The Science Teaching Journal Club is a partnership of the Science Literacy Program and the Teaching Engagement Program. Each week we read, discuss, and consider how to implement ideas from an article or book that explores issues relevant to teaching and learning in college science classrooms. We invite participants from all ranks and disciplines to join us for these sessions, which we use to model evidence-based teaching practices.

This winter the journal club will meet Thursdays at 9 a.m. via Zoom

Spring 2021 Journal Club Readings:

This term in the science teaching journal club we will explore teaching methods that have gained new prominence during the pandemic, including hybrid, HyFlex, and socially-distanced face-to-face teaching. What can we learn from these methods and our own remote and asynchronous teaching experiences that we can carry forward as we return to the classroom? We will divide our time this term between readings and teaching demonstrations by volunteers from the journal club.

Making time to talk about teaching has become more important than ever as our opportunities for spontaneous conversations in hallways are temporarily on hold. The Science Teaching Journal Club provides a friendly, collegial gathering place for participants from all ranks and disciplines; we invite you to join us at our weekly meetings, which feature lively, structured discussions of the readings. Feel free to participate in the whole series or just drop in for a specific conversation.

For more details or if you are interested in doing a teaching demonstration, contact Julie Mueller (jmueller@uoregon.edu).

Tentative Schedule:

Week One (4/1):

Linder, K. E. (2017). Fundamentals of hybrid teaching and learning. New directions for teaching and learning, 2017(149), 11-18. https://alliance-primo.hosted.exlibrisgroup.com/permalink/f/qgisft/TN_cdi_gale_infotracacademiconefile_A485563016

Week Two (4/8):

Henrie, C. R., Bodily, R., Manwaring, K. C., & Graham, C. R. (2015). Exploring intensive longitudinal measures of student engagement in blended learning. International Review of Research in Open and Distributed Learning, 16(3), 131-155. https://www.erudit.org/en/journals/irrodl/2015-v16-n3-irrodl04980/1065977ar.pdf

Week Three (4/15):

Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry. Journal of Chemical Education, 96(4), 629-639. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.8b00414

Week Four (4/22):

Teaching in socially distanced classrooms. (2020, August 19). https://flexteaching.ku.edu/preparing-socially-distanced-classrooms

Baumgartner, J. Teaching Tools: Active Learning while Physically Distancing. https://docs.google.com/document/d/15ZtTu2pmQRU_eC3gMccVhVwDR5

Week Five (4/29):

Sections 1.2, 1.3, 2.1, and 2.2 in Beatty, B. J. (2019). Hybrid-Flexible Course Design. EdTech Books. https://edtechbooks.org/hyflex

Week Six (5/6):

Teaching demo: Raghuveer Parthasarathy, Dept. of Physics. Teaching Core Education Science Courses

Week Seven (5/13):

Teaching demo: Tom Greenbowe, Dept. of Chemistry and Biochemistry. Teaching General Chemistry Online

Week Eight (5/20):

Teaching demo: Shannon Boettcher, Dept. of Chemistry and Biochemistry. HyFlex Teaching

Week Nine (5/27):

Teaching demo: Richard Wagner, Science, Math, and Engineering Division, Lane Community College. Hybrid Teaching in Introductory Astronomy

Week Ten (6/3):

Bray, Marianne. Flattening the Multimodal Learning Curve: A Faculty Playbook. Optimising Higher Education Experiences at Each Learning Touchpoint: Remote, In-Person, or Hybrid. (2021). https://edudownloads.azureedge.net/msdownloads/EIU163_MSFT_Multimodal_Learning_Playbook_v4.pdf