Bibliography by Topic


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

University of Oregon. (2013). Professor Peter O’Day Celebrates Unfettered, Curiosity-Driven Vision. Retrieved November 7, 2013, from

University of Oregon. (2013). Tips for Assignment, Exam Design. Retrieved November 7, 2013, from

University of Oregon. (2013). Tips for Maintaining Your Academic Integrity. Retrieved November 7, 2013, from

University of Oregon. (2013). UO Conduct Review Process. Retrieved November 7, 2013, from

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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.

Black, K.A., (1993). What to Do When You Stop Lecturing: Become a Guide and a Resource. J. Chem. Educ. 70(2), 140-144.

DeHann, R.L. (2009). Teaching creativity and inventive problem solving in science. CBE Life Sci Educ , 8(3), 172-181.

Deslauriers, L., Schelew, E., Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332(6031) 862-864.

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.

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.

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.

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

Mazur , E. (1996). Science Lectures: A relic of the past? Physics World, 9, 13-14.

McClanahan, E.B., McClanahan, L.L. (2002). Active Learning in a Non-Majors Biology Class: Lessons Learned. College Teaching, 50(3) 92-97

Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Adv Physiol Educ, 24(1), 51-5.

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

Silverthorn, D. U., (2006) Teaching and learning in the interactive classroom, Adv. Physiol. Educ. 30, 135- 140.

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.

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.

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

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.

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Allen, D., & Tanner, K. (2002). Approaches to cell biology teaching: questions about questions. Cell Biology Education, 1(3), 63-67.

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.

Arthurs, L. Action Research, SoTL, DBER. Retrieved from

Bensley, A.D. (2010). A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. APS Observer23(10).

Center for Teaching, Vanderbilt University (2009). Classroom Assessment techniques (CATS).Vanderbilt Teaching Guides.

Cottell, P., & Harwood, E. (1998). Do classroom assessment techniques (CATs) improve student learning?. New Directions for Teaching & Learning, 75, 37-46.

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.

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.

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.

Karpicke, J. D., Roediger, H. L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968.

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

McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning. Journal of the Scholarship of Teaching and Learning, 12 (1), 1-7.

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.

Sadler, P.M., Good, E. (2006) The Impact of Self- and Peer-Grading on Student Learning.Educational Assessment, 11(1), 1-31.

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.

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

Weimer, M. (2012). End-of-course evaluations: making sense of student comments. Faculty Focus Blog.

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.

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

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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.

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY. and

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.

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.

Casassus, B. 2013 November 29. Study Linking Genetically Modified Corn to Rat Tumors is Retracted. Scientific American.

Corporate Officials (Last name C-D)
Fraley, R.T. 2013 December 30. The Future of Agriculture Requires Dialogue. Huffington Post.

Fraley, R.T. 2014 May 6. To Deal With Climate Change, We Need Agricultural Innovation – Now. Huffington Post.

Economists  (Last name E-J)
Fields of Beaten Gold. 2013 December 7. The Economist

Monsanto: the parable of the sower. 2009 November 19. The Economist

Farmers  (Last name K-P)
Royte, E. 2013 December 6. The Post-GMO Economy. The Modern Farmer.

This Farmer’s Perspective on GMOs. 2011 November 19. Son of a Farmer Blog.

Ecologists & Conservationists  (Last name Q-S)

Achitoff, P. 2014 March 5. GMOs in Kauai: Not Just Another Day in Paradise. Huffington Post.

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.)

Genetic Engineering Risks and Impacts. Union of Concerned Scientists.

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.

Ho, M.W. 2014 February 4. GMO labeling: the tide is turning. Ecologist.

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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.

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

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

Newbury, P., & Heiner, C. (2012). Ready, Set, React:  Getting the most out of peer instruction using clickers. Retrieved from

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.

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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.

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from

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.

Potts, B. (1994). Strategies for Teaching Critical Thinking. Practical Assessment, Research & Evaluation, 4(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.

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.

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.

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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.

Miller, K. (2013). Use Demonstrations to Teach, Not Just Entertain. Physics Teacher 51, 570-571.

