624.
Fall 2014 – Week 7

Back to Top

Large Class Teaching

Fall 2016: 

Week 1 – Wood, W. B., & Tanner, K. D. (2012). The role of the lecturer as tutor: doing what effective tutors do in a large lecture class. CBE-Life Sciences Education11(1), 3-9.

Week 2 – Winstone, N., & Millward, L. (2012). Reframing Perceptions of the Lecture from Challenges to Opportunities: Embedding Active Learning and Formative Assessment into the Teaching of Large Classes. Psychology Teaching Review18(2), 31-41.

Week 3 – Broeckelman-Post, M., Johnson, A., & Schwebach, J. R. (2016). Calling on Students Using Notecards: Engagement and Countering Communication Anxiety in Large Lecture. Journal of College Science Teaching, 45(5), 27.

Week 4 – Russell, J. E., Van Horne, S., Ward, A. S., III, E. A. B., Sipola, M., Colombo, M., & Rocheford, M. K. (2016). Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course. Journal of Geoscience Education, 64(1), 37-51.

Week 5 – Keeler, J.M., Koretsky, M.D. (2016). Surprises in the Muddy Waters of High-Enrollment Courses Jessie M. Keeler and Milo D. Koretsky* J. Chem. Educ., DOI: 10.1021/acs.jchemed.6b00372

Week 6 - Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. arXiv preprint arXiv:1603.03686.  

Week 7 – Slepkov, A. D., Vreugdenhil, A. J., & Shiell, R. C. (2016). Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format. Journal of Chemical Education

Week 8 – Mynlieff, M., Manogaran, A. L., Maurice, M. S., & Eddinger, T. J. (2014). Writing assignments with a metacognitive component enhance learning in a large introductory biology course. CBE-Life Sciences Education, 13(2), 311-321.

Back to Top

Learning and Metacognition

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.

Winter 2014

  • Week 1 – Introduction
  • Week 2  – Chapter 1: How Does Students’ Prior Knowledge Affect Their Learning?
  • Week 3 – Chapter 2: How Does the Way Students Organize their Knowledge Affect Their Learning?
  • Week 4 – Chapter 3: What Factors Motivate Students to Learn
  • Week 5 – Chapter 4: How Do Students Develop Mastery?
  • Week 8  and Week 9 – Chapter 6: Why Do Student Development and Course Climate Matter for Student Learning
  • Week 10 – Chapter 7: How do students become self-directed learners?

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: the science of successful learning. Harvard University Press.

Winter 2016

  • Week 1 – Chapter 1: Learning is Misunderstood
  • Week 2 - Chapter 2: To Learn, Retrieve
  • Week 3 - Chapter 3: Mix Up Your Practice
  • Week 4 – Chapter 4: Embrace Difficulties

Casselman, B. L., & Atwood, C. H. (2017). Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training. Journal of Chemical Education

Cook, E., Kennedy, E., & McGuire, S.Y. (2013). Effect of teaching meta-cognitive learning strategies on performance in general chemistry courses. Journal of Chemical Education, 90, 961-967. Available from
Fall 2013 – Week 5

Hora, M.T. & Oleson, A.K. (2017). Examining study habits in undergraduate STEM courses from a situative perspective. International Journal of STEM Education, 4 (1), 1-19.

Series, Archives–SemiotiX New. “Conceptual Modeling in physics, mathematics and cognitive science.”

Tanner, K. D. (2012). Promoting student metacognition. CBE Life Sciences Education, 11(2), 113-20.
Winter 2015 – Week 1

Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013). Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?. Journal of Educational Psychology105(2), 266.
Winter 2016 – Week 5


Back to Top

National Reports

AAAS (2009) Vision and Change A Call to Action, AAAS, Washington, DC

President’s Council of Advisors on Science and Technology (2012). Report to the President: Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, Washington, DC: Executive Office of the President.
Fall 2012 – Week 7    Fall 2012 – Week 10

Back to Top

Peer Instruction

Beichner, R. (2008). The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate Programs. Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education Workshop 2, Oct 13-14, Washington (DC).
Spring 2011 – Week 1

