Our mission is to promote student success through evidence-based science education. 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 students, giving science students mentored teaching opportunities […]
The Science Teaching Journal Club invites you to participate in our eighth year of weekly gatherings! The journal club is a cooperative effort of the Teaching Engagement Program and the Science Literacy Program. Meetings feature lively, structured discussions across discipline and rank […]
You probably have lots of ideas about the knowledge and skills you’d like your students to have when they finish your course. How can you design the course to make sure your students actually acquire that knowledge? We’ll talk about and get […]
The Science Literacy Program has grown tremendously since it was founded in 2010. Last year, nearly 20% of undergraduate students participated in an SLP-affiliated course. The SLP works with faculty instructors, graduate fellows, and undergraduate scholars to improve pedagogy and science communication […]
Winter 2018 Courses ASTR 121 The Solar System BI 123 The Biology of Cancer BI 130 Introduction to Ecology BI 212 General Biology II: Organisms BI 322 Cell Biology BI 484 Molecular Evolution CHEM 222 […]
If you couldn’t make it to Journal Club last week, you’re in luck! Our stimulating discussion barely scratched the surface of our reading, so we’ll continue it this week. If you haven’t had a chance to read the chapter yet, please read:
Chapter 2: A Taxonomy of Significant Learning in Fink, L.D. 2013. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass, San Francisco. The book is available as an e-book from the UO Library.
Thursdays 9am, LISB 217
We look forward to seeing you there,
Julie and Austin
When the Killing’s Done is the story of Alma Boyd Takesue, a conservation biologist with the National Park Service, who organizes an effort to remove invasive species from the Channel Islands of California. But her work is vigorously opposed by an activist group, For the Protection of Animals, which objects to the killing of animals under all circumstances.
Our meetings are open to everyone, and no RSVP is required. Just read the book and come prepared to discuss it.
See a conference you would like to attend? Contact the Science Literacy Program to see if travel funds are available!
2018 Summer Institute on Scientific TeachingRegional Summer Institutes
June 18-22: California – University of California, San Diego
July 9-13: Northwest – The Evergreen State College
July 16-20: Gulf Coast – Louisiana State University
July 22-26: Northeast – University of Connecticut
Conference on Designing Effective Teaching
May 31 – June 3, 2018
Plenary presenters include Terry Doyle, Professor Emeritus from Ferris State University and CEO of Learner Centered Teaching Consultant, and best-selling author and Kathryn Plank, Director of the Center for Teaching and Learning and Associate Professor of Education at Otterbein University. This conference draws a mix of dedicated faculty and administrators at all stages of their careers. Graduate students who are future faculty members also attend the conference. The 2018 conference schedule/program is posted to the website. The entire conference, including sessions and meals, will be within Hyatt. Those attendees who are staying as guests at the Hyatt will receive discounted room rates, discounted parking, and discounted in room wifi. Those of you who commute and park at the Hyatt property will receive discounted parking as well.For more information on the conference and to register, visit our website.
Designing, Implementing, and Facilitating Faculty Learning Communities June 18- 20, 2018
Traverse City MI
Is your institution looking for a purposeful way to enhance and enrich teaching and learning on your campus? One proven solution is the implementation of a Faculty Learning Community (FLC). This approach prescribes engaging in an active, collaborative, yearlong program with a curriculum about enhancing teaching and learning and with frequent seminars and activities that provide learning, development, the scholarship of teaching and learning, and community building. Evidence shows that FLCs provide effective “deep learning” that encourages and supports faculty to investigate and engage new (to them) methods of teaching and to assess resulting change in student learning. Implementation Science confirms that FLCs provide the most effective way to implement and sustain teaching and learning innovations for faculty and staff. This institute will guide faculty and administrators interested in FLCs through issues and examples of the design, implementation, and facilitation of FLCs.
Registration is open – we suggest teams of 3-5 from the same institution attend when possible (group discounts are available). lillyinstitutes.com
UO and Local Events and Announcements
Spring TEP Events
Strategies for Discussion Leaders Week 2: Tue, April 10
1:30-3:00pm, 72 PLC
Learn strategies for creating lively and fruitful conversations that help students build critical thinking skills, understand the fundamental questions of the course, and enjoy class time. We will identify the thinking and argumentation skills your students should be practicing, share common questions and prompts that build these skills, review various discussion activities, and discuss strategies for addressing common problems that arise in class discussions. Register here.
Power and GE Teaching: Strategies for Classroom Success Week 2: Wed, April 11
1:00-3:00pm, 72 PLC This session is for GEs only.
Do you have questions about how to approach power dynamics in the classroom? Do you need help establishing authority while maintaining a positive class atmosphere? Reflect with your peers on experiences of navigating power dynamics in the classroom and gain strategies for supporting student learning. We will discuss common challenges that GE instructors and lab/section leaders face, offering tips on crafting teaching personas, designing inclusive class activities, working with supervising faculty, and facilitating difficult dialogue. Register here.
Quack Chats Pub Talk: Glimpses of Gut Microbes
Wednesday, April 11 at 6:00pm to 7:00pm
Downtown Athletic Club, Ax Billy Grill Third Floor
Each of our bodies is a home for trillions of microbes, whose roles in health and disease are just beginning to be understood. The physical structure of the microbial ecosystems associated with animals, including humans, are still largely mysterious. University of Oregon physicist Raghu Parthasarathy’s lab is developing new approaches based on cutting-edge microscopy to explore the gut microbial communities in zebrafish, a useful model organism. For more information, please visit our website.
Run with a Researcher
Saturday, April 14 at 8:00am to 9:00am
Erb Memorial Union (EMU), “O” Desk
Join University of Oregon researchers for Run with a Researcher. Meet at the “O” desk at the Erb Memorial Union and tour campus. No sign-up is required. All paces are welcomed. Participants will head past libraries and research labs before enjoying Pre’s Trail, inspired by the late, great Steve Prefontaine. Best of all, each run and walk will be led by one of our leading researchers. Visit our website for more information.
Science Knight Out: Mind, Brain, and Reality
Tuesday, April 17, 2018 7:00pm – 8:30pm
The Shedd Institute
Join David McCormick, Director of the Institute of Neuroscience at the University of Oregon, for a community science talk which will explore how the brain creates the reality in which our minds operate, and discuss how we may better our perception of reality through a practice of being mindfully aware. This talk is open to the public and is part of the Science Knight Out series, sponsored by the University of Oregon Phil and Penny Knight Campus for Accelerating Scientific Impact. As part of its mission, the Knight Campus strives to accelerate discovery and engage the public in the excitement and creativity of scientific research. For more information and to register, visit our website.
Scholarship of Teaching and Learning Corner
Students who participate actively in their classes retain material better than those who passively listen to lectures. This definitive 2014 meta-analysis by researchers at the University of Washington shows that students in active learning classes do on average 6 percentage points better on exams than their counterparts in lecture-based classes, and that students in classes with traditional lecturing are 1.5 times more likely to fail than students in classes with active learning.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, 111(23), 8410-8415. http://www.pnas.org/content/111/23/8410.short