Science Education Research Journal Club papers

• Possible future papers
• Links to other websites
• Library of other papers of interest

For the papers below, I've yellow-highlighted a few that I feel led to the most interesting discussions, the ones we keep referring back to. For newer people in the group, you may enjoy going back to read those particular papers. For that matter, we could always re-read them from time to time.

Green-highlighted ones are ones that Eric likes but which may be of less general interest.

2024

• Monday, September 30, 3 pm (2024) -- Atwood 270
  • "Professors at Play AI Playbook"
    D Thomas & L Forbes, free book, Professors at Play and Play Story Press (2024).
  • Lots of ideas. Everybody should read pages 1-5 and then find a few sections of interest. Suggested by POD listserv. (6)
• Monday, September 23, 3 pm (2024) -- Atwood 270
  • "Should colleges really eliminate the college lecture?" C Gross-Loh, The Atlantic (July 14, 2016).
  • Maybe it's just that we give bad lectures; public speaking is taught less and less; students need to learn how to listen to lectures. Suggested by Eric.
• Monday, September 16, 3 pm (2024) -- Atwood 270
  • "When learning physics mirrors doing physics"
    E Etkina, Physics Today 76, 26-32 (2023).
  • "The Investigative Science Learning Environment approach replaces traditional teaching with active-learning methods that emulate scientific processes." (12)
• Monday, September 9, 3 pm (2024) -- Atwood 270
  • "Perspectives from undergraduate life sciences faculty: Are we equipped to effectively accomodate students with disabilities in our classrooms?"
    EC Goodwin, D Pais, J He, LE Gin, and SE Brownell, CBE-LSE 23, ar18 (2024).
  • Interviews with faculty around providing accomodations to students. From the abstract: "These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction." Suggested by Pat. (9)
• Monday, April 29, 3 pm (2024)
  • "What's in a name: Exposing gender bias in student ratings of teaching"
    L MacNell, A Driscoll, & AN Hunt, Innov. High. Educ. 40, 291-303 (2015).
  • Faculty teaching online courses were randomly given male or female names: students liked profs with male names better. Previously read by us on 4-18-2016.
• Monday, April 15, 3 pm (2024)
  • "Oral examinations -- equal opportunities, ethnicity, and fairness in the MRCGP"
    C Roberts, S Sarangi, L Southgate, R Wakeford, & V Wass, BMJ 320, 370-375 (2000).
  • Oral exams given by the Medical Royal College of General Practitioners. Suggested by Alissa. (6)
• Monday, April 8, 3 pm (2024)
  • We have scheduled an eclipse during our normal meeting time.
• Monday, April 1, 3 pm (2024)
  • "The CREATE approach to primary literature shifts undergraduates' self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs"
    SG Hoskins, D Lopatto, and LM Stevens, CBE-LSE 10, 368-378 (2011).
  • Last week we discussed how students read papers; this week we'll look at a method to teach students how to read papers.
• Monday, March 25, 3 pm (2024)
  • "Perceptions of scientific research literature and strategies for reading papers depend on academic career stage"
    KE Hubbard & SD Dunbar, PLoS ONE 12, e0189753 (2017).
  • Suggested by the GT SERGE club. How does the way someone reads a research paper differ at different career stages? (8)
• Monday, February 26, 3 pm (2024)
  • "Improvements from a flipped classroom may simply be the fruits of active learning"
    JL Jensen, TA Kummer, & PDdM Godoy, CBE-LSE 14, ar5 (2015).
  • This paper about flipped classes goes beyond "does it work" to address "how it works". Suggested by Kristen. Originally read on Feb 22, 2016. (5)
• Monday, February 19, 3 pm (2024)
  • "The flipped classroom: A course redesign to foster learning and engagement in a health professions school"
    JE McLaughlin, MT Roth, DM Glatt, N Gharkholonarehe, CA Davidson, LM Griffin, DA Esserman, & RJ Mumper, Acad. Medicine 89, 236-243 (2014).
  • They flipped their classroom, the article describes what they did and gives data showing that student satisfaction and participation increased. Originally read on Feb 14, 2014. (7)
• Monday, February 12, 3 pm (2024)
  • "Dysfunctional illusions of rigor"
    CE Nelson, To Improve The Academy 28, 177-192 (2010).
  • "My initial teaching practices were based on nine 'dysfunctional illusions of rigor.' Overcoming them required revision of my ideas on the value of 'hard' courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula." Suggested by Eric (via POD). (10)
• Monday, February 5, 3 pm (2024)
  • "Connecting achievement motivation to performance in general chemistry"
    B Ferrell, MM Phillips, and J Barbera, Chem. Educ. Res. Pract. 17, 1054-1066 (2016).