Beichner, R.J., & Saul, J.M. (2004). Introduction to the SCALE-UP (Student-Center Activities for Large Enrollment Undergraduate Programs) Project. In: Elzer B., editor. Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education. Washington (DC), AAAS Publication Services, pgs. 61-66.
Spring 2011 – Week 1

Beichner, R.J., Saul, J.M., Abbott D.S., Morse, J.J., Deardorff ,D.L., Allain, R.J., Bonham, S.W., Dancy, M.H., & Risley, J.S. (2007). The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project. Research-Based Reform of University Physics, pp 1-42.
Spring 2011 – Week 2

Burke, K.A.,  Greenbowe, T.J., & Hand, B.M. (2006). Implementing the Science Writing Heurisitc in the Chemistry Laboratory. Journal of Chemical Education, 83(7), 1032-1038.
Spring 2014 – Week 1

Crouch , C.H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. Am. J. Phys., 69, 970-977.
Winter 2011 – Week 5    Fall 2011 – Week 5

Crouch, C.H., Fagen, A.P., Callan J.P., Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? Am. J. Phys., 72(6), 835-838.
Spring 2011 – Week 5

Croxall, B. (2010). Reflections on Teaching with Social Media, The Chronicle of Higher Education3(5), 67-74.
Spring 2011 – Week 4

Davis, B.G. (2009). The Comprehensive Course Syllabus. Tools for Teaching Chapter 2, John Wiley & Sons, San Francisco CA, (2) 21-36. for teaching syllabus.pdf
Winter 2012 – Week 4

Davis, B.G., (1993). Encouraging Student participation in Discussion. Chapter from Tools for Teaching. Jossey-Bass, San Francisco.
Fall 2011 – Week 4

Farrell, J.J., Moog, R.S., Spencer, J.N. (1999). A Guided-Inquiry General Chemistry Course. J. Chem. Educ.76 (4), 570.
Spring 2013 – Week 2    Related Activity  Spring 2013 – Week 3

Gaffney, J.D.H., Richards, E., Kustusch, M.B., Ding, L., & Beichner, R.J. (2008). Scaling Up Education Reform. Journal of College Science Teaching. 37(5), 48-53.
Spring 2011 – Week 2

Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning.CBE Life Sci Educ 8(3), 182-192.
Winter 2011 – Week 5

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
Available from:
Fall 2014 – Week 2

Smith, Wood, Adams, Wieman, Knight, Guild, & Su. (2009). Why peer discussion improves student performance on in-class concept questions. Developmental Biology, 331(2), 416.

Yezierski, E.J., Bauer, C.F. Hunnicutt, S.S., Hanson, D.M., Amaral, K.E., Schneider, J.P. (2008). POGIL Implementation in Large Classes: Strategies for Planning, Teaching and Management.American Chemical Society, Washington, DC.
Spring 2013 – Week 2    Related Activity  Spring 2013 – Week 3

Back to Top

Popular Media (Comics, Games, Music, and Theater)

Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Baker, D., Popović, Z., & Foldit players. (2010). Predicting protein structures with a multiplayer online game. Nature466(7307), 756–60.
Spring 2014 – Week 9

Crowther, G. (2012). Using Science Songs to Enhance Learning: An Interdisciplinary Approach. CBE Life Sci Educ, 11 (1), 26-30.
Spring 2014 – Week 5 and Spring 2014 – Week 6

Goldsmith ST, Trierwieler AM, Welch SA, Bancroft AM, Von Bargen JM, Carey AE. 2013. Transforming a university tradition into a geoscience teaching and learning opportunity for the university community. Journal of Geoscience Education 61: 280-290. Available from:
Fall 2013 – Week 8

Gutierrez, A. F. (2014). Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology.CBE-Life Sciences Education, 13(1), 76-82.
Spring 2015 – Week 9

