Read the following to get us thinking about Mary Pat Wenderoth’s research prior to her visit on May 5. Your homework for the week is to observe a class you are taking, teaching or visiting and notice how frequently women and men participate in class discussion.
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.
Note the new location for our Friday Journal Club is 217 LISB. Our Thursday meeting remains in the original location, 317 LISB.
– Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP and Elly Vandegrift, SLP
– Friday 12:00pm in LISB 217 facilitated by Kat Milligan-Myhre
We look forward to seeing you there!
Julie and Kat
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Mary Pat Wenderoth – The End of Lecture: The Future of Evidence-based Teaching
Tuesday, May 5, 2015
4:00 – 5:00pm
110 Willamette Hall
Mary Pat Wenderoth is a Principal Lecturer in the Biology Department at the University of Washington (UW) where she teaches animal physiology courses and conducts biology education research on how students learn biology. Her main research interests focus on assessing implementation of cognitive science principles in the classroom, particularly those associated with conceptual change, use of first principles in constructing conceptual frameworks and student metacognition. She received the UW Distinguished Teaching Award in 2001 and has served as the co-director of the UW Teaching Academy. She is a co-founder of the UW Biology Education Research Group (UW BERG) and the national Society for the Advancement of Biology Education Research (SABER). She served as a facilitator at the HHMI Summer Institute for Undergraduate Biology Education from 2007 -2011. Dr. Wenderoth earned her B.S. in Biology from the Catholic University of America in Washington D.C., a M.S. in Women’s Studies from George Washington University, a M.S. in Exercise Physiology from Purdue University and her Ph.D. in Physiology from Rush University in Chicago.
Abstract: We recently published a meta-analysis of 225 papers that compared student performance under active learning versus lecturing in undergraduate courses across the STEM disciplines. The results indicate that on average, students are 1.5 times more likely to fail when being lectured to compared to taking the same course with an active learning component, and that active learning increases exam scores by almost half a standard deviation. I will summarize the research results that provide robust data on teaching methods that increase student achievement and I will engage participants in discussion of the way even small changes can close the gap between our teaching and student learning. These teaching methods are based on results from cognitive and learning sciences and rely heavily on the “Testing Effect” and “Desirable Difficulties”. I will engage participants in discussion of the way even small changes can close the gap between our teaching and student learning because shrinking that gap has tremendous implications for all students, but especially those from underrepresented groups. Says Toby Bradshaw, Chair of Biology at UW: “By reducing the failure rates, capable students are able to go on, rather than being washed out of the system because they came in a bit underprepared and no one was willing to change the way they did things to help them out….The impact down the road is that we will have a larger, more diverse, more capable work force.”
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.
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Summer Institute on Scientific Teaching
The deadline for our Local Summer Institute is this week. Submit your application by Thursday, April 30, 2015.
The Howard Hughes Medical Institute (HHMI), the National Academies, and the Science Literacy Program invite you to attend a Summer Institute on Scientific Teaching June 22-25, 2015 (UO faculty and post-docs) OR July 13-18, 2015 (National teams) at the University of Oregon. The Summer Institute will expand and sharpen participants’ teaching skills through workshops facilitated by national science education experts. Participants will develop original, innovative classroom materials ready for immediate implementation and will be named 2015-16 National Academies Education Fellows at the end of the institute.
Local Summer Institute June 22-25, 2015, Application due date: April 30, 2015
West Coast Summer Institute July 13-18, 2015, Application due date: May 15, 2015
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Graduate Laurel Awards from MNCH
The Museum of Natural and Cultural History has two Graduate Laurel Awards available for graduate students to work in the Education and Exhibits departments for the 2015-16 academic year. These internships, established by the Graduate School, provide a qualified full-time UO graduate student with a full tuition waiver.
The application deadline is Tuesday, April 28, 2015.
Information on each position is available.
Education Assistant Laurel Award
Robyn Anderson, Education Coordinator, firstname.lastname@example.org
Exhibition Assistant Laurel Award
Lyle Murphy, Exhibitions Developer, email@example.com
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