The Science Teaching Journal Club is a partnership of the Science Literacy Program and the Teaching Engagement Program. Each week we read, discuss, and consider how to implement ideas from an article or book that explores issues relevant to teaching and learning in college science classrooms. We invite participants from all ranks and disciplines to join us for these sessions, which we use to model evidence-based teaching practices.
The journal club meets Thursdays at 9 a.m. in LISB 217.
Fall 2019 Journal Club Readings:
UO Senate legislation requires that each Core Education course incorporate two of four Methods of Inquiry: critical thinking, creative thinking, written communication, and ethical reflection. This fall in Journal Club we will spend most of our time on articles that help us understand what each of these skills might look like in a science context and that provide ideas on how to incorporate them into our classes. Developing these skills is important beyond Core Ed too, so please join us no matter what classes you teach!
Week One (10/3):
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. https://doi.org/10.1073/pnas.1821936116
Week Two (10/10):
Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. Proceedings of the National Academy of Sciences, 112(36), 11199-11204. https://doi.org/10.1073/pnas.1505329112
Week Three (10/17):
Lazenby, K., Rupp, C. A., Brandriet, A., Mauger-Sonnek, K., & Becker, N. M. (2019). Undergraduate Chemistry Students’ Conceptualization of Models in General Chemistry. Journal of Chemical Education, 96(3), 455-468. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.8b00813
Week Four (10/24):
DeHaan, R. L. (2009). Teaching creativity and inventive problem solving in science. CBE—Life Sciences Education, 8(3), 172-181. https://doi.org/10.1187/cbe.08-12-0081
Week Five (10/31):
Taylor, J. L., Smith, K. M., van Stolk, A. P., & Spiegelman, G. B. (2010). Using invention to change how students tackle problems. CBE—Life Sciences Education, 9(4), 504-512. https://doi.org/10.1187/cbe.10-02-0012
Week Six (11/7):
Laybourn, P. J., Brisch, E., Wallace, A. M., & Balgopal, M. M. (2019). Adapting Writing Assignments on Socioscientific Issues for Large-Enrollment Introductory Cell Biology Courses. The American Biology Teacher, 81(7), 513-519.
Week Seven (11/14):
Dounas-Frazer, D. R., & Reinholz, D. L. (2015). Attending to lifelong learning skills through guided reflection in a physics class. American Journal of Physics, 83(10), 881-891. https://doi.org/10.1119/1.4930083
Week Eight (11/21):
Explore ethical decision making materials available from Santa Clara University’s Markkula Center for Applied Ethics (https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/), especially the Ethical Decision Making Framework.
Week Nine (11/28):
Thanksgiving – No Journal Club
Week Ten (12/5):
Coppola, B. P., Plough, I. C., & Sun, H. (2019). Purple Dragons and Yellow Toadstools a Versatile Exercise for Introducing Students to Negotiated Consensus. Science and engineering ethics, 25(4), 1-9. https://doi.org/10.1007/s11948-019-00088-1