Reuss, R. L., & Gardulski, A. F. (2001). An interactive game approach to learning in Historical Geology and Paleontology. Journal of Geoscience Education49(2), 120–129. Retrieved from
Spring 2014 – Week 9

Samide, M. J., & Wilson, A. M. (2014). Games, Games, Games; Playing to Engage with Chemistry Concepts.
Spring 2015 – Week 9

Schwaller, T. (2013) Using comics to increase literacy and assess student learning. The Physics Teacher, 51(2), 122.
Spring 2013 – Week 6    Related Activity:  Spring 2013 – Week 7

Spillane, N.K. (2013). What’s Copenhagen Got To Do With Chemistry? Using a Play to Teach the History and Practice of Science. Journal of Chemical Education, 90(2), 219-223.
Fall 2015 – Week 7

Tatalovic, M. (2009) Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication, 8(4) A02.
Spring 2013 – Week 6    Related Activity:  Spring 2013 – Week 7

Back to Top

Reading and Writing

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.
Fall 2014 – Week 4

Hoskins, S.G. (2010). “But if It’s in the Newspaper, Doesn’t That Mean It’s True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE.  The American Biology Teacher, 72(7), 415-420. Available from:
Fall 2013 – Week 4    Spring 2015 – Week 4

Koffman, B. G., Kreutz, K. J., & Trenbath, K. (2017). Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course. Journal of Geoscience Education65(3), 231-239.

Majetic, C. & Pellegrino, C. (2014). When science and information literacy meet: an approach to exploring the sources of science news with non-science majors.College Teaching, 62(3), 107-112. Thanks to the authors we have access to an online version
Fall 2015 – Week 5

Rundle, R.L. (2005, October 6). Study links produce prices to obesity. The Wall Street Journal.
Fall 2013 – Week 4    Spring 2015 – Week 4

Back to Top

Science Communication

Lucy Mercer-Mapstone & Louise Kuchel (2015): Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education, International Journal of Science Education, Part B, DOI: 10.1080/21548455.2015.1113573.

Olson, R. (2015). “Houston, We Have a Narrative: Why Science Needs a Story” University of Chicago Press, Chicago and London.

Quillin, K., & Thomas, S. (2015). Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. CBE-Life Sciences Education, 14(1), es2.
Spring 2015 – Week 3

Peter H. Gleick, ‘Thing Explainer’ – A Review of Randall Munroe’s New Book (Using the Ten Hundred Most Common Words), HuffPost Book Blog, Nov. 25, 2015.—a-revie_b_8650772.html

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from
Fall 2013 – Week 7

Tran, L.U., & Halversen, C. (2010). Helping Young Scientists Learn and Practice Public Engagement.  ASTC Dimensions, November/December 2010: 18-19. Available from here.
Fall 2013 – Week 7

Back to Top




Science Literacy

Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science.Science Education95(3), 518-542.
Fall 2015 – Week 4 

Brickman, P.,  Gormally, C., Francom, G., Jardeleza, S.E., Schutte,V.G.W., Jordan, C., & Kanizay, L. (2102). Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims. The American Biology Teacher74(6), 374-379.
Fall 2015 – Week 6

Clough, M. P. (Sept. 29, 2010). The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education. Science and Education

Dermott, L.C., Rosenquist, M.L. and van Zee, E.H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503-513.
Spring 2011 – Week 7

Flener-Lovitt, C. (2014). Using the Socioscientific Context of Climate Change To Teach Chemical Content and the Nature of Science. Journal of Chemical Education91(10), 1587-1593.
Fall 2015 – Week 3

Holbrook, J., Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4(3), 275-288.
Spring 2013 – Week 1

Karenann J. & Wander M.C.F. (2012). Science Literacy, Critical Thinking, and Scientific Literature: Guidelines for Evaluating Scientific Literature in the Classroom. Journal of Geoscience Education, 60(2), 100-105.
Fall 2012 – Week 5

Karsai, I., & Kampis, G. (2010). The Crossroads between Biology and Mathematics: The Scientific Method as the Basics of Scientific Literacy. BioScience 60(8), 632-638.
Fall 2010 — Week 7

Lenz, L., & Willcox, M.K., (2012). Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students. The American Biology Teacher, 74(8), 551-556.
Fall 2012 – Week 3

Parthasarathy, R. (2012). Cars and Kinetic Energy—Some Simple Physics with Real-World Relevance. The Physics Teacher, 50(7), 395-397.

