Bibliography by Topic

SCIENCE TEACHING JOURNAL CLUB

The Science Teaching Journal Club is a partnership of the Science Literacy Program and the Teaching Engagement Program (TEP) [with this text hyperlinked to the tep webpage]. Each week we read, discuss, and put into practice an article exploring issues relevant to teaching and learning in college science classrooms.  Participants from across rank and discipline are welcome to join us for the sessions where we intentionally put into practice evidence-based teaching.

Thursdays, 9am in LISB 217

Science Literacy Teaching Journal Club Bibliography by Topic

You can also see our full bibliography listed alphabetically by first author or start with selected articles to explore science education literature.

Click on the topic name to jump to the citations for that section.


Academic Integrity

University of Oregon. (2013). Academic Integrity. Retrieved November 7, 2013, from http://integrity.uoregon.edu/

University of Oregon. (2013). Professor Peter O’Day Celebrates Unfettered, Curiosity-Driven Vision. Retrieved November 7, 2013, from http://integrity.uoregon.edu/integrity-in-action/peter-oday/

University of Oregon. (2013). Tips for Assignment, Exam Design. Retrieved November 7, 2013, from http://integrity.uoregon.edu/faculty/tips-for-assignment-exam-design/

University of Oregon. (2013). Tips for Maintaining Your Academic Integrity. Retrieved November 7, 2013, from http://integrity.uoregon.edu/students/tips-for-maintaining-your-academic-integrity/

University of Oregon. (2013). UO Conduct Review Process. Retrieved November 7, 2013, from http://integrity.uoregon.edu/conduct-review-process/

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Active Learning

Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 1-19. http://www.tandfonline.com/doi/abs/10.1080/09500693.2017.1363925

Black, K.A., (1993). What to Do When You Stop Lecturing: Become a Guide and a Resource. J. Chem. Educ. 70(2), 140-144. http://pubs.acs.org/doi/abs/10.1021/ed070p140

DeHann, R.L. (2009). Teaching creativity and inventive problem solving in science. CBE Life Sci Educ , 8(3), 172-181. http://www.lifescied.org/cgi/content/full/8/3/172

Deslauriers, L., Schelew, E., Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031) 862-864. http://www.sciencemag.org/content/332/6031/862.full

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 of the United States of America,111(23), 8410–5.
http://www.pnas.org/content/111/23/8410.full.pdf

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys., 66(1), 64-74. http://web.mit.edu/rsi/www/2005/misc/minipaper/papers/Hake.pdf

Inouye, C. Y., Bae, C. L., & Hayes, K. N. (2017). Using whiteboards to support college students’ learning of complex physiological concepts. Advances in Physiology Education41(3), 478-484. http://advan.physiology.org/content/41/3/478

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education14(1), ar5
http://www.lifescied.org/content/14/1/ar5.full.pdf+html

Mazur , E. (1996). Science Lectures: A relic of the past? Physics World, 9, 13-14.
http://mazur-www.harvard.edu/publications.php?function=display&rowid=468

McClanahan, E.B., McClanahan, L.L. (2002). Active Learning in a Non-Majors Biology Class: Lessons Learned. College Teaching, 50(3) 92-97
http://www.jstor.org/stable/27559095

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
http://advan.physiology.org/content/ajpadvan/24/1/51

Rowat, A. C., Sinha, N. N., Sörensen, P. M., Campàs, O., Castells, P., Rosenberg, D., … Weitz, D. A. (2014). The kitchen as a physics classroom. Physics Education49(5), 512–522. doi:10.1088/0031-9120/49/5/512
http://iopscience.iop.org/0031-9120/49/5/512/pdf/0031-9120_49_5_512.pdf

Silverthorn, D. U., (2006) Teaching and learning in the interactive classroom, Adv. Physiol. Educ. 30, 135- 140. http://advan.physiology.org/content/30/4/135.full

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagements and cultivate classroom equity. CBE-Life Sciences Education, 12, 322-331. http://www.lifescied.org/content/12/3/322.full.pdf+html

Toto, J., & Booth, K. (2008). Effects and implications of mini-lectures on learning in first-semester general chemistry. Chem. Educ. Res. Pract. 9, 259–266. http://pubs.rsc.org/en/content/articlepdf/2008/rp/b812415a

Warfa, A. R. M., Roehrig, G. H., Schneider, J. L., & Nyachwaya, J. (2014). Role of Teacher-Initiated Discourses in Students’ Development of Representational Fluency in Chemistry: A Case Study. Journal of Chemical Education 91(6), 784−792
http://pubs.acs.org/doi/pdfplus/10.1021/ed4005547

Yeung, K. (2014). Making ‘the flip’ work: barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63. https://www108.lamp.le.ac.uk/ojs1/index.php/new-directions/article/view/518

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Assessment

Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1(3), 63-67.
http://www.lifescied.org/content/1/3/63.short

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470484101.html

Arthurs, L. Action Research, SoTL, DBER. Retrieved from
http://www.unl.edu/dber/action-research-sotl-dber

Bensley, A.D. (2010). A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. APS Observer23(10). http://bit.ly/SLP_Bensely

Center for Teaching, Vanderbilt University (2009). Classroom Assessment techniques (CATS).Vanderbilt Teaching Guides.
http://cft.vanderbilt.edu/teaching-guides/assessment/cats/

Cottell, P., & Harwood, E. (1998). Do classroom assessment techniques (CATs) improve student learning?. New Directions for Teaching & Learning, 75, 37-46.
http://onlinelibrary.wiley.com/doi/10.1002/tl.7504/abstract

Dirks, C., Wenderoth, M.P., & Withers, M. (2014). Assessment in the college science classroom. New York, NY: W.H. Freeman and Company

Dufresne, R. J., Leonard, W. J., & Gerace, W. J. (2002). Making sense of students’ answers to multiple-choice questions. The Physics Teacher, 40(3), 174-180.
http://srri.umass.edu/publications/dufresne-2002mss#attachments

Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA, National Science Teachers Association Press.
http://www.coe.uga.edu/smq/

Joe, J.N., Harmes, J.C., & Barry, C.L. (2008). General education outcomes assessment within the arts and humanities: A qualitative approach to developing objectives. The Journal of General Education, 57(3), 131-151.
http://muse.jhu.edu/login?uri=/journals/jge/v057/57.3.joe.html

Karpicke, J. D., Roediger, H. L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968.
http://www.sciencemag.org/content/319/5865/966.abstract

Lukes, L. a., & McConnell, D. a. (2014). What Motivates Introductory Geology Students to Study for an Exam? Journal of Geoscience Education62, 725–735. doi:10.5408/13-110.1
http://nagt-jge.org/doi/pdf/10.5408/13-110.1

McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning. Journal of the Scholarship of Teaching and Learning, 12 (1), 1-7.
http://josotl.indiana.edu/article/download/1971/1935

Mills, G. E. (2000). Chapter 1 Understanding Action Research in Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.