  • Examines self-efficacy, interest, and effort beliefs, and how these three motivation factors relate to the course grades. (6)
• Monday, January 29, 3 pm (2024)
  • "Effective variations of peer instruction: The effects of peer discussions, committing to an answer, and reaching a consensus"
    N Lasry, E Charles, & C Whittaker, AJP 84, 639-645 (2016).
  • From the abstract: "[We] make two recommendations: always use peer discussions and consider asking students to reach a consensus before re-polling." Suggested by Eric. (9)
• Monday, January 22, 3 pm (2024) -- Woodruff Library 214
  • Cecilia Gomez will talk with us about her recent work related to supporting faculty on active learning practices.
  • Google Drive folder with a poster Cecilia presented in November 2023 at the POD conference, along with a handout related to the poster. These are the materials to read in advance. The poster is titled "Future forward: Evaluating faculty development programming for active learning classrooms" and has co-author Patricia Turner. (8)

• Monday, December 4, 2 pm (2023)
  • "Students' grade satisfaction influences evaluations of teaching: Evidence from individual-level data and an experimental intervention"
    V Kogan, B Genetin, J Chen, & A Kalish, EdWorkingPaper: 22-513, retrieved from Annenberg Institute at Brown University (January 2022 version).
  • From the abstract: "...student grade satisfaction -- regardless of the underlying cause of the grades -- appears to be an important driver of course evaluations." Suggested by Eric. (6)
• Monday, November 27, 2 pm (2023)
  • "Designing effective questions for classroom response system teaching"
    ID Beatty, WJ Gerace, WJ Leonard, & RJ Dufresne, Am. J. Phys. 71, 31-39 (2006).
  • Reference from last week's article. From the abstract: "We identify several tactics that are useful for designing potent questions and present four 'makeovers' to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system." (3)
• Monday, November 13, 2 pm (2023)
  • "Let students work: Analysis of the role of differing facilitation on student engagement in a large stadium-style lecture hall"
    NE States, C Lovig, K Martin, HT Nennig, and RS Cole, J. Chem. Ed. (2023) -- advance online.
  • Analyzes how two instructors use clickers, and which methods are better. Suggested by Pat. (4)
• Monday, November 6, 2 pm (2023)
  • "Reflecting on your practice"
    Worksheet from the University of Michigan's Center for Research on Learning & Teaching. (2018).
  • Everybody can do this checklist and we can discuss our results. Suggested by Pat. (6)
• Monday, October 30, 2 pm (2023)
  • The trade-off between graduate student research and teaching: A myth?"
    EE Shortlidge & SL Eddy, PLoS ONE 13, e0199576 (2018).
  • To paraphrase from the abstract, "...the data trend towards a slight synergy between attending ScERJ Club and research preparation." I may have substituted "attended ScERJ Club" for the phrase "investing in evidence-based teaching." Suggested by Chris. (5)
• Monday, October 23, 2 pm (2023)
  • "'But is it fair?': An exploratory study of student perceptions of the consequential validity of assessment"
    K Sambell, L McDowell, & S Brown, Studies in Ed. Eval. 23, 349-371 (1997).
  • Suggested by Alissa. A lot of interesting student quotes about how they feel about exams and other assessments. (4)
• Monday, October 16, 2 pm (2023)
  • "Nature's guide for mentors"
    A Lee, C Dennis, & P Campbell, Nature 447, 791-797 (2007).
  • They have a mentor award each year -- for example, Anita Corbett of Emory's biology department won this award in 2018. This article summarizes lessons learned on good mentoring, written by the folks who read the nomination packages for the mentor award. Suggested by Pat. (2)
• Monday, October 2, 2 pm (2023)
  • "Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance"
    DB Luckie, AM Rivkin, JR Aubry, BJ Marengo, LR Creech, & RD Sweeder, CBE:LSE 12, 515-529 (2013).
  • This article was mentioned in a recent New York Times opinion column
  • Oral exams are useful. Suggested by Eric. (4)
• Monday, September 25, 2 pm (2023)
  • "How to attract the next generation of chemists"
    AK Isaacs, Nature Rev. Chem. (2023).
  • Two page commentary article. "Inclusive pedagogy that incorporates social issues and innovative teaching with special attention to historically excluded groups are keys to unlocking the full potential of future scientists." Suggested by Donna Troka. (8)
• Monday, September 18, 2 pm (2023)
  • "Establishing a new standard of care for calculus using trials with randomized student allocation"
    L Kramer, E Fuller, C Watson, A Castillo, P Duran Oliva, G. Potvin, Science 995-998, 381 (2023).
  • A large trial that randomized students into calculus classrooms shows that active learning is more effective. Suggested by Chris. (2)
• Monday, September 11, 2 pm (2023)
  • "Coming out in class: Challenges and benefits of active learning in a biology classroom for LGBTQIA students"
    KM Cooper & SE Brownell, CBE-LSE 15, ar37 (2016).
