Fall 2017: Engaged, Research-Led, and Inclusive teaching practices

The theme for fall 2017 was exploring science teaching practices that are inclusive, engaged, and research-led. We invited anyone across all ranks and disciplines to join the whole series or stop by for a specific conversation.

Week 1

Reading:
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

Week 2

Reading:
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 Review, 26(2), 331-340. http://marshlab.psych.duke.edu/publications/ButlerMarshSlavinskyBaraniuk2014.pdf

Week 3

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

Week 4

Reading:
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 Education, 65(3), 231-239. http://nagt-jge.org/doi/full/10.5408/16-232.1

Week 5

Reading:
Jordt, H., Eddy, S. L., Brazil, R., Lau, I., Mann, C., Brownell, S. E., … & Freeman, S. (2017). Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes. CBE-Life Sciences Education, 16(3), ar41. http://www.lifescied.org/content/16/3/ar41

Week 6

For journal club this week, we invited participants to join us for a Teaching Showcase to hear about the new course BI 160: From Brains to Intelligent Machines developed by SLP-affiliated faculty member Santiago Jaramillo and Graduate SLP Fellow Nick Ponvert. We had an opportunity to hear about the development and activities included in the course and ask questions about creating this course for non-science majors.

BI 160:  From Brains to Intelligent Machines Course Description:
A course designed for non-science majors to understand how the brain acquires information and drives behavior, and how scientists and engineers attempt to replicate these abilities in computers and artificial intelligence systems. Students will be introduced to the process of scientific reasoning and use those skills to discuss the neural processes behind learning, memory, decision-making, and thinking.  Parallels will be made between the way the brain and computers process information and perform computations.  Students will grapple with questions such as:  What happens if our intelligent machines become too intelligent?  What are the implications to society of intelligent machines and technologies for interfacing brains and machines?

Week 7

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

Week 8

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