Pew Research Center. (2013). Public’s Knowledge of Science and Technology. Pew Research Center for the People and the Press. Science knowledge Release.pdf
Fall 2013 – Week 1

Rowe, M. P., Gillespie, B. M., Harris, K. R., Koether, S. D., Shannon, L. J. Y., & Rose, L. A. (2015). Redesigning a General Education Science Course to Promote Critical Thinking. CBE-Life Sciences Education14(3).
Fall 2015 – Week 1

Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) instrument with university students. The American Biology Teacher69(6), 332-335.
Fall 2015 – Week 2

Stein, B., & Haynes, A. (2011). Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test. Change: the magazine of higher learning43(2), 44-49.
Fall 2015 – Week 2

Back to Top

Scientific Teaching

Allen, D. & Tanner, K. (2005). From a scholarly approach to teaching to the scholarship of teaching. Cell Biol Educ 4(1), 1-6.
Fall 2010 – Week 8    Fall 2011 – Week 1

Handelsman, J., Ebert-May, D., Beicher, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., & Wood, W.B. Scientific Teaching. Science, New Series, 304(5670) 521-522

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY.

Winter 2013:

Weiman C. (2007). Why Not Try a Scientific Approach to Teaching Science. Change Magazine, September/December, 9-15.
Fall 2010 – Week 2    Fall 2011 – Week 1    Fall 2012 Week 1

Back to Top

Service Learning

Donaghy, K.J. & Saxton, K.J. (2012). Service Learning Track in General Chemistry:  Giving Students a Choice. J. Chem. Educ. 89(11) 1378-83.
Fall 2012 Week 6

Etkina, E. & Van Heuvelen, A. (2007). Investigative Science Learning Environment – A Science Process Approach to Learning Physics in E. F. Redish and P. Cooney, (Eds.) Research Based Reform of University Physics. American Association of Physics Teachers, College Park, MD, pgs. 1-48.
Winter 2011 – Week 7

Back to Top

Syllabus, Class Set-up, and Evaluations

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.
Winter 2014 – Week 6 – Chapter 5. What Kinds of Practice and Feedback Enhance Learning?

Cooper, G. (2013). Using multiple course evaluations to engage and empower your students and yourself. Faculty Focus Blog. Available from:
Fall 2013 – Week 10

Lang, S. (2011). Tips for using student evaluations to assess teaching effectiveness. IUPUI Center fro Teaching and Learning. Available from:
Fall 2013 – Week 10

Ludwig M., Bentz A., & Fynewever H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching 40(4), 20-23.

Lunde, J.P., (2012). 101 Things You Can Do in the First Three Weeks of Class. University of Nebraska-Lincoln, Office of Graduate Studies.
Fall 2012 Week 1

Overall, J.U., Marsh, H.W. (1979). Midterm Feedback From Students: Its Relationship to Instructional Improvement and Students’ Cognitive and Affective Outcomes. Journal of Educational Psychology71(6), 856-865.
Fall 2011 – Week 10

Pacansky-Brock, M. (2011) Time for an Extreme Syllabus Makeover? Teaching Without Walls: Life Beyond the Lecture
Fall 2011 – Week 4

Palmer, P.J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass Publishers, San Francisco, Chapter 5, pg. 115-140.
Fall 2010 – Week 10

Shadow, L. and M. Weimer. 2015. A new twist on end-of-semester evaluations. Faculty Focus Blog.  23 November 2015.
Fall 2015 — Week 10

Singham, M. (2007). Death to the Syllabus! Liberal Education, Association of American Colleges and Universities Publications, Fall 2007.
Fall 2011 – Week 4    Winter 2012 – Week 4

Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education, 9(3), 159-164.

