The Science Teaching Journal Club is a partnership of the Science Literacy Program and the Teaching Engagement Program. 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.
Journal Club meets Thursdays at 9 a.m. in LISB 217.
Fall 2018 Journal Club Readings:
This term in Journal Club we will focus on inclusivity, active learning, and assessment which are the three pillars of Scientific Teaching. We look forward to exploring these topics with you.
Hurst, G. A. (2018). Utilizing Snapchat To Facilitate Engagement with and Contextualization of Undergraduate Chemistry. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.8b00014
No meeting: Thanksgiving
English Language Learners’ Voices: https://www.facultyfocus.com/articles/teaching-and-learning/english-language-learners-voices/
Develop Intercultural Competence to Foster International Student Success: https://www.facultyfocus.com/uncategorized/develop-intercultural-competence-to-foster-international-student-success/
Knight, J. K., & Brame, C. J. (2018). Peer Instruction. CBE—Life Sciences Education, 17(2), fe5. https://www.lifescied.org/doi/pdf/10.1187/cbe.18-02-0025
Peer Instruction – Evidence-Based Teaching Guide: http://lse.ascb.org/evidence-based-teaching-guides/peer-instruction/
Underwood, S. M., Posey, L. A., Herrington, D. G., Carmel, J. H., & Cooper, M. M. (2017). Adapting assessment tasks to support three-dimensional learning. Journal of Chemical Education, 95(2), 207-217. https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.7b00645
Lazar, K. B., Moysey, S. M., Brame, S., Coulson, A. B., Lee, C. M., & Wagner, J. R. (2018). Breaking out of the traditional lecture hall: Geocaching as a tool for experiential learning in large geology service courses. Journal of Geoscience Education, 1-16. https://www.tandfonline.com/doi/pdf/10.1080/10899995.2018.1453191?needAccess=true https://www.tandfonline.com/doi/full/10.1080/10899995.2018.1453191
Scanlon, E., Schreffler, J., James, W., Vasquez, E., & Chini, J. J. (2018). Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learners. Physical Review Physics Education Research, 14(2), 020101. https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.14.020101
Center for Applied Special Technology (CAST, 2011). UDL guidelines version 2.0. https://journals.aps.org/prper/supplemental/10.1103/PhysRevPhysEducRes.14.020101/Supplementary_Material_I_4-2-18.pdf
Solomon, E. D., Repice, M. D., Mutambuki, J. M., Leonard, D. A., Cohen, C. A., Luo, J., & Frey, R. F. (2018). A Mixed-Methods Investigation of Clicker Implementation Styles in STEM. CBE—Life Sciences Education, 17(2), ar30. https://www.lifescied.org/doi/pdf/10.1187/cbe.17-08-0180
Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 7. https://link.springer.com/content/pdf/10.1186%2Fs40594-018-0102-y.pdf
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE—Life Sciences Education, 17(1), ar10. https://www.lifescied.org/doi/pdf/10.1187/cbe.17-06-0107