  • To quote from the abstract of the article, "We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities." Suggested by Rachelle. Previously discussed on Sept 13, 2016.
• Monday, August 28, 2 pm (2023) -- Atwood 270
  • "What's in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom"
    KM Cooper, B Haney, A Krieg, & SE Brownell, CBE-LSE 16, ar8 (2017).
  • "...students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names." (13)
• Monday, April 17, 3 pm (2023) -- Woodruff Library 875
  • "Performance-based assessment of graduate student research skills: timing, trajectory, and potential thresholds"
    B Crotwell Timmerman, D Feldon, M Maher, D Strickland, & J Gilmore, Studies in Higher Ed. 38, 693-710 (2013).
  • Studies written research proposals, examines several different skills. Suggested by Pat. (3)
• Monday, April 10, 3 pm (2023) -- Woodruff Library 875
  • "Reconsidering the share of a think-pair-share: Emerging limitations, alternatives, and opportunities for research"
    KM Cooper, JN Schinske, and KD Tanner, CBE-LSE 20, fe1 (2021)
  • Think-pair-share causes problems for an inclusive and equitable classroom; the article suggests ways to keep the active learning benefits without the "share." (6)
• Monday, March 27, 3 pm (2023) -- Woodruff Library 875
  • "An improved design for in-class review"
    EJ Maxwell, L McDonnell, & CE Wieman, J. Coll. Sci. Teach. 44, 48-52 (2015).
  • Rather than lecturing during a review session, you should have students work problems. This also applies to others sorts of review, such as reviewing the previous class session. (7)
• Monday, March 20, 3 pm (2023) -- Woodruff Library 875
  • "Deep teaching in a college STEM classroom"
    BM Dewsbury, Cultural Studies of Science Education 15, 169-191 (2020).
  • The first author is visiting Emory on March 16 and 17. An introduction to his teaching philosophy. (5)
• Monday, March 13, 3 pm (2023) -- Woodruff Library 875
  • "Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance"
    BM Dewsbury, HJ Swanson, S Moseman-Valtierra, & J Caulkins, PLoS One 17, e0268620 (2022).
  • The first author is visiting Emory on March 16 and 17. A five-year study comparing inclusive pedagogy to lecture-based pedagogy in introductory biology courses. (8)
• Monday, February 27, 3 pm (2023) -- Woodruff Library 875
  • "Is active learning accessible? Exploring the process of providing accomodations to students with disabilities"
    LE Gin, FA Guerrero, KM Cooper, & SE Brownell, CBE-LSE 19, es12 (2020).
  • "...we review the history of accommodating students with disabilities in higher education, highlight how active learning may not always be inclusive of college science students with disabilities..." and also propose some solutions. (9)
• Monday, February 20, 3 pm (2023) -- Woodruff Library 875
  • "Student perceptions of instructor supportiveness: What characteristics make a difference?"
    EE Schussler, M Weatherton, MM Chen Musgrove, JR Brigati, & BJ England, CBE-LSE 20:ar29 (2021).
  • Perception of caring is useful, for example. 10 pages + references. Suggested by Chris. (7)
• Monday, February 13, 3 pm (2023) -- Woodruff Library 875
  • "Programming is hard -- or at least it used to be: Educational opportunities and challenges of AI code generation"
    BA Becker et al, preprint (arXiv: 2212.01020).
  • Position paper. From the abstract: "...without quick, deliberate, and concerted efforts, educators will lose advantage in helping shape what opportunities come to be, and what challenges will endure."
• Monday, February 6, 3 pm (2023) -- Woodruff Library 875
  • "Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review"
    E Denessen, L Hornstra, L van den Bergh, & G Bijlstra, Learning & Instruction 78, 101437 (2022).
  • From the abstract: "These studies show that the use of implicit measures of teacher attitudes and stereotypes has great potential for the understanding of differential treatment of students by their teachers, but also that this line of research needs further development, with more focus on the validation of implicit measures and study designs in experimental and field settings." Suggested by Daniel Sussman. (7)

• Monday, December 12, 3 pm (2022) -- Anthropology 107
  • "A lesson in bias: The relationship between implicit racial bias and performance in pedagogical contexts"
    DS Jacoby-Senghor, S Sinclair, & JN Shelton, J. Exp. Soc. Psych. 63, 50-55 (2016).
  • They studied situations with white instructors and black or white learners. Instructors with more implicit bias resulted in black learners who learned less. They videotaped the lessons and the quality was judged lower in those situations. Suggested by Eric. We originally read this paper on Feb 27, 2017. (13)
• Monday, December 5, 3 pm (2022) -- Anthropology 107
  • "IAT scores, racial gaps, and scientific gaps
    L Jussim, A Careem, Z Goldberg, N Honeycutt, & ST Stevens, in press -- chapter to appear in Krosnick et al, The Future of Reserach on Implicit Bias, Cambridge University Press.
