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 […]
How can we assess students’ mastery of learning objectives? Last week we talked about multiple choice exams. This week we’ll cast our net wider, considering other methods and how to give students feedback they can use to improve their work. To prepare, […]
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 […]
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 […]
We look forward to having you join us for the conversation,
Elly, Julie, & Austin
Lab Lit Book ClubJoin us at our next meeting, 7 PM Wednesday 2/28 in Room B042 of the Science Library, where we will discuss The Periodic Table by Primo Levi. The Periodic Table is a memoir of an Italian chemist and Auschwitz survivor, and was once voted “the best science book ever written” by a panel at London’s Royal Institution.
The format of the club is simple: just read the book and come prepared to discuss it. Our meetings are open to everyone, so feel free to invite friends and family, as well as colleagues in other departments. For more information, please contact Rachel Rodman or Phil Lotshaw.
SLP in the News: It’s an incredible time to be studying STEM fields at many of Northwest’s Largest CollegesSLP was featured in the Oregonian’s Education Guide January 28, 2018.
“The University of Oregon is also doing some unique things in STEM studies, developing an award-winning Science Literacy Program. The program is designed to make science study relevant and successful for both science majors and non-science majors who have to take science courses.
Science Literacy Program instructors use 30% more evidence-based teaching practices compared to STEM courses outside of the University. The program’s 155 courses have been attended by more than 14,000 students since the program’s start in 2010.
This winter, STEM courses within the program include the Biology of Cancer, the Science of Health, Solar and Renewables and Introduction to Ecology.
‘The nationally recognized Science Literacy Program has focused on working with faculty to create science courses that are interesting, engaging, and relevant for non-science students,’ says Elly Vandegrift, Associate Director of the Science Literacy Program and a Senior Instructor in Biology.
And U of O is seeing increasing numbers of young women enrolling in STEM related courses and majors. ‘In some of our life sciences majors (biology, human physiology) more than 50% of majors are women,’ Vandegrift says.
Innovation is going strong on both of these campuses in 2018, as well as college campuses around the northwest. It’s a great time to study something you are passionate about, so you can make a difference in the world after graduation.”
See a conference you might like to attend? Contact the Science Literacy Program to see if travel funds may be available!
Canadian Society for Chemistry Conference: invitation to submit an abstract
Please consider submitting an abstract to the following symposium at the 101st Canadian Chemistry Conference and Exhibition (CSC 2018), taking place this year from May 27-31 in Edmonton, Alberta, Canada.Many individuals, teams, departments, faculties, and institutions are striving to reform science undergraduate teaching practices. Such change efforts may result from grassroots cultural change or top-down resources with strategies toward transformation ranging from the level of individual course pedagogy to university-wide initiatives. Subsequent changes can be gradual or abrupt. This symposium will bring together educators to share their successes and failures in transforming teaching practices in chemistry. Ideally, the shared lessons learned will help others decide what might work best in their context.
The 25th IUPAC International Conference on Chemistry Education (ICCE2018) will be held at the University of Sydney between July 10th-14th 2018 – abstract submission is currently open and closes on February 19th. Come and join the vibrant international CER community as it reconnects and celebrates chemistry education research and practice in Australia! Presenters are encouraged to highlight novel/contemporary teaching and learning strategies in their abstracts and embed these in their presentations to provide a different conference experience for their audience. We aim to shift the focus from didactic content delivery presentations towards engagement and interactivity during the conference sessions. For more information and to submit an abstract, visit our website.
Science Online Symposium at BCCE
The deadline for submission of abstracts for this summer’s BCCE is approaching. If you teach anything online please consider sharing your experiences with us in the “Science Online: Creating Engaging and Interactive Virtual Classrooms” symposium. Science courses do not easily lend themselves to the online platform. There is not much group work in the traditional science course so we must be creative in the ways we foster interactions both between the individual student and the material and also between students. This symposium will look at the ways we are finding to encourage and engage our online learners. Abstracts will be accepted until February 20th, 2018. To submit an abstract, visit our website. Email email@example.com with any questions.
Invitation to the NSEC 2018 National Conference
We invite you to join us at the Network of STEM Education Centers (NSEC) 2018 National Conference at the Hyatt Regency in Columbus, Ohio on June 6-8, 2018. Registration is now open and can be completed here. For the NSEC 2018 National Conference (NSEC), NSEC is seeking proposals for presentations, panels, workshops, and roundtables. To share your successful programs and practices, complete the Call for Proposal Form by February 28, 2018. For our sixth national convening, we are opening the conference with an interactive working meeting led by SERC on developing strategies for communicating the value of your center. We listened to your request for more professional development, and we are using NSF funds to provide this intensive 1.5 day professional development opportunity. Be ready to roll your sleeves up and get your communication materials ready to advance your center. For any questions about the conference, contact Kacy Redd at firstname.lastname@example.org.
The Flame Challenge: Win feature in SciAm blog, $1000, and a trip to NYC to meet Alan Alda!
Last week the Scientific American blog invited scientists to take the Flame Challenge and tackle this year’s question: “What is Climate?” Register as a Scientist for this year’s Challenge you’ll be able to get help through training videos created by Center for Communicating Science–videos like Jargon Police, designed to help scientists practice using audience-specific language. Enter the Challenge and you’ll not only have full access to your evaluations, but you’ll also receive personalized feedback from the classes! Finalists for this year’s Flame Challenge will be featured in the Scientific American blog, and the three winners (written, graphic, video) will each win $1000 and a trip to NYC to meet Alan Alda at the World Science Festival!Register as a Scientist by March 2 to take the 2018 Flame Challenge.