Weimer, M. (2011). What Does Your Syllabus Say About You and Your Course? Faculty FocusHigher Ed Teaching Strategies
Fall 2011 – Week 4    Winter 2012 – Week 4

Weimer, M., Romack, J.R., Ryan, T.E., Culver, T.F., Morse, L.W., Conca, L., Bandeen, H.M., Dolence, D.M., Coffman, S.J. (2010). 11 Strategies for Getting Students to Read What’s Assigned. Faculty Focus: Special Report. Magna Publications Inc. Madison, WI, (1-17).

Weimer, M. 2012. End-of-course evaluations: making sense of student comments.  Faculty Focus Blog.  28 November 2012.
Fall 2015 — Week 10

Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science. CBE-Life Sciences Education, 13(3), 552-569.
Winter 2015 – Week 2

Winstanley, N. 2015. It’s not me, it’s you: Coping with student resistance. Faculty Focus Blog. 9 November 2015.
Fall 2015 — Week 10

Back to Top


Bart, M. (2009, June 17). Using Twitter to Facilitate Classroom Discussions. [Faculty Focus Blog]. Retrieved from
Spring 2015 – Week 1

Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review26(2), 331-340.

Colgoni, E. & Eyles, C. (2010). A new approach to science education in the 21st Century. EDUCAUSE Review, 45(1), 10-11.
Fall 2010 — Week 3

Cordell, R., (2010) How to Start Tweeting (and Why You Might Want To). The Chronicle of Higher Education, 4(3), 61-70.
Spring 2011 – Week 4

Duarte, N. (2008). Slide:ology: The art and science of creating great presentations. Chapter 4: Displaying Data, pgs. 63- 80, Sebastopol, CA, O’Reilly Media.
Spring 2011 – Week 4

Graba, B. (2014, April). Using Twitter in the Science Classroom.  PowerPoint presentation at the meeting of the National Science Teachers Association National Conference in Boston, MA.
Spring 2015 – Week 1

Greathouse, S.E. &  Rosen. L.H. (2015, March 20). The Best Post Wiki: A Tool for Promoting Collaborative Learning and Higher-Order Thinking [Faculty Focus Blog]. Retrieved from
Spring 2015 – Week 1

Ho, Y. (2013) Seven Steps to Creating Screencast Videos for Online Learning. Higher Ed teaching Strategies: Faculty Focus Blog, Magna Publications.
Spring 2013 – Week 4    Related Activity:  Spring 2013 – Week 5

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education62(3), 233-252.
Also available here
Winter 2015 – Week 3

Parslow, G. R. (2011), Commentary: Why we hate powerpoint. Biochem. Mol. Biol. Educ.,39, 63.
Spring 2011 – Week 4

Reynolds, G. (2005). Top Ten Slide Tips.
Spring 2011 – Week 4

Schuenemann, K. & Wagner, R. (2014). Using Student-Generated Blogs to Create a Global Perspective on Climate Change. Journal of Geoscience Education. 62, 364-373.
Fall 2014 – Week 6

Smedshammer, Michael, PhD. “10 Tips for Creating Effective Instructional Videos.” Faculty Focus | Higher Ed Teaching & Learning. 20 Mar. 2017.

Tessier, J. T. (2014). Eliminating the Textbook: Learning Science With Cell Phones. Journal of College Science Teaching44(2).
Winter 2015 – Week 3

Thompson, C. (2010). Livescribe, the Pen That Never Forgets. The New York Times Magazine.
Spring 2011 – Week 4

Tufte, E. R. (2003). PowerPoint Is Evil. Wired, 11 (09), 18-24.
Spring 2011 – Week 4

Yeung, K. (2014). Making ‘the flip’work: barriers to and implementation strategies for introducing teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63.

Young, J. R. (2009). Teaching With Twitter: Not For The Faint of Heart. The Chronicle of Higher Education2(6), 86-94
Spring 2011 – Week 4

Screencast samples:

Back to Top