  • 32 double-spaced pages plus references. (a) IAT measures something, but we don't know what. Not clear that it measures bias in our decision making. (b) Not clear that reducing these implicit associations has an effect on racial inequality. Suggested by Ilya. (6)
• Monday, November 14, 3 pm (2022) -- Anthropology Building 107
  • "An introvert's perspective -- Analyzing the impact of active learning on multiple levels of class social personalities in an upper level biology course"
    WC Beckerson, JO Anderson, JD Perpich, D Yoder-Himes, J. College Sci. Teaching 49, 47-57 (2020).
  • Active learning is generally good, but extroverts may get more out of it. In general this article still advocates for active learning, including other benefits to introverts. (8)
• Monday, November 7, 3 pm (2022) -- Anthropology Building 107
  • "Three methods for adapting physical games to virtual formats in STEM courses"
    E Bubar, S Agolini, D Jaber, & A Wright, conference paper in Communications in Computer and Information Science book series, pp 141-147 (2021).
  • An easy method, a medium method, and a hard method. Short & full of interesting ideas. (11)
• Monday, October 31, 3 pm (2022) -- Anthropology Building 107
  • "A novel strategy for assessing the effects of curriculum reform on student competence"
    JC Wright, SB Millar, SA Koscuik, DL Penberthy, PH Williams, & BE Wampold, J. Chem. Ed. 75, 986 (1998).
  • They had chemistry faculty interview students from the control & test sections. "The comparison used 25 faculty to conduct oral interviews that assessed student competence using each faculty member's definition of competence." (7)
• Monday, October 24, 3 pm (2022) -- Anthropology Building 107
  • "COVID-19 and undergraduates with disabilities: Challenges resulting from the rapid transition to online course delivery for students with disabilities in undergraduate STEM at large-enrollment institutions"
    LE Gin, FA Guerrero, SE Brownell, & KM Cooper CBE-LSE 20, ar36 (2021).
  • 17 pages. GT SERGE club suggestion. (9)
• Monday, October 17, 3 pm (2022) -- Anthropology Building 107
  • "Success for all? A call to re-examine how student success is defined in higher education"
    M Weatherton & EE Schussler, CBE-LSE 20, es3 (2021).
  • In education research, we tend to prioritize GPA and exam scores, but there are other possibilities. Suggested by Pat. (9)
• Monday, October 3, 3 pm (2022) -- Anthropology Building 107
  • "Advancing equity in STEM: The impact assessment design has on who succeeds in undergraduate introductory chemistry"
    VR Ralph, LJ Scharlott, AGL Schafer, MY Deshaye, NM Becker, & RL Stowe, JACS Au 2, 1869-1880 (2022).
  • Argues that we should assess "intellectual work more authentic to the practice of chemistry (i.e., mechanistic reasoning)" as compared to solely math problems. Suggested by Tracy. (11)
• Monday, September 26, 3 pm (2022) -- Anthropology Building 107
  • "Developing and implementing a specifications grading system in an organic chemistry laboratory course"
    WJ Howitz, KJ McKnelly, & RE Link, J. Chem. Ed. 98, 385-394 (2021).
  • "In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels." Co-author Kate McNelly will join our discussion. Suggested by Tracy. (11)
  • Followup preprint by same authors: "Specifications grading at scale: Improved letter grades and grading-related interactions in a course with over 1,000 students"
• Monday, September 19, 3 pm (2022)
  • "Does class size matter in the university setting?"
    E Ake-Little, N von der Embse, & D Dawson, Ed. Researcher, 49 (2020)
  • Answer: "it's complicated." Not clear that smaller is always better. (6)
• Monday, September 12, 3 pm (2022) -- Anthropology Building 107
  • "Student anxiety and perception of difficulty impact performance and persistence in introductory biology courses"
    BJ England, JR Brigati, EE Schussler, & MM Chen, CBE-LSE 18:ar12 (2019).
  • Anxiety is correlated with retention issues, especially for female students. 11 pages + references. Suggested by Chris. (11)
• Monday, August 29, 3 pm (2022) -- Anthropology Building 107
  • "The influence of active learning practices on student anxiety in large-enrollment college science classrooms"
    KM Cooper, VR Downing, & SE Brownell, Int. J. STEM Ed. 5, 23 (2018)
  • "We investigate how three active learning practices, clicker questions, group work, and cold call/random decrease students' anxiety." 16 pages + refs, but 2 pages are just tables. (15)

2021

• Monday, May 3, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 4/29/2021 (Bang)
• Monday, April 26, 3 pm (2021) -- Zoom
  • open for a research article
• Monday, April 19, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 4/15/2021 (Hinde)
• Monday, April 12, 3 pm (2021) -- Zoom
  • open for a research article
• Monday, April 5, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 4/1/2021 (Forber-Pratt)
• Monday, March 29, 3 pm (2021) -- Zoom
  David Asai from HHMI giving a seminar as part of the DEI Spectrum series offered by the Emory Chemistry Department.
• Monday, March 22, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 3/18/2021 (Cech)
• Monday, March 15, 3 pm (2021) -- Zoom
  • spring slowdown break -- no meeting
• Monday, March 8, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 3/4/2021 (Estrada)
• Monday, March 1, 3 pm (2021) -- Zoom
  • open for a research article
• Monday, February 22, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 2/18/2021 (Griffin)
• Monday, February 15, 3 pm (2021) -- Zoom
  • GER Working Group visit with co-chairs Dean Joanne Brzinski and Andreas Fritz.
• Monday, February 8, 3 pm (2021) -- Zoom
  • Discuss SABER talk from 2/4/2021 (Goldrick-Rab)
• Monday, February 6, 3 pm (2021) -- Zoom
  • Informal meeting today.

• Monday, December 7, 3 pm (2020) -- Zoom
  • Discuss SABER talk from 12/1 (Hailu/Coley)
• Monday, November 23, 3 pm (2020) -- Zoom
  • Discuss SABER talk from 11/19 (Leyva/Joseph)
• Monday, October 26, 3 pm (2020) -- Zoom
  • Discuss SABER talk from 10/21 (Morton).
• Monday, October 12, 3 pm (2020) -- Zoom
  • Discuss SABER talk from 10/8 (Harrison/Tanner).
• Monday, September 28, 3 pm (2020) -- Zoom
  • Discuss SABER talks from 9/10 and 9/21 (Sharp/Matsui, and Dewsbury, respectively).
• Monday, August 31, 3 pm (2020) -- Zoom
  • Discuss "Race REALLY Matters" SABER talk by David Asai (link to SABER talks)
• Monday, March 2, 3 pm (2020) -- Emory Student Center N302
  • "Core ideas and topics: Building up or drilling down?"
    MM Cooper, LA Posey, & SM Underwood, Chem Ed Res 94, 541-548 (2017).
  • Strongly suggested by Tracy: use core ideas to develop new curriculum to avoid fragmentation of knowledge.
• Monday, February 17, 3 pm (2020) -- Emory Student Center N302
  • Eric Weeks: What's happening in DBER? AJP and TPT review
• Monday, February 10, 5 pm (2020) -- WHSCAB Plaza -- SPECIAL TIME AND PLACE!
  • What is "active learning" and how can I do more of it? Special presentation by Rachelle Spell and Jonie Fawley.
  • Register here: http://tinyurl.com/educatorssalon3
  • Learn ways to enhance the lecture format and make your classroom teaching more effective. The presenters will define active learning and provide examples of how these techniques have been incorporated into the Physician Assistant education program.
• Monday, February 3, 3 pm (2020) -- Emory Student Center N302
  • Tracy McGill: What's happening in DBER? J. Chem. Ed. review

• Monday, December 9, 3 pm (2019) -- Emory Student Center N302
  • Presentation: HHMI IE3 pre-proposal (presented by Eric Weeks)
  • The pre-proposal is due January 14, 2020. The "Inclusive Excellence 3" grant program asks us to develop ways to promote and evaluate inclusive teaching at Emory. Eric will discuss the plans for the pre-proposal, partly to inform and partly to get feedback.
• Monday, November 18, 3 pm (2019) -- Emory Student Center N302
  • "Scientist spotlight homework assignments shift students' stereotypes of scientists and enhance science identity in a diverse introductory science class"
    JN Schinske et al., CBE-LSE 15, ar47 (2016).
  • From the abstract: students who did these assignments "shifted toward counterstereotypical descriptions of scientists..." along with an increased interest in science.
• Monday, November 11, 3 pm (2019) -- Emory Student Center N302
  • "The influence of microaffirmations on undergraduate persistence in science career pathways"
    M Estrada et al., CBE-LSE 18, ar40 (2019).
  • Microaffirmations may help students persist in science.
• Monday, November 4, 3 pm (2019) -- Emory Student Center N302
  • "Advancing Evidene-Based Teaching in Gateway Science Courses through a Mentor-Apprentice Model"
    KA Hogan, J Krumper, LE McNeil, & MT Crimmins, In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century (pp. 77-89). West Lafayette, IN: Purdue University Press.
  • Discussions from Kelly Hogan¿s visit started conversations about fostering best teaching practices in our colleagues through a Mentor/Apprentice model. This article presents this model. (9)
• Tuesday, October 22, 3 pm (2019) -- Emory Student Center N302 -- NOTE SPECIAL DAY
  • Discussion with Kelly Hogan (Assistant Dean for the Office of Instructional Innovation at UNC-Chapel Hill)
  • optional reading #1: Want to reach all of your students? Here's how to make your teaching more inclusive.
  • optional reading #2: Advancing evidence-based teaching in gateway science courses through a mentor-apprentice model" in Transforming Institutions: 21st Century Undergraduate STEM Education (2016).
  • Also, you are welcome to attend Dr. Hogan¿s Biology Department Seminar 10/29 9am Room 1052 Rollins Research Center.
• Monday, October 21, 3 pm (2019) -- Emory Student Center N302
  • "Devalued Black and Latino racial identities: A by-product of STEM college culture?"
    EO McGee, Am. Ed. Research J. 53, 1626-1662 (2016).
  • To continue our discussion on addressing racial gaps in STEM persistence, this article considers the student viewpoint.
• Monday, October 7, 1:00 - 3:30 pm (2019) -- Emory Student Center N102 -- note special time & place
  • "Getting published: Going public with your scholarship of teaching and learning (SoTL) work
    Special presentation by Mick Healey. RSVP here!
  • This interactive workshop aims to unpack some of the mysteries of publishing in a variety of genres. It will benefit both faculty and graduate students who have limited experience writing and publishing about their SoTL work, and support and guide more experienced colleagues to rethink some of their writing practices.
• Monday, September 30, 3 pm (2019) -- Emory Student Center N302
  • "Does STEM stand out? Examining racial/ethnic gaps in persistence across postsecondary fields"
    C Riegle-Crumb, B King, & Y Irizarry, Ed. Researcher 48, 133-144 (2019).
  • To quote from their abstract, "Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields." (13)
• Monday, September 23, 3 pm (2019) -- Emory Student Center N302
  • "Mitigating gender bias in student evaluations of teaching"
    DAM Peterson, LA Biederman, D Andersen, TM Ditonto, & K Roe, PLoS ONE 14, e0216241 (2019).
  • Adding a statement aiming to reduce gender bias onto the student evaluation form does indeed reduce gender bias in their evaluation. (16)
• Monday, September 16, 3 pm (2019) -- Emory Student Center N302
  • "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom"
    L Deslauriers et al., PNAS 1821936116 (2019).
  • Active learning helps students learn more, but they think they're learning less. Some suggestions for how to mitigate this problem. (23)
• Monday, September 9, 3 pm (2019) -- Emory Student Center N302
  • "A national experiment reveals where a growth mindset improves achievement"
    DS Yaeger, ..., AL Duckworth, & CS Dweck, Nature (2019)
  • An extremely careful study (eg., pre-registered analysis methods) shows growth mindset interventions are effective. (18)
• Friday, April 26, 10:30 am (2019) -- Whitehead Auditorium
  • Special presentation: Rhodes Lecture, given by Jo Handelsman. Title: "Understanding microbiomes: Dissecting the functions of microbial communities"
• Thursday, April 25, 4 pm (2019) -- SOM 120
  • Special presentation: Jo Handelsman. Title: "Microbiology from the university to the White House"
• Monday, April 22, 3 pm (2019) -- Woodruff Library 217
  • "Addressing Unintended Consequences of Gender Diversity Interventions on Women's Sense of Belonging in STEM"
    ES Pietri, EP Hennes, JF Dovidio, VL Brescoll, AH Bailey, CA Moss-Racusin, & J Handelsman, Sex Roles 80, 527-547 (2019).
  • Happily, some types of interventions avoid the worst side effects. (8)
  • Sample videos for this paper can be viewed here.
• Monday, April 15, 3 pm (2019) -- Woodruff Library 217
  • Special presentation: Workshop on qualitative research, hosted by Tracy Scott and Brandy Simula
  • Thinking about assessment that goes beyond a survey using focus groups or interviews but don't know how to correctly craft the questions or analyze the results? Tracy Scott and Brandy Simula will lead a workshop on qualitative research during our ScERJ meeting. This should be useful for faculty thinking about their courses, departments about their majors, or researchers about rich data. (9)
• Monday, April 8, 3 pm (2019) -- SPECIAL LOCATION: room 231 of 1462 Clifton Road Building
  • "Coming out in STEM: Factors affecting retention of sexual minority STEM students"
    BE Hughes, Sci. Adv. 4, eaao6373 (2018).
  • Slightly lower retention rate, but slightly more likely to participate in undergraduate research programs.
• Monday, April 1, 3 pm (2019) -- Woodruff Library 217
  • "Cognitive difficulty and format of exams predicts gender and socioeconomic gaps in exam performance of students in introductory biology courses"
    CD Wright, SL Eddy, MP Wenderoth, E Abshire, M Blankenbiller, & SE Brownell, CBE-LSE 15, 1-16 (2016).