Active LENS Workshop: Summer 2018
We are currently soliciting applications for participants in a training workshop to teach faculty how to use Avida-ED (avida-ed.msu.edu), a free, web-based program designed to teach both principles of evolution and the nature of science, based on the research platform Avida. This summer, we are holding two such workshops, one at Michigan State University (in East Lansing) from August 1-3, and one at the North Carolina A&T (in Greensboro) June 14-16 . Workshop participants will learn how to use Avida-ED, and how to incorporate it into courses that they teach. We will give priority to applications submitted as teams of two, though in a change from last year, we are also accepting applications from single individuals. The application deadline is March 19th. Visit our website for more information.
APLU 2018 Annual Meeting
Register today for APLU’s 2018 Annual Meeting, the premier gathering of senior leaders from public research universities, land-grant institutions, and state university systems. No other meeting in higher education brings together such a diverse array of public university presidents, chancellors, and other senior leaders. Join us November 11-13 in New Orleans as we tackle the challenges facing public universities. The theme of this year’s Annual Meeting is Resilience. The meeting sessions will explore the capacity of universities, their communities, and partners to adapt and thrive no matter what stresses or acute shocks they experience. Register by March 31 to receive the early bird member registration rate of $575. Visit our website for more information.
UO and Local Events and Announcements
Experiencing Science Practices through Research to Inspire Teaching (ESPRIT)
Are you interested in a career teaching science? Check out this great UO program that provides scholarships and research opportunities for UO undergrads. Science students can get over $35,000 in support on the path to becoming a science teacher via the ESPRIT Program. Interested students should plan on attending our next science teaching exploration on Tuesday, February 13th at4:00 pm in Willamette 147. We’ll model innovative science lessons and talk about the opportunities, including a paid summer research program and scholarships.
Faculty Workshop: Writing for “The Conversation”
The executive director of The Conversation — an independent, nonprofit publisher of commentary and analysis — will conduct an upcoming campus workshop for faculty members interested in writing for nonacademic audiences. Bruce Wilson will be on campus Feb. 15-16. The workshop will be held Friday, Feb. 16, from 10:30 to 11:30 a.m. in Room 23, the Lease Crutcher Room, in the Erb Memorial Union. The Conversation publishes articles for the general public written by academics and edited by journalists. The site publishes short articles — 800-1,000 words — on timely topics related to faculty members’ research. During the workshop, Wilson will guide attendees through how to craft a pitch and what it takes to write for The Conversation. By writing, academics can reach audiences in publications locally, nationally and internationally. More information about The Conversation is available online.
Nominations Open for Annual Undergraduate Advising Awards
The University of Oregon community is invited to nominate faculty and professional advisers who demonstrate and exemplify excellence in advising. The advising awards, led by the Division of Undergraduate Studies and the All-Campus Advising Association, are designed to highlight the significant role undergraduate advising and mentoring plays in fostering academic excellence. Nominees who best exhibit the qualities associated with excellent advising will be honored with a $2,000 award and recognition at an awards brunch on May 31. One faculty adviser and one professional adviser will be selected. Faculty, students and staff are encouraged to submit their nominations by February 23, 2018. The link to the nomination form and more information about the awards is available on the advising association website.
NEA Big Read: Kalapuya Cuisine
Learning About Kalapuya Cuisine: Harvesting and Cooking Camas
Delve into Kalapuya food culture with University of Oregon archaeologist and MNCH curator of zooarchaeology Madonna Moss on Saturday, February 24 at 3:00pm at the Downtown Eugene Public Library. As part of her new UO course, “The Archaeology of Wild Foods and Pre-Neolithic Cooking”, Professor Moss and graduate students harvested and dug camas at the Oregon Country Fairgrounds in June 2017. Under the supervision of Marie Knight (Warm Springs) they baked the camas in an earth oven overnight at the UO Many Nations Longhouse. Come learn about the process of harvesting and baking this traditional food that was once abundant in the Willamette Valley. Free to the public.
Apply to the UO Leadership Program
The UO Leadership Academy seeks applications from mid-level and senior-level full time permanent UO employees whose work focuses on the academic mission of the university. Faculty and managers are encouraged to apply. For more information and to apply, visit the Academy’s web page. This year’s program is limited to 25 participants, but OPAA will look at the number and diversity of applications to gauge interest for future years. The deadline to apply is March 2, 2018. Contact: email@example.com.
UO Student Success Summit
“UO Connected, UO Committed: Integrative Practices for Student Success.”
We are hoping that this inaugural summit will provide an opportunity for faculty, administrators, advisors, librarians, and other staff across campus to explore the perspectives, behaviors, and needs of successful students; to reflect on current and best practices; and to consider areas for enhancement. The day is designed to be a dynamic, productive gathering focused on better understanding the success and the obstacles to success for undergraduates. The summit is Friday, April 27, 2018, from 9:00 am- 3:00 pm at the Global Scholars Hall, Great Room. Click here to register.
Scholarship of Teaching and Learning Center
Learning student names can be tough in a large class, but when students feel their instructor knows their name, they often feel more valued, more invested in the course, and more comfortable communicating with and asking for help from the instructor. The great news is that sometimes all that’s necessary is the perception that the instructor knows student names! To learn more read: 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 Education, 16(1), ar8. http://www.lifescied.org/content/16/1/ar8.abstract