SPECIAL NOTE: The UO Science Literacy Program is undergoing a leadership transition. Even as aspects of its programing are in flux this academic year 2019-2020, others continue. Specifically, the Science Teaching Journal Club is active. Consultations, workshops, and class observations are available through the Teaching Engagement Program, which includes science educators Julie Mueller and Austin Hocker. (Spring 2020 Journal Club meetings are listed here.)
An Advisory Group including SLP’s faculty founders is developing plans to continue other key aspects of SLP. This work is informed by an ongoing commitment to
- inclusive, engaged, and research-led teaching by faculty and graduate students and especially an appreciation of the value of teaching excellence at a research university;
- curricular innovation around articulated, transferrable scientific literacy skills;
- the teaching of scientific literacy to all UO students, especially through support for non-majors teaching;
- supporting initiatives emergent across STEM disciplines; in other words, using central resources in the service of the felt needs, leadership, and creativity of faculty within STEM departments.
The Advisory group is:
Judith Eisen, Professor of Biology
Sierra Dawson, Associate Vice Provost for Academic Affairs
Samantha Hopkins, Associate Professor of Earth Sciences
Raghu Parthasarathy, Professor of Physics
Michael Raymer, Professor of Physics
Questions can be directed to Lee Rumbarger, email@example.com
INTERESTING. ENGAGING. RELEVANT.
Our mission is to support student success through development of excellent science educators.
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 non-science majors, giving science students mentored teaching opportunities to implement active learning, and providing faculty with teaching professional development.
SLP offers General Education courses for non-science students that promote student-centered teaching and communication of science where non-science majors are empowered to consider scientific approaches to societal issues and have the opportunity to learn how to process and critique scientific information. Graduate students and undergraduate students in the sciences have mentored teaching opportunities where they learn the theory and practice of scientific teaching and effectively communicating ideas to audiences of non-scientists. The program enables and assists faculty in improving teaching techniques using evidence-based pedagogy focusing on science literacy.