Promoting Student Success through Evidence-Based Science Education
In This Edition

SLP Opportunities and Journal Club
Journal Club

Winter term we will read Small Teaching: Everyday Lessons from the Science of Learning.

Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.

You can purchase a copy of the book or an electronic copy is available free to download from the UO Library for 21 days at a time:

For Week 7, please read: Chapter 6: Self-Explaining
Thursdays 9am, LISB 217

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.

SAGE Musings: the SAGE 2YC Project Blog

Jan Hodder from the U of O Oregon Institute of Marine Biology (OYMB) is PI of the NSF funded SAGE 2YC project supports community college geoscience faculty with resources to increase their effectiveness as instructors.  One resource the project has developed is a blog featuring bi-weekly posts that address topics related to supporting students’ academic success, facilitating students’ professional pathways in the geosciences, broadening participation in the geosciences, and catalyzing change. Although written for geoscience faculty at two-year colleges, most posts are relevant for any STEM faculty member. The bog is at:

Conferences and Events
See a conference you might like to attend? Contact the Science Literacy Program to see if travel funds may be available!

Developing and Sustaining Effective Partnerships to Advance Change in STEM Higher Education Webinar

This webinar is designed for faculty, institutional change agents (e.g., program managers, center directors, department chairs, vice provosts) and national level change leaders (professional and disciplinary association administrators, network leaders) who are interested developing effective partnerships to advance systemic change in STEM Higher Education. The registration deadline is Monday, February 19, 2017. For more information, visit our website.

BCCE-2018 – Call for Abstract “Understanding animations: Is it really what is happening?”

Abstract submission for the BCCE-2018- 25th Biennial Conference in Chemical Education hosted by the University of Notre Dame is now open ( ).The purpose of the symposium is to share research and teaching practices that emphasize the role of animations as imperfect models for making sense of chemistry. How do you introduce these models with their many limitations so that students are introduced to their strengths and limitations? We are interested in both research studying how students respond to animations that are recognized as imperfect models, how teachers and experts view these tools, and authentic examples of teaching practices that explore animations as imperfect models. The deadline for abstract submission is February 20. Fore more information, visit our website.

 Summer Institutes on Scientific Teaching

Introduction to the Summer Institutes on Scientific Teaching

The Summer Institutes are multi-day workshops for college and university faculty and future faculty; their aim is to transform undergraduate STEM education through active learning, formative assessment, and inclusive teaching. Our participants are committed to delivering high-quality teaching and come seeking evidence-based instructional approaches and opportunities to network with like-minded educators. Alumni view the experience as a great success and overwhelmingly report that it has a lasting impact on their teaching. In 2018, four regional Summer Institutes will be offered:

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

To learn more about the Summer Institute, you can review our overview presentation.
You can apply to the Summer Institute on our website.

Summer Institute Overview Webinar

In this webinar, we will host an informational session for those interested in attending one of our regional Summer Institutes. This webinar will include an overview of the program as well as a Q&A session with regional SI site leaders and facilitators. Applications for the Summer Institutes will go live at the conclusion of this webinar.  The webinar is Friday, March 2, 2018 3-4 PM Eastern Time (12-1 PM Pacific Time).

Zoom Link to Join:

Teaching T.A.L.K.S.: Today’s Academics Linking Knowledge & Skills.

Inviting all Oregon Higher Education Faculty to Oregon State University on March 8-9, 2018. Join the statewide conversation and hear keynote speaker, Lynn Pasquerella, President of AAC&U, on Thursday, March 8th at 6:30pm, and spend the day Friday, March 9th, learning and practicing creative thinking and team work with various featured speakers.  More information on the program is forthcoming. Teaching T.A.L.K.S. is sponsored by the State of Oregon’s Learning Outcomes and Assessment Task Force, Oregon State University, and the Association of American Colleges and Universities. For more information and to register, please visit our website.

2018 Assessment Institute in Indianapolis Call for Proposals

We invite you to join us for the 2018 Assessment Institute, hosted by IUPUI, in Indianapolis to be held at the Indianapolis Marriott Downtown October 21-23. The Assessment Institute in Indianapolis is designed to provide opportunities for individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute. You can submit a proposal before the March 9 deadline. For more information, and to submit a proposal, visit our website.

Funding available for Research Action Clusters

Applications for Research Action Clusters, hosted by Network of STEM Education Centers, are now open. Do you have an idea or project that with a bit of funding you could launch? Consider applying for a Research Action Cluster with funds of up to $15,000. Deadline is March 19, 2018 for the 2-page pre-application. For more information and to apply, visit our website.

2018 ASCN Systemic Change Institute

The Institute is designed to support campus change agents in using institutional change strategies to advance STEM change projects to greater scale and sustainability. Campus teams will bring existing projects, envisioned or started, that they need help bringing to scale or longer-term sustainability. Campus teams may be struggling with leadership turnover, lack of resources or infrastructure, team dynamics, shifting project goals and priorities, or other challenges. Institute participants will learn about the national context and drivers for change, theories and frameworks of change and the logistics of managing change projects to advance them to scale and sustainability. The Systemic Change Institute is a year-long commitment from ASCN to support teams, and a commitment by teams to work with mentors toward achieving project goals. Institute participants will be mentored throughout the year by STEM leaders, researchers, and change agents who have experience with reform projects. The institute kicks off with a two-day workshop that takes place in Philadelphia, July 18 – 20, 2018. Virtual progress meetings will also be scheduled throughout the following year, and mentors will make one site visit to each team’s institution. For more information, visit our website.

UO and Local Events and Announcements
LGBT+ in STEM Ally Inclusive Social Hour

We hope you will join us next Thursday, February 22, starting at 7:30 pm at Falling Sky in the EMU for our first every Ally-inclusive Social Hour! Bring your friends and colleagues to come out in support of LGBT+ STEM community members. Be sure to check out our website for up-to-date information about upcoming events, resources for LGBT+ folk in Eugene, leadership bios, and more. You can join our mailing list here.

College of Arts and Sciences Call for Online/Hybrid Course Development Proposals

The College of Arts and Sciences (CAS) is pleased to announce our call for proposals for courses in online/hybrid modality (hybrid delivery specifically refers to a course in which some consistent portion, such as one class period per week, is replaced by online work). . This year CAS is working closely with the Office of the Provost and Academic Affairs (OPAA) to identify undergraduate online/hybrid courses that could best meet students’ needs. Courses that will receive first priority for support explicitly address the goals below and meet the minimum requirements of: (a) developing a new online/hybrid course from the ground up or (b) expanding or significantly improving existing online or hybrid courses. CAS also invites applications for courses that address specific student needs or curricular issues not on the list of goals below, anticipating that some creative and interesting other options may also emerge. We particularly encourage groups to consider developing course sequences that help students complete their majors or that contribute to development of on-line majors or professional master’s programs. Submissions are due by Friday, March 9 and should be sent to

Scholarship of Teaching and Learning Corner
When you introduce a new concept in class, students will understand it more easily if you first give them cues about the context of the material. Doing so allows them to use their prior knowledge to help process the new information.  For the details and some examples, see the classic paper that first demonstrated this fact: Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of verbal learning and verbal behavior11(6), 717-726.

Job and Graduate School Opportunities
541.346.8982                                                                                             UO Science Literacy Program                                                                                             1210 University of Oregon
Eugene, OR 97403
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