Miller, S. (2014). Modeling the Nature of Science with the Mystery Tube. The Physics Teacher52, 548–551. doi:10.1119/1.4902200

Mylott, E., Dunlap, J., Lampert, L., & Widenhorn, R. (2014). Kinesthetic Activities for the Classroom. The Physics Teacher52(9).

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.

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.

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.

Sokoloff, D.R. & Thornton, R.K. (1997). Using Interactive Lecture Demonstrations to Create an Active Learning Environment. The Physics Teacher35(6), 340-347.

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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.

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.

Asai, DJ and C Bauerle.  (2016). From HHMI: Doubling Down on Diversity   CBE Life Sci Educ 15:fe6.

Bartlett, T. (2017). Can we really measure implicit bias? Maybe not. The Chronicle of Higher Education. :

Berrett, D. (Sept. 21, 2015). The Unwritten Rules of College. Chronicle of Higher Education 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.

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.

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).

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.

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.

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

Frisby, C. L., & Jimerson, S. R. (2016). Understanding immigrants, schooling, and school psychology: Contemporary science and practice. School psychology quarterly31(2), 141.

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.

Greenwald, A. G., & Krieger, L. H. (2006). Implicit bias: Scientific foundations. California Law Review94(4), 945-967.

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.

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY. and

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.

Haynes, DM (2014) Always the Exception: Women and Women of Color Scientists in Historical Perspective. AAC&U Peer Review 16(2).

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.

Killpack, TL and LC Melón. (2016). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?  CBE Life Sci Educ 15:es3

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.

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

Moss-Racusin, C. et al., (2012). Science faculty’s subtle gender biases favor male students. PNAS,  109(41), 16474-16479.

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)

Rumbarger, L. (2016). Inclusive Teaching: Part One of Highlights from TEP’s ‘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

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.

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.

Winkelmes, Mary-Ann. (2016). Checklist for Designing a Transparent Assignment. Transparency in Teaching and Learning.

Winkelmes, Mary-Ann. (2013). Transparent Assignment Template. Transparency in Teaching and Learning.

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.

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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.

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.

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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.

Chesebrough, D.E. (2014) 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.

Uffelman, E. S. (2007). Teaching Science in Art. Journal of Chemical Education84(10), 1617-1624.

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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.

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

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.

Reinholz, D. L., & Dounas-Frazer, D. R. (2016). Using Peer Feedback to Promote Reflection on Open-Ended Problems. arXiv preprint arXiv:1603.03686.  

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.

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

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.

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.


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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.

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 Education

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
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.

Series, Archives–SemiotiX New. “Conceptual Modeling in physics, mathematics and cognitive science.”

Tanner, K. D. (2012). Promoting student metacognition. CBE Life Sciences Education11(2), 113-20.

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.


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National Reports

AAAS (2009) Vision and Change A Call to Action, AAAS, Washington, DC

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.

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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).

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.

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.

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.

Crouch , C.H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. Am. J. Phys., 69, 970-977.

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.

Croxall, B. (2010). Reflections on Teaching with Social Media, The Chronicle of Higher Education3(5), 67-74.

Davis, B.G. (2009). The Comprehensive Course Syllabus. Tools for Teaching Chapter 2, John Wiley & Sons, San Francisco CA, (2) 21-36. for teaching syllabus.pdf

Davis, B.G., (1993). Encouraging Student participation in Discussion. Chapter from Tools for Teaching. Jossey-Bass, San Francisco.

Farrell, J.J., Moog, R.S., Spencer, J.N. (1999). A Guided-Inquiry General Chemistry Course. J. Chem. Educ.76 (4), 570.

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.

Preszler, R.W. (2009). Replacing Lecture with Peer-led Workshops Improves Student Learning.CBE Life Sci Educ 8(3), 182-192.

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

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.

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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.

Crowther, G. (2012). Using Science Songs to Enhance Learning: An Interdisciplinary Approach. CBE Life Sci Educ, 11 (1), 26-30.

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:

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.

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

Samide, M. J., & Wilson, A. M. (2014). Games, Games, Games; Playing to Engage with Chemistry Concepts.

Schwaller, T. (2013) Using comics to increase literacy and assess student learning. The Physics Teacher, 51(2), 122.

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.

Tatalovic, M. (2009) Science comics as tools for science education and communication: a brief, exploratory study. Journal of Science Communication, 8(4) A02.

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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.

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:

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.

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. Thanks to the authors we have access to an online version

Rundle, R.L. (2005, October 6). Study links produce prices to obesity. The Wall Street Journal.

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Science Communication

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.

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.

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.—a-revie_b_8650772.html

Scheufele, D.A. (2013). Communicating science in social settings. PNAS, 110(3), 14040-14047. Available from

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.

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.

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

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.

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.

Holbrook, J., Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4(3), 275-288.

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.

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.

Lenz, L., & Willcox, M.K., (2012). Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students. The American Biology Teacher, 74(8), 551-556.

Parthasarathy, R. (2012). Cars and Kinetic Energy—Some Simple Physics with Real-World Relevance. The Physics Teacher50(7), 395-397.

Pew Research Center. (2013). Public’s Knowledge of Science and Technology. Pew Research Center for the People and the Press. 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).

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.

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.

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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.

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

Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific Teaching. W.H. Freeman & Company,New York, NY.

Weiman C. (2007). Why Not Try a Scientific Approach to Teaching Science. Change Magazine, September/December, 9-15.

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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.

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.

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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.

Cooper, G. (2013). Using multiple course evaluations to engage and empower your students and yourself. Faculty Focus Blog. Available from:

Fornaciari, C. J., & Lund Dean, K. (2014). The 21st-century syllabus: From pedagogy to andragogy. Journal of Management Education38(5), 701-723.

Lang, S. (2011). Tips for using student evaluations to assess teaching effectiveness. IUPUI Center fro Teaching and Learning. Available from:

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.

Lunde, J.P., (2012). 101 Things You Can Do in the First Three Weeks of Class. University of Nebraska-Lincoln, Office of Graduate Studies.

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.

Pacansky-Brock, M. (2011) Time for an Extreme Syllabus Makeover? Teaching Without Walls: Life Beyond the Lecture

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.

Singham, M. (2007). Death to the Syllabus! Liberal Education, Association of American Colleges and Universities Publications, Fall 2007.

Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education9(3), 159-164.

Weimer, M. (2011). What Does Your Syllabus Say About You and Your Course? Faculty FocusHigher Ed Teaching Strategies

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).

Weimer, M. 2012. End-of-course evaluations: making sense of student comments.  Faculty Focus Blog.  28 November 2012.

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.

Winstanley, N. 2015. It’s not me, it’s you: Coping with student resistance. Faculty Focus Blog. 9 November 2015.


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Bart, M. (2009, June 17). Using Twitter to Facilitate Classroom Discussions. [Faculty Focus Blog]. Retrieved from

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.

Colgoni, E. & Eyles, C. (2010). A new approach to science education in the 21st Century. EDUCAUSE Review, 45(1), 10-11.

Cordell, R., (2010) How to Start Tweeting (and Why You Might Want To). The Chronicle of Higher Education, 4(3), 61-70.

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.

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.

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

Ho, Y. (2013) Seven Steps to Creating Screencast Videos for Online Learning. Higher Ed teaching Strategies: Faculty Focus Blog, Magna Publications.

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education62(3), 233-252.
Also available here

Parslow, G. R. (2011), Commentary: Why we hate powerpoint. Biochem. Mol. Biol. Educ.,39, 63.

Reynolds, G. (2005). Top Ten Slide Tips.

Schuenemann, K. & Wagner, R. (2014). Using Student-Generated Blogs to Create a Global Perspective on Climate Change. Journal of Geoscience Education. 62, 364-373.

Smedshammer, Michael, PhD. “10 Tips for Creating Effective Instructional Videos.” Faculty Focus | Higher Ed Teaching & Learning. 20 Mar. 2017.

Tessier, J. T. (2014). Eliminating the Textbook: Learning Science With Cell Phones. Journal of College Science Teaching44(2).

Thompson, C. (2010). Livescribe, the Pen That Never Forgets. The New York Times Magazine.

Tufte, E. R. (2003). PowerPoint Is Evil. Wired, 11 (09), 18-24.

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.

Young, J. R. (2009). Teaching With Twitter: Not For The Faint of Heart. The Chronicle of Higher Education2(6), 86-94

Screencast samples:

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