National Research Council (2001) Knowing what students know: The science and design of educational assessment.  Committee on the Foundations of Assessment. Pelligrino, J., Chudowsky, N., & Glaser, R., Ed. Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC, National Academy Press.
http://bit.ly/NRC_2001

Sadler, P.M., Good, E. (2006) The Impact of Self- and Peer-Grading on Student Learning.Educational Assessment, 11(1), 1-31.
http://www.cfa.harvard.edu/sed/staff/Sadler/articles/Sadler%20and%20Good%20EA.pdf

Schinske, J.N. (2011). Taming the testing/grading cycle in lecture classes centered around open-ended assessment. Journal of College Science Teaching, 40(4), 46-52.
http://bit.ly/Schinske

Slater, S. J., Slater, T. F., & Bailey, J. M. (2010). Discipline-Based Education Research: A Scientist’s Guide. WH Freeman.

Teaching Effectiveness Program, University of Oregon (2009) Writing Multiple-Choice Questions that Demand Critical Thinking. Teaching and Learning Center
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html

Weimer, M. (2012). End-of-course evaluations: making sense of student comments. Faculty Focus Blog.
http://www.facultyfocus.com/articles/teaching-professor-blog/end-of-course-evaluations-making-sense-of-student-comments/

Worthen, B.R., Sanders, J.R. & Fitzpatrick, J.L. (1996). Program Evaluation: Alternative  Approaches and Practical Guidelines, 2nd Edition, New York, Longman Inc., pg. 81-96.

Xu, X., Kauer, S., & Tupy, S. (2016). Multiple-choice questions: Tips for optimizing assessment in-seat and online. Scholarship of Teaching and Learning in Psychology2(2), 147.http://dx.doi.org/10.1037/stl0000062

Zimmaro, D.M. (2004). Writing Good Multiple-Choice Exams. Workshop handout. Measurement and Evaluation Center. University of Texas at Austin.
http://bit.ly/SLP_Zimmaro

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Course and Lesson Planning

Allen, D., & Tanner, K. (2007). Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design. CBE Life Sci Educ6(2), 85-89.
http://www.lifescied.org/cgi/content/full/6/2/85

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY.
http://books.google.com/books/about/Scientific_Teaching.html?id=suf0MvxqoLQC and
http://www.whfreeman.com/Catalog/discipline/Biology/ScientificTeachingSeries

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.

 Chapter 4: Planning Class Sessions in Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. John Wiley & Sons. Available as an ebook here or through the UO library here

 

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Case Studies and Role Playing Games

Herreid, C.F. (Ed.). (2007). Start with a Story: The Case Study Method of Teaching College Science. Arlington, VA: NSTA Press. http://books.google.com/books/about/Start_with_a_Story.html?id=HdXcYhThxoIC

There are several national clearinghouses for case studies that have been developed and tested by science faculty.

In Spring 2015 – Week 8, we ran a role playing game.
In the GMO role playing game debate, you will each have a role and take a side on the issue. Roles will be assigned by the first letter of your last name—see below. Read the appropriate short articles for your role and come prepared to discuss your side of the issue.

Molecular Biologists (Last name A-B)
Fedoroff, N.V. 2011 August 18. Engineering Food for All. New York Times.
http://nyti.ms/1HnP6cm

Casassus, B. 2013 November 29. Study Linking Genetically Modified Corn to Rat Tumors is Retracted. Scientific American.
http://bit.ly/sciam_GMO

Corporate Officials (Last name C-D)
Fraley, R.T. 2013 December 30. The Future of Agriculture Requires Dialogue. Huffington Post.
http://huff.to/1HcSnbY

Fraley, R.T. 2014 May 6. To Deal With Climate Change, We Need Agricultural Innovation – Now. Huffington Post.
http://huff.to/1FkjP9C

Economists  (Last name E-J)
Fields of Beaten Gold. 2013 December 7. The Economist
http://econ.st/1HcS5Sk

Monsanto: the parable of the sower. 2009 November 19. The Economist
http://bit.ly/manoa_GMO

Farmers  (Last name K-P)
Royte, E. 2013 December 6. The Post-GMO Economy. The Modern Farmer.
http://bit.ly/Mod_Farmer

This Farmer’s Perspective on GMOs. 2011 November 19. Son of a Farmer Blog.
http://bit.ly/Farmer_GMO

Ecologists & Conservationists  (Last name Q-S)

Achitoff, P. 2014 March 5. GMOs in Kauai: Not Just Another Day in Paradise. Huffington Post.
http://huff.to/1B8iNtm

Benbrook, C.M. 2012. Impacts of genetically engineered crops on pesticide use in the U.S. – the first sixteen years. Environmental Sciences Europe 24:24. (Just read the synopsis that comes up, not the full pdf.)
http://bit.ly/1GjWuXv

Genetic Engineering Risks and Impacts. Union of Concerned Scientists.
http://bit.ly/1B8j3Za

Public Interest Groups & Activists (Last name T-Z)

Tran, M. 2013 February 25. Vandana Shiva: ‘Seeds must be in the hands of farmers’. The Guardian.
http://bit.ly/1Ab9XQA

Ho, M.W. 2014 February 4. GMO labeling: the tide is turning. Ecologist.
http://bit.ly/1JtC9A4

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Clickers

Beatty, I.D., Gerace, W.J., Leonard, W.J., & Dufresne, R.J. (2006). Designing effective questions for classroom response system teaching, Am. J. Phys., 7431.
http://link.aip.org/link/ajpias/v74/i1/p31/s1

Carl Wieman Science Education Initiative at the University of British Columbia. (2009). Clicker Resource Guide – An Instructors Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching. Retrieved from
http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf

Milner-Bolotin, M., Antimirova, T., & Petrov, A. (2010). Clickers Beyond the First-Year Science Classroom. Journal of College Science Teaching, 40(2), 14-18.
http://editlib.org/p/54004/

Newbury, P., & Heiner, C. (2012). Ready, Set, React:  Getting the most out of peer instruction using clickers. Retrieved from http://www.cwsei.ubc.ca/Files/ReadySetReact_3fold.pdf

Sevian, H. & Robinson, W.E. (2011). Clickers promote learning in all kinds of classes–small and large, graduate and undergraduate, lecture and lab. Journal of College Science Teaching, 40(3), 14-18.
http://bit.ly/Sevian_Robinson

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Communication

Quillin, K., & Thomas, S. (2015). Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. CBE-Life Sciences Education, 14(1), es2.
http://www.lifescied.org/content/14/1/es2.full

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from http://www.pnas.org/content/110/Supplement_3/14040.full.pdf+html

Tran, L.U., & Halversen, C. (2010). Helping Young Scientists Learn and Practice Public Engagement.  ASTC Dimensions, November/December 2010: 18-19. Available from here.

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Critical Thinking

Hicks, J. (2013). Bridging activities: Concrete to abstract. The Physics Teacher, 51(4), 252. http://tpt.aapt.org/resource/1/phteah/v51/i4/p252_s1

Potts, B. (1994). Strategies for Teaching Critical Thinking. Practical Assessment, Research & Evaluation, 4(3). http://pareonline.net/getvn.asp?v=4&n=3

Roberts, J.C., & Roberts, K.A. (2008). Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep learning in Sociology Courses. Teaching Sociology36, 125-140. http://tso.sagepub.com/content/36/2/125.full.pdf

Sins, P. H. M.,  Savelsbergh, E. R.,  van Joolingen, W. R., van Hout-Wolters, B. H. A. M. (2009). The Relation between Students’ Epistemological Understanding of Computer Models and Their Cognitive Processing on a Modeling Task. International Journal of Science Education 31(9), 1205-1229. http://www.tandfonline.com/doi/abs/10.1080/09500690802192181#.UfLz0VO6VM8

Stein, B et. al, (2007). Assessing Critical Thinking in STEM and Beyond, In Iskander, M. (ed.),Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education, p. 79-82. Springer. http://link.springer.com/chapter/10.1007/9781402062629_14page1

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Demonstrations

Braddock, M., &  Bucat, R. (2008). Effectiveness of a Classroom Chemistry Demonstration Using the Cognitive Conflict Strategy. International Journal of Science Education, 30 (8), 1115-1128. http://www.tandfonline.com/doi/abs/10.1080/09500690701528824#.U3Ejm61dU7c

Miller, K. (2013). Use Demonstrations to Teach, Not Just Entertain. Physics Teacher 51, 570-571. http://bit.ly/slp_Miller_2013

Miller, S. (2014). Modeling the Nature of Science with the Mystery Tube. The Physics Teacher52, 548–551. doi:10.1119/1.4902200
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902200

Mylott, E., Dunlap, J., Lampert, L., & Widenhorn, R. (2014). Kinesthetic Activities for the Classroom. The Physics Teacher52(9).
http://scitation.aip.org/content/aapt/journal/tpt/52/9/10.1119/1.4902193

O’Dowd, D.K., Aguilar-Roca, N. (2009). Garage Demos: Using Physical Models t0 Illustrate Dynamic Aspects of Microscopic Biological Processes. CBE Life Sciences Education, 8, 118-122. http://www.ncbi.nlm.nih.gov/pubmed/19487500

Roth, W.-M., McRobbie, C. J., Lucas, K. B. and Boutonné, S. (1997), Why may students fail to learn from demonstrations? A social practice perspective on learning in physics. J. Res. Sci. Teach., 34, 509–533. http://bit.ly/slp_Roth_1997

Sharma, M.D., Johnston, I.D., Johnston, H., Varvell, K., Robertston, G., Hopkins, A., Stewart, C., Cooper, I., & Thorton, R. (2010). Use of interactive lecture demonstrations: A ten year study.Phys Rev ST Physics Ed. Research, 6(020119), 1-9. http://prst-per.aps.org/pdf/PRSTPER/v6/i2/e020119

Sokoloff, D.R. & Thornton, R.K. (1997). Using Interactive Lecture Demonstrations to Create an Active Learning Environment. The Physics Teacher35(6), 340-347. http://tpt.aapt.org/resource/1/phteah/v35/i6/p340_s1

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Diversity, Equity, and Inclusive Teaching

Aguilar, L., Walton, G., and Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today, 67 (5), 43-49.
http://scitation.aip.org/content/aip/magazine/physicstoday/article/67/5/10.1063/PT.3.2383

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470484101.html

Asai, DJ and C Bauerle.  (2016). From HHMI: Doubling Down on Diversity   CBE Life Sci Educ 15:fe6. http://www.lifescied.org/content/15/3/fe6.full.pdf+html

Bartlett, T. (2017). Can we really measure implicit bias? Maybe not. The Chronicle of Higher Education. : http://www.chronicle.com/article/Can-We-Really-Measure-Implicit/238807?cid=trend_right_a

Berrett, D. (Sept. 21, 2015). The Unwritten Rules of College. Chronicle of Higher Education http://www.chronicle.com/article/The-Unwritten- Rules-of/233245

Cooper, KM and SE Brownell.  (2016) Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students.  CBE Life Sci Educ 15:ar37 1-19. http://www.lifescied.org/content/15/3/ar37.full.pdf+html

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 Education16(1), ar8.  http://www.lifescied.org/content/16/1/ar8.abstract

Delparte, D. M., Richardson, R., Eitel, K., Matsaw, S., & Cohn, T. (2016). Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization and Reconceptualizing Spatial Thinking Skills. International Journal of Learning, Teaching and Educational Research, 15(5). http://www.ijlter.org/index.php/ijlter/article/view/622

Eddy, S. L., S. E. Brownell, P. Thummaphan, M.-C. Lan, and M. P. Wenderoth (2015).  Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions. CBE-Life Sciences Education14(4), 11 – 17.  http://www.lifescied.org/content/14/4/ar45.full

Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms. CBE-Life Sciences Education, 13(3), 478-492.
http://www.lifescied.org/content/13/3/478.full.pdf+html

Eddy, S. L., & Hogan, K. A. (2014). Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? Cell Biology Education13(3), 453–468. doi:10.1187/cbe.14-03-0050
http://www.lifescied.org/content/13/3/453.full.pdf+html

Frisby, C. L., & Jimerson, S. R. (2016). Understanding immigrants, schooling, and school psychology: Contemporary science and practice. School psychology quarterly31(2), 141. http://psycnet.apa.org/journals/spq/31/2/141.pdf&uid=2016-26254-001

Goeden, T. J., Kurtz, M. J., Quitadamo, I. J., & Thomas, C. (2015). Community-based inquiry in allied health biochemistry promotes equity by improving critical thinking for women and showing promise for increasing content gains for ethnic minority students. Journal of Chemical Education92(5), 788-796. http://pubs.acs.org/doi/abs/10.1021/ed400893f

Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review94(4), 945-967.http://www.jstor.org/stable/20439056?seq=1#page_scan_tab_contents

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science332 (6034), 1213-6.
http://dx.doi.org/10.1126/science.1204820

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY. http://books.google.com/books/about/Scientific_Teaching.html?id=suf0MvxqoLQC and
http://www.whfreeman.com/Catalog/discipline/Biology/ScientificTeachingSeries

Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375. http://psycnet.apa.org/journals/edu/106/2/375.pdf

Haynes, DM (2014) Always the Exception: Women and Women of Color Scientists in Historical Perspective. AAC&U Peer Review 16(2). http://www.aacu.org/peerreview/2014/spring/haynes

Jackson, MC, G Galvez, I Landa, P Buonora, and D B Thoman.  (2016). Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit CBE Life Sci Educ 15:ar42 1-12. http://www.lifescied.org/content/15/3/ar42.full.pdf+html

Killpack, TL and LC Melón. (2016). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?  CBE Life Sci Educ 15:es3http://www.lifescied.org/content/15/3/es3.full.pdf+html

Lewis, KL, JG Stout, SJ Pollock, ND Finkelstein, and TA Ito. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research 12(2):020110-1-6. http://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.12.020110

Magee, Rhonda V. “The Way of ColorInsight: Understanding Race and Law Effectively Through Mindfulness-Based ColorInsight Practices.” Forthcoming in The Georgetown Law Journal of Modern Critical Race Perspectives, Spring 2016.

Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010, November 26). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234 –1237. doi:10.1126/science.1195996 http://science.sciencemag.org/content/330/6008/1234.full

Moss-Racusin, C. et al., (2012). Science faculty’s subtle gender biases favor male students. PNAS,  109(41), 16474-16479. http://www.pnas.org/content/109/41/16474

Pollack, E. (2013). Can You Spot The Real Outlier: Why Are There Still So Few Women in Science? New York Times Magazine. October 6, 2013, (MM31)
http://www.nytimes.com/2013/10/06/magazine/why-are-there-still-so-few-women-in-science.html?

Rumbarger, L. (2016). Inclusive Teaching: Part One of Highlights from TEP’s ‘Belonging’ Series.http://tepblog.uoregon.edu/blog/index.php/inclusive-teaching-part-one-of-highlights-from-teps-belonging-series/

Russakoff, D. (2017 January 25). ‘The only way we can fight back is to excel’: Undocumented college students face an uncertain future under the Trump administration. New York Times Magazine. Retrieved from
https://www.nytimes.com/2017/01/25/magazine/the-only-way-we-can-fight-back-is-to-excel.html

Schinske, JN, H Perkins, A Snyder, and M Wyer.  (2016). Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class.  CBE Life Sci Educ 15:ar47 1-18. http://www.lifescied.org/content/15/3/ar47.full.pdf+html

Valantine, H.A. (2016). How to fix the many hurdles that stand in female scientists’ way: Women face discrimination of many kinds. We need culture change. Scientific American December. https://www.scientificamerican.com/article/how-to-fix-the-many-hurdles-that-stand-in-female-scientists-rsquo-way/

Winkelmes, Mary-Ann. (2016). Checklist for Designing a Transparent Assignment. Transparency in Teaching and Learning. https://www.unlv.edu/sites/default/files/page_files/27/Provost-DRAFT-Checklist-for-Designing-a-Transparent-Assignment.pdf

Winkelmes, Mary-Ann. (2013). Transparent Assignment Template. Transparency in Teaching and Learning. https://www.unlv.edu/sites/default/files/page_files/27/Provost-FacultyTransparentAssgntTemplate-2016.pdf

Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 18(1/2), 31. https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

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Ethics

Smith, K. C. (2014). Ethics Is Not Rocket Science: How to Have Ethical Discussions in Your Science Class. Journal of microbiology & biology education15(2), 202. http://jmbe.asm.org/index.php/jmbe/article/view/784/pdf_140

Walton, K. L. (2014). Using a Popular Science Nonfiction Book to Introduce Biomedical Research Ethics in a Biology Majors Course. Journal of microbiology & biology education15(2), 240. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4278488/

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Field Trips

Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums.Science Education, 91(1), 75-95.
http://onlinelibrary.wiley.com/store/10.1002/sce.20174/asset/20174_ftp.pdf?v=1&t=i5ed2tda&s=9e0bb660bfde197980dfe0f4e0ef80f567ac1a6b

Chesebrough, D.E. (2014) University-Science Center Partnering in Ohio.
http://www.informalscience.org/perspectives/blog/university-science-center-partnering-in-ohio
(December 15, 2014).

Dale, D. a., & Bailey, B. L. (2003). Physics in the Art Museum. The Physics Teacher41(2), 82-83.
http://dx.doi.org/10.1119/1.1542042

Uffelman, E. S. (2007). Teaching Science in Art. Journal of Chemical Education84(10), 1617-1624.
http://pubs.acs.org/doi/pdf/10.1021/ed084p1617

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Large Class Teaching

Broeckelman-Post, M., Johnson, A., & Schwebach, J. R. (2016). Calling on Students Using Notecards: Engagement and Countering Communication Anxiety in Large Lecture. Journal of College Science Teaching, 45(5), 27. http://search.proquest.com/docview/1791897550?pq-origsite=gscholar.

Keeler, J.M., Koretsky, M.D. (2016). Surprises in the Muddy Waters of High-Enrollment Courses Jessie M. Keeler and Milo D. Koretsky* J. Chem. Educ., DOI: 10.1021/acs.jchemed.6b00372 http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00372

Mynlieff, M., Manogaran, A. L., Maurice, M. S., & Eddinger, T. J. (2014). Writing assignments with a metacognitive component enhance learning in a large introductory biology course. CBE-Life Sciences Education, 13(2), 311-321.  http://www.lifescied.org/content/13/2/311.full

Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. arXiv preprint arXiv:1603.03686. http://dx.doi.org/10.1119/1.4961181  

Russell, J. E., Van Horne, S., Ward, A. S., III, E. A. B., Sipola, M., Colombo, M., & Rocheford, M. K. (2016). Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course. Journal of Geoscience Education, 64(1), 37-51. http://www.nagt-jge.org/doi/abs/10.5408/15-084.

Slepkov, A. D., Vreugdenhil, A. J., & Shiell, R. C. (2016). Score Increase and Partial-Credit Validity When Administering Multiple-Choice Tests Using an Answer-Until-Correct Format. Journal of Chemical Education http://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00028

Winstone, N., & Millward, L. (2012). Reframing Perceptions of the Lecture from Challenges to Opportunities: Embedding Active Learning and Formative Assessment into the Teaching of Large Classes. Psychology Teaching Review18(2), 31-41.  http://files.eric.ed.gov/fulltext/EJ991406.pdf

Wood, W. B., & Tanner, K. D. (2012). The role of the lecturer as tutor: doing what effective tutors do in a large lecture class. CBE-Life Sciences Education11(1), 3-9. http://www.lifescied.org/content/11/1/3.full

 

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Learning and Metacognition

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470484101.html

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: the science of successful learning. Harvard University Press.

Casselman, B. L., & Atwood, C. H. (2017). Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training. Journal of Chemical Educationhttp://pubs.acs.org/doi/abs/10.1021/acs.jchemed.7b00298

Cook, E., Kennedy, E., & McGuire, S.Y. (2013). Effect of teaching meta-cognitive learning strategies on performance in general chemistry courses. Journal of Chemical Education, 90, 961-967. Available from http://pubs.acs.org/doi/abs/10.1021/ed300686h
Fall 2013 – Week 5

Hora, M.T. & Oleson, A.K. (2017). Examining study habits in undergraduate STEM courses from a situative perspective. International Journal of STEM Education, 4 (1), 1-19. https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0055-6

Series, Archives–SemiotiX New. “Conceptual Modeling in physics, mathematics and cognitive science.” http://semioticon.com/semiotix/2015/11/conceptual-modeling-in-physics-mathematics-and-cognitive-science/

Tanner, K. D. (2012). Promoting student metacognition. CBE Life Sciences Education11(2), 113-20.
http://www.lifescied.org/content/11/2/113.full.pdf+html

Yue, C. L., Bjork, E. L., & Bjork, R. A. (2013). Reducing verbal redundancy in multimedia learning: An undesired desirable difficulty?. Journal of Educational Psychology105(2), 266. http://psycnet.apa.org/journals/edu/105/2/266.pdf

 

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National Reports

AAAS (2009) Vision and Change A Call to Action, AAAS, Washington, DC http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf

President’s Council of Advisors on Science and Technology (2012). Report to the President: Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics, Washington, DC: Executive Office of the President. http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf

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Peer Instruction

Beichner, R. (2008). The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate Programs. Evidence on Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Education Workshop 2, Oct 13-14, Washington (DC). http://www7.nationalacademies.org/bose/Beichner_CommissionedPaper.pdf

Beichner, R.J., & Saul, J.M. (2004). Introduction to the SCALE-UP (Student-Center Activities for Large Enrollment Undergraduate Programs) Project. In: Elzer B., editor. Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education. Washington (DC), AAAS Publication Services, pgs. 61-66. http://www.aaas.org/publications/books_reports/CCLI/PDFs/03_Suc_Peds_Beichner.pdf

Beichner, R.J., Saul, J.M., Abbott D.S., Morse, J.J., Deardorff ,D.L., Allain, R.J., Bonham, S.W., Dancy, M.H., & Risley, J.S. (2007). The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project. Research-Based Reform of University Physics, pp 1-42. http://www.compadre.org/PER/per_reviews/media/volume1/SCALE-UP-2007.pdf

Burke, K.A.,  Greenbowe, T.J., & Hand, B.M. (2006). Implementing the Science Writing Heurisitc in the Chemistry Laboratory. Journal of Chemical Education, 83(7), 1032-1038.  http://pubs.acs.org/doi/pdf/10.1021/ed083p1032

Crouch , C.H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. Am. J. Phys., 69, 970-977. http://mazurwww.harvard.edu/publications.php?function=search&topic=8

Crouch, C.H., Fagen, A.P., Callan J.P., Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? Am. J. Phys., 72(6), 835-838.http://mazur.harvard.edu/publications.php?function=display&rowid=160

Croxall, B. (2010). Reflections on Teaching with Social Media, The Chronicle of Higher Education3(5), 67-74.
http://chronicle.com/blogs/profhacker/reflections-on-teaching-with-social-media/24556

Davis, B.G. (2009). The Comprehensive Course Syllabus. Tools for Teaching Chapter 2, John Wiley & Sons, San Francisco CA, (2) 21-36. http://scilit.uoregon.edu/scilit1/index_files/tools for teaching syllabus.pdf

Davis, B.G., (1993). Encouraging Student participation in Discussion. Chapter from Tools for Teaching. Jossey-Bass, San Francisco.http://pan.intrasun.tcnj.edu/501/501resources/Encouraging_Participation_in_Discussions.pdf

Farrell, J.J., Moog, R.S., Spencer, J.N. (1999). A Guided-Inquiry General Chemistry Course. J. Chem. Educ.76 (4), 570. http://pubs.acs.org/doi/abs/10.1021/ed076p570

Gaffney, J.D.H., Richards, E., Kustusch, M.B., Ding, L., & Beichner, R.J. (2008). Scaling Up Education Reform. Journal of College Science Teaching. 37(5), 48-53.http://www.ncsu.edu/per/Articles/JCST_SCALE-UP_article.pdf

Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning.CBE Life Sci Educ 8(3), 182-192. http://www.lifescied.org/cgi/content/abstract/8/3/182

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.
Available from: http://advan.physiology.org/content/ajpadvan/24/1/51

Smith, Wood, Adams, Wieman, Knight, Guild, & Su. (2009). Why peer discussion improves student performance on in-class concept questions. Developmental Biology, 331(2), 416.

Yezierski, E.J., Bauer, C.F. Hunnicutt, S.S., Hanson, D.M., Amaral, K.E., Schneider, J.P. (2008). POGIL Implementation in Large Classes: Strategies for Planning, Teaching and Management.American Chemical Society, Washington, DC. http://scilit.uoregon.edu/scilit1/index_files/POGIL_Implementation_Large_Classes.pdf

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Popular Media (Comics, Games, Music, and Theater)

Cooper, S., Khatib, F., Treuille, A., Barbero, J., Lee, J., Beenen, M., Leaver-Fay, A., Baker, D., Popović, Z., & Foldit players. (2010). Predicting protein structures with a multiplayer online game. Nature466(7307), 756–60.
doi:10.1038/nature09304

Crowther, G. (2012). Using Science Songs to Enhance Learning: An Interdisciplinary Approach. CBE Life Sci Educ, 11 (1), 26-30.
http://www.lifescied.org/content/11/1/26.long

Goldsmith ST, Trierwieler AM, Welch SA, Bancroft AM, Von Bargen JM, Carey AE. 2013. Transforming a university tradition into a geoscience teaching and learning opportunity for the university community. Journal of Geoscience Education 61: 280-290. Available from:
http://nagtjge.org/doi/abs/10.5408/12-354.1

Gutierrez, A. F. (2014). Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology.CBE-Life Sciences Education, 13(1), 76-82.
http://www.lifescied.org/content/13/1/76.full.pdf+html?with-ds=yes

Reuss, R. L., & Gardulski, A. F. (2001). An interactive game approach to learning in Historical Geology and Paleontology. Journal of Geoscience Education49(2), 120–129. Retrieved from
http://www.nagt.org/nagt/jge/abstracts/mar01.html#v49p120

Samide, M. J., & Wilson, A. M. (2014). Games, Games, Games; Playing to Engage with Chemistry Concepts.
http://chemeducator.org/papers/0019001/19140167.pdf

Schwaller, T. (2013) Using comics to increase literacy and assess student learning. The Physics Teacher, 51(2), 122.
http://tpt.aapt.org/resource/1/phteah/v51/i2/p122_s1

Spillane, N.K. (2013). What’s Copenhagen Got To Do With Chemistry? Using a Play to Teach the History and Practice of Science. Journal of Chemical Education, 90(2), 219-223. http://pubs.acs.org/doi/ipdf/10.1021/ed2007058

Tatalovic, M. (2009) Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication, 8(4) A02.
http://jcom.sissa.it/archive/08/04/Jcom0804%282009%29A02/

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Reading and Writing

Heiner, C. E., Banet, A. I., & Wieman, C. (2014). Preparing students for class: How to get 80% of students reading the textbook before class. American Journal of Physics, 82(10), 989-996.
http://scitation.aip.org/content/aapt/journal/ajp/82/10/10.1119/1.4895008

Hoskins, S.G. (2010). “But if It’s in the Newspaper, Doesn’t That Mean It’s True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE.  The American Biology Teacher, 72(7), 415-420. Available from:
http://www.bioone.org/doi/pdf/10.1525/abt.2010.72.7.5

Koffman, B. G., Kreutz, K. J., & Trenbath, K. (2017). Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course. Journal of Geoscience Education65(3), 231-239. http://nagt-jge.org/doi/full/10.5408/16-232.1

Majetic, C. & Pellegrino, C. (2014). When science and information literacy meet: an approach to exploring the sources of science news with non-science majors.College Teaching62(3), 107-112.http://dx.doi.org/10.1080.87567555.2014.916650 Thanks to the authors we have access to an online version http://tinyurl.com/majetic-pellegrino2014

Rundle, R.L. (2005, October 6). Study links produce prices to obesity. The Wall Street Journal.
http://online.wsj.com/news/articles/SB112855170081961018

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Science Communication

http://www.centerforcommunicatingscience.org/alan-alda-on-the-art-of-science-communication-i-want-to-tell-you-a-story/

http://www.centerforcommunicatingscience.org/

Lucy Mercer-Mapstone & Louise Kuchel (2015): Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education, International Journal of Science Education, Part B, DOI: 10.1080/21548455.2015.1113573. http://dx.doi.org/10.1080/21548455.2015.1113573

Olson, R. (2015). “Houston, We Have a Narrative: Why Science Needs a Story” University of Chicago Press, Chicago and London.

Quillin, K., & Thomas, S. (2015). Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology. CBE-Life Sciences Education, 14(1), es2.
http://www.lifescied.org/content/14/1/es2.full

Peter H. Gleick, ‘Thing Explainer’ – A Review of Randall Munroe’s New Book (Using the Ten Hundred Most Common Words), HuffPost Book Blog, Nov. 25, 2015.  http://www.huffingtonpost.com/peter-h-gleick/thing-explainer—a-revie_b_8650772.html

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from http://www.pnas.org/content/110/Supplement_3/14040.full.pdf+html

Tran, L.U., & Halversen, C. (2010). Helping Young Scientists Learn and Practice Public Engagement.  ASTC Dimensions, November/December 2010: 18-19. Available from here.

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Science Literacy

Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science.Science Education95(3), 518-542.
http://onlinelibrary.wiley.com/doi/10.1002/sce.20432/full

Brickman, P.,  Gormally, C., Francom, G., Jardeleza, S.E., Schutte,V.G.W., Jordan, C., & Kanizay, L. (2102). Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims. The American Biology Teacher74(6), 374-379. http://www.bioone.org/doi/pdf/10.1525/abt.2012.74.6.4

Clough, M. P. (Sept. 29, 2010). The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education. Science and Education http://www.bu.edu/hps-scied/files/2012/11/Clough-HPS-Story-Behind-the-Science-Bringing-Science-and-Scientists-to-Life-in-Post-Secondary-Science-Ed.pdf

Dermott, L.C., Rosenquist, M.L. and van Zee, E.H. (1987). Student difficulties in connecting graphs and physics: Examples from kinematics. American Journal of Physics, 55(6), 503-513. http://ajp.aapt.org/resource/1/ajpias/v55/i6/p503_s1

Flener-Lovitt, C. (2014). Using the Socioscientific Context of Climate Change To Teach Chemical Content and the Nature of Science. Journal of Chemical Education91(10), 1587-1593.  http://pubs.acs.org/doi/ipdf/10.1021/ed4006985

Holbrook, J., Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4(3), 275-288. 
http://www.ut.ee/BG/miia_rannikmae/Publications/The_Meaning_of_Scientific_Literacy.pdf

Karenann J. & Wander M.C.F. (2012). Science Literacy, Critical Thinking, and Scientific Literature: Guidelines for Evaluating Scientific Literature in the Classroom. Journal of Geoscience Education, 60(2), 100-105. http://nagt-jge.org/doi/full/10.5408/11-221.1

Karsai, I., & Kampis, G. (2010). The Crossroads between Biology and Mathematics: The Scientific Method as the Basics of Scientific Literacy. BioScience 60(8), 632-638.
http://www.bioone.org/doi/full/10.1525/bio.2010.60.8.9

Lenz, L., & Willcox, M.K., (2012). Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students. The American Biology Teacher, 74(8), 551-556.
http://www.bioone.org/doi/full/10.1525/abt.2012.74.8.4

Parthasarathy, R. (2012). Cars and Kinetic Energy—Some Simple Physics with Real-World Relevance. The Physics Teacher50(7), 395-397. http://aapt.scitation.org/doi/full/10.1119/1.4752039

Pew Research Center. (2013). Public’s Knowledge of Science and Technology. Pew Research Center for the People and the Press.
http://www.people-press.org/files/legacy-pdf/04-22-13 Science knowledge Release.pdf

Rowe, M. P., Gillespie, B. M., Harris, K. R., Koether, S. D., Shannon, L. J. Y., & Rose, L. A. (2015). Redesigning a General Education Science Course to Promote Critical Thinking. CBE-Life Sciences Education14(3). http://www.lifescied.org/content/14/3/ar30.full

Rutledge, M. L., & Sadler, K. C. (2007). Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) instrument with university students. The American Biology Teacher69(6), 332-335.
https://www.nabt.org/websites/institution/File/pdfs/american_biology_teacher/2007/069-06-0332.pdf

Stein, B., & Haynes, A. (2011). Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test. Change: the magazine of higher learning43(2), 44-49. http://www.tandfonline.com/doi/pdf/10.1080/00091383.2011.550254

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Scientific Teaching

Allen, D. & Tanner, K. (2005). From a scholarly approach to teaching to the scholarship of teaching. Cell Biol Educ 4(1), 1-6. http://www.lifescied.org/cgi/content/full/4/1/1

Fink, L.D. 2013. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, Chapter 2: A Taxonomy of Significant Learning, Jossey-Bass, San Francisco.

Handelsman, J., Ebert-May, D., Beicher, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., & Wood, W.B. Scientific Teaching. Science, New Series, 304(5670) 521-522 http://bit.ly/Handelsman_et_al

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY. http://books.google.com/books/about/Scientific_Teaching.html?id=suf0MvxqoLQC

Weiman C. (2007). Why Not Try a Scientific Approach to Teaching Science. Change Magazine, September/December, 9-15. http://www.changemag.org/Archives/Back%20Issues/September-October%202007/full-scientific-approach.html

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Service Learning

Donaghy, K.J. & Saxton, K.J. (2012). Service Learning Track in General Chemistry:  Giving Students a Choice. J. Chem. Educ. 89(11) 1378-83. 
http://pubs.acs.org/doi/full/10.1021/ed200344z

Etkina, E. & Van Heuvelen, A. (2007). Investigative Science Learning Environment – A Science Process Approach to Learning Physics in E. F. Redish and P. Cooney, (Eds.) Research Based Reform of University Physics. American Association of Physics Teachers, College Park, MD, pgs. 1-48. http://paer.rutgers.edu/ScientificAbilities/Downloads/Papers/ISLE2007.pdf

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Syllabus, Class Set-up, and Evaluations

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470484101.html

Cooper, G. (2013). Using multiple course evaluations to engage and empower your students and yourself. Faculty Focus Blog. Available from: http://www.facultyfocus.com/articles/teaching-and-learning/using-multiple-course-evaluations-to-engage-and-empower-your-students-and-yourself/

Fornaciari, C. J., & Lund Dean, K. (2014). The 21st-century syllabus: From pedagogy to andragogy. Journal of Management Education38(5), 701-723. http://journals.sagepub.com/doi/pdf/10.1177/1052562913504763

Lang, S. (2011). Tips for using student evaluations to assess teaching effectiveness. IUPUI Center fro Teaching and Learning. Available from: http://ctl.iupui.edu/Resources/Documenting-Your-Teaching/Assess-Teaching-Effectiveness

Ludwig M., Bentz A., & Fynewever H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching 40(4), 20-23. http://bit.ly/Ludwig_et_al

Lunde, J.P., (2012). 101 Things You Can Do in the First Three Weeks of Class. University of Nebraska-Lincoln, Office of Graduate Studies.http://www.unl.edu/gradstudies/current/teaching/first-3-weeks

Overall, J.U., Marsh, H.W. (1979). Midterm Feedback From Students: Its Relationship to Instructional Improvement and Students’ Cognitive and Affective Outcomes. Journal of Educational Psychology71(6), 856-865. http://psycnet.apa.org/journals/edu/71/6/856.pdf

Pacansky-Brock, M. (2011) Time for an Extreme Syllabus Makeover? Teaching Without Walls: Life Beyond the Lecturehttp://www.teachingwithoutwalls.com/2011/05/timeforextremesyllabusmakeover.html

Palmer, P.J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass Publishers, San Francisco, Chapter 5, pg. 115-140.

Shadow, L. and M. Weimer. 2015. A new twist on end-of-semester evaluations. Faculty Focus Blog.  23 November 2015. http://www.facultyfocus.com/articles/philosophy-of-teaching/a-new-twist-on-end-of-semester-evaluations/

Singham, M. (2007). Death to the Syllabus! Liberal Education, Association of American Colleges and Universities Publications, Fall 2007. http://www.aacu.org/liberaleducation/le-fa07/le_fa07_myview.cfm

Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education9(3), 159-164. http://www.lifescied.org/content/9/3/159.short

Weimer, M. (2011). What Does Your Syllabus Say About You and Your Course? Faculty FocusHigher Ed Teaching Strategieshttp://bit.ly/SLP_Weimer

Weimer, M., Romack, J.R., Ryan, T.E., Culver, T.F., Morse, L.W., Conca, L., Bandeen, H.M., Dolence, D.M., Coffman, S.J. (2010). 11 Strategies for Getting Students to Read What’s Assigned. Faculty Focus: Special Report. Magna Publications Inc. Madison, WI, (1-17).
http://scilit.uoregon.edu/scilit1/index_files/11-strategies-getting-students-to-read.pdf

Weimer, M. 2012. End-of-course evaluations: making sense of student comments.  Faculty Focus Blog.  28 November 2012.http://www.facultyfocus.com/articles/teaching-professor-blog/end-of-course-evaluations-making-sense-of-student-comments/

Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science. CBE-Life Sciences Education, 13(3), 552-569.

http://www.lifescied.org/content/13/3/552.full.pdf+html

Winstanley, N. 2015. It’s not me, it’s you: Coping with student resistance. Faculty Focus Blog. 9 November 2015. http://www.facultyfocus.com/articles/teaching-and-learning/its-not-me-its-you-coping-with-student-resistance/

 

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Technology

Bart, M. (2009, June 17). Using Twitter to Facilitate Classroom Discussions. [Faculty Focus Blog]. Retrieved from
http://www.facultyfocus.com/articles/effective-teaching-strategies/using-twitter-to-facilitate-classroom-discussions/

Butler, A. C., Marsh, E. J., Slavinsky, J. P., & Baraniuk, R. G. (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review26(2), 331-340. http://marshlab.psych.duke.edu/publications/ButlerMarshSlavinskyBaraniuk2014.pdf

Colgoni, E. & Eyles, C. (2010). A new approach to science education in the 21st Century. EDUCAUSE Review, 45(1), 10-11. http://www.educause.edu/ir/library/pdf/ERM1017.pdf

Cordell, R., (2010) How to Start Tweeting (and Why You Might Want To). The Chronicle of Higher Education, 4(3), 61-70. http://chronicle.com/blogs/profhacker/howtostarttweetingandwhyyoumightwantto/26065

Duarte, N. (2008). Slide:ology: The art and science of creating great presentations. Chapter 4: Displaying Data, pgs. 63- 80, Sebastopol, CA, O’Reilly Media.
http://proquestcombo.safaribooksonline.com/book/office-and-productivity-applications/9780596522346/chapter-4dot-displaying-data/63

Graba, B. (2014, April). Using Twitter in the Science Classroom.  PowerPoint presentation at the meeting of the National Science Teachers Association National Conference in Boston, MA.
http://www.slideshare.net/BradGraba/using-twitter-in-the-science-classroom

Greathouse, S.E. &  Rosen. L.H. (2015, March 20). The Best Post Wiki: A Tool for Promoting Collaborative Learning and Higher-Order Thinking [Faculty Focus Blog]. Retrieved from
http://www.facultyfocus.com/articles/instructional-design/best-post-wiki-tool-promoting-collaborative-learning-higher-order-thinking/

Ho, Y. (2013) Seven Steps to Creating Screencast Videos for Online Learning. Higher Ed teaching Strategies: Faculty Focus Blog, Magna Publications.
http://www.facultyfocus.com/articles/teaching-with-technology-articles/seven-steps-to-creating-screencast-videos-for-online-learning/

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education62(3), 233-252.
http://www.tandfonline.com/doi/pdf/10.1080/03634523.2013.767917
Also available here
http://cobweb.cs.uga.edu/~eileen/1730/Readings/ImpactMobilePhoneUsage.pdf

Parslow, G. R. (2011), Commentary: Why we hate powerpoint. Biochem. Mol. Biol. Educ.,39, 63.
http://onlinelibrary.wiley.com/doi/10.1002/bmb.20474/abstract

Reynolds, G. (2005). Top Ten Slide Tips.
http://www.garrreynolds.com/preso-tips/design/

Schuenemann, K. & Wagner, R. (2014). Using Student-Generated Blogs to Create a Global Perspective on Climate Change. Journal of Geoscience Education. 62, 364-373.
http://nagt-jge.org/doi/pdf/10.5408/13-065.1

Smedshammer, Michael, PhD. “10 Tips for Creating Effective Instructional Videos.” Faculty Focus | Higher Ed Teaching & Learning. 20 Mar. 2017. https://www.facultyfocus.com/articles/teaching-with-technology-articles/10-tips-creating-effective-instructional-videos/

Tessier, J. T. (2014). Eliminating the Textbook: Learning Science With Cell Phones. Journal of College Science Teaching44(2).
http://static.nsta.org/files/jcst1402_46.pdf

Thompson, C. (2010). Livescribe, the Pen That Never Forgets. The New York Times Magazine.
http://www.nytimes.com/2010/09/19/magazine/19Livescribe-t.html?pagewanted=1&sq=livescribe&st=cse&scp=1

Tufte, E. R. (2003). PowerPoint Is Evil. Wired, 11 (09), 18-24.
http://www.wired.com/wired/archive/11.09/ppt2.html

Yeung, K. (2014). Making ‘the flip’work: barriers to and implementation strategies for introducing teaching methods into traditional higher education courses. New Directions in the Teaching of Physical Sciences, (10), 59-63. https://www108.lamp.le.ac.uk/ojs1/index.php/new-directions/article/view/518

Young, J. R. (2009). Teaching With Twitter: Not For The Faint of Heart. The Chronicle of Higher Education2(6), 86-94 http://chronicle.com/article/Teaching-With-Twitter-Not-for/49230

Screencast samples:

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