  • "Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level." (7)
• Monday, March 25, 3 pm (2019) -- Woodruff Library 217
  • "Will my student evaluations decrease if I adopt an active learning instructional strategy?"
    C Henderson, R Khan, M Dancy, AJP 86, 934-942 (2018).
  • Betteridge's law of headlines: "Any headline that ends in a question mark can be answered by the word no."
• Monday, March 4, 3 pm (2019) -- Woodruff Library 217
  • "STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes"
    EA Canning, K Muenks, DJ Green, & MC Murphy, Sci. Adv. 5, eaau4734 (2019).
  • Perhaps dubious in that grades can vary based on the grader, but nonetheless an intriguing look at fixed vs growth mindset in faculty.
• Monday, February 25, 3:30 pm (SPECIAL TIME) (2019) -- Woodruff Library 217
  Presentations from Chris Beck and Bumyong Choi on their Winship proposals. (16)
• Monday, February 18, 3 pm (2019) -- Woodruff Library 217
  • "A twenty-year survey of science literacy among college undergraduates"
    C Impey et al., J. College Sci. Teaching (2011).
  • The persistence of pseudoscience beliefs, despite taking science classes in college.
• Monday, February 11, 3 pm (2019) -- Woodruff Library 217
  • Discussion of the science General Education Requirement at Emory, with folks from the ECAS Office of Undergraduate Education.
• Monday, February 4, 3 pm (2019) -- O. Wayne Rollins Research Center 2052
  • "STEM faculty communities of practice through social network analysis"
    S Ma, GL Herman, M West, J Tomkin, & J Mestre, J. Higher Ed. (2019).
  • The authors study how to best effect education reform, through the efforts of a "lonely hero" or via working groups? (13)
• Monday, January 28, 3 pm (2019) -- Woodruff Library 217
  • "How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students"
    F Rodriguez et al, PLOS ONE 13, e0200767 (2018). (2017).
  • The light-touch intervention? A brief lecture on study skills (spacing and self-testing) as well as weekly reminders from the instructor. (11)

• Monday, December 3, 3 pm (2018) -- Math/Science Center N215
  • "Scientific reasoning abilities of nonscience majors in physics-based courses"
    JC Moore & LJ Rubbo, Phys Rev Spec Top - PER 8, 010106 (2012).
  • Focus on courses for non-STEM students, who may have different preparation than STEM majors. (10)
• Monday, November 12, 3 pm (2018) -- Woodruff Library 217
  • "Metacognition in upper-division biology students: Awareness does not always lead to control"
    K Morris Dye, J Dangremond Stanton, & D Tomanek, CBE-LSE 16:2 (2017).
  • Lots of interesting data on how students evaluate their learning, and what they do based on that evaluation. Suggested by Kelsey.
• Monday, November 5, 3 pm (2018) -- Atwood 260
  • "Integrating Primary Research into the Teaching Lab: Benefits and Impacts of a One-Semester CURE for Physical Chemistry"
    LC Williams & MJ Reddish, J. Chem. Ed. 95, 928-938 (2018).
  • Trying a course-based research experience in Emory's PChem class. Suggested by Tracy. (30)
• Monday, October 29, 3 pm (2018) -- Woodruff Library 217
  • "Active learning in flipped life science courses promotes development of critical thinking skills"
    ML Styers, PA Van Zandt, & KL Hayden, CBE-LSE 17, ar39 (2018).
  • Studied both an intro course and two upper level courses. Table 4 has a nice breakdown of specific skills related to the generic term "critical thinking". Suggested by Pat. (14)
• Monday, October 22, 3 pm (2018) -- Woodruff Library 215
  • "Getting under the hood: How and for whom does increasing course structure work?"
    SL Eddy & KA Hogan, CBE-LSE 13, 453-468 (2014).
  • A moderate amount of course structure greatly helps some students. We first read this on 9-19-2014. (28)
• Monday, October 15, 3 pm (2018) -- Woodruff Library 217
  • "Prescribed active learning increases performance in introductory biology"
    S Freeman et al., BE-Life Sciences Ed. 6, 132-139 (2007).
  • Clickers help, and they tested various ways of using clickers. We first read this on 10-3-2007. (31)
• Monday, October 1, 3 pm (2018) -- Math/Science Center W501
  • "Advocating for diversity and inclusion in faculty hiring"
    D Yong & S Pendakur, Notices of the AMS, 897-902 (2017).
  • Suggested by Juan. (10)
• Monday, September 24, 3 pm (2018) -- Woodruff Library 217
  • "Academic factors that affect undergraduate research experiences"
    R Taraban & E Logue, J. Ed. Psych. 104, 499-514 (2012).
  • GT SERGE club & Chris Beck. A bit edgy: suggests that perhaps research is best suited to "higher ability" students. (8)
• Monday, September 17, 3 pm (2018) -- Woodruff Library 217
  • Patrick Cafferty will lead us in a POGIL activity he has written this past summer (Process Oriented Guided Inquiry Learning). (7)
• Monday, September 10, 3 pm (2018) -- Math/Science Center W502 (5th floor)
  • "Student Media Production to Meet Challenges in Climate Change Science Education"
    JN Rooney-Varga, AA Brisk, E Adams, M Shuldman & K Rath: Journal of Geoscience Education, 62:4, 598-608 (2014).
  • Shaunna Donaher will lead the discussion for ScERJ and ENVS colleagues. This paper addresses creative ways to engage students in climate change education and outreach. (15)
• Thursday, May 10, 11:45 am (2018) -- Saba
  • End of semester lunch! Meet at Saba at 11:45 am.
• Monday, April 30, 3 pm (2018) -- Callaway S101
  • "Gender bias in student evaluations"
    KMW Mitchell & J Martin, PS: Political Science & Politices, 1-5 (2018).
  • Interesting focus on open-ended comments written by students. Suggested by Rachelle. (9)
• Monday, April 23, 3 pm (2018) -- Callaway S101
  • "Visual literacy in bloom: Using Bloom's taxonomy to support visual learning skills"
    JB Arneson & EG Offerdahl, CBE-LSE 17:ar17 (2018).
  • GT SERGE club. Students need to learn how to read graphs, molecular sketches, and other visual representations. (9)
• Monday, April 16, 3 pm (2018) -- Callaway S101
  • "Threshold concepts in research education and evidence of threshold crossing"
    M Kiley & G Wisker, Higher Educ. Res. Dev. 28, 431-441 (2009).
  • Cited by our 1/22/2018 article. Interviewed many research supervisors. (10)
• Monday, April 9, 3 pm (2018) -- Callaway S101
  • "Anatomy of STEM teaching in North American universities"
    M Stains et al., Science 359, 1468-1470 (2018).
  • Education research has identified good practices (that we often read about in this journal club), but how often are they implemented? This article discusses classroom observations of "over 2000 classes taught by more than 500 STEM faculty members across 25 institutions." Suggested by Chris. (6)
  • Related article: "The classroom observation protocol for undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices"
    MK Smith, FHM Jones, SL Gilbert, CE Wieman, CBE-LSE 12, 618-627 (2013).
• Monday, April 2, 3 pm (2018) -- Callaway S101
  • "Energy connections and misconnections across chemistry and biology"
    KP Kohn, SM Underwood, & MM Cooper, CBE-LSE 17:ar3 (2018)
  • Students co-enrolled in chem and bio were interviewed about energy concepts. Suggested by Rachelle.
• Monday, March 26, 3 pm (2018) -- Callaway S101
  • "Beyond the biology: A systematic investigation of noncontent instructor talk in an introductory biology course"
    SB Seidel, AL Reggi, JN Schinske, LW Burrus, & KD Tanner, CBE-LSE 14, ar43 (13 pages + references) (2015)
  • Instructors say things to build instructor/student relationships, establish classroom culture, explain pedagogical choices, and other such goals. Suggested by Kelsey. (9)
• Tuesday, March 20 (2018) -- 9 am/Rollins Research Center 1052
  • Talk: "Undergraduate research at scale: What if the treatment is a CURE?", Erin Dolan (UGA).
• Monday, March 19, 3 pm (2018) -- Callaway S101
  • "Race and gender differences in undergraduate research mentoring structures and research outcomes"
    ML Aikens, MM Robertson, S Sadselia, K Watkins, M Evans, CR Runyon, LT Eby, and EL Dolan, CBE-LSE 16:ar34 (10 pages + references) (2017)
  • Erin Dolan, the senior author, will be attending the journal club. (20)
• Monday, March 5, 3 pm (2018) -- room Callaway S101
  • "A new model for teaching large classes: Facilitating a 'small class feel'"
    RP Lynch & E Pappas, Int. J. High. Ed. 6, 199-212.
  • Lots of small but interesting tips. (11)
• Monday, Feb 26, 3 pm (2018) -- room Callaway S101
  • "Males under-estimate academic performance of their female peers in undergraduate biology classrooms
    DZ Grunspan, SL Eddy, SE Brownell, BL Wiggins, AJ Crowe, & SM Goodreau, PlOS ONE 11: e0148405 (2016).
  • Even true after adjusting for class performance and outspokenness. Related to women dropping out of STEM? Suggested by Rachelle. (10)
• Monday, Feb 19, 3 pm (2018) -- room Callaway S101
  • "How emotion matters in four key relationships in teaching and learning in higher education"
    