In our seventh year, the Scientific Teaching and Learning Journal Club focused on approaches for teaching large classes. In Spring 2016, UO’s TEP sponsored a series of events on making the big class feel small. Our journal club conversations continued the conversation.
Week 1
Reading:
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 Education, 11(1), 3-9. http://www.lifescied.org/content/11/1/3.full
Week 2
Reading:
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 Review, 18(2), 31-41. http://files.eric.ed.gov/fulltext/EJ991406.pdf
Week 3
Reading:
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.
Week 4
Reading:
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/10.5408/15-084.1
Week 5
Reading:
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
Week 6
Reading:
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
Week 7
Reading:
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
Week 8
Reading:
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
Week 9
No meeting due to Thanksgiving holiday.
Week 10
Reading:
Poffenroth, M. (2015). Large lectures 101. Science Magazine.http://www.sciencemag.org/careers/2015/03/large-lectures-101
Feldman, K. A. (2013). Using a “Microbe Minute” to Improve Class Attendance and Increase Course Interest. Journal of Microbiology & Biology Education: JMBE, 14(2), 277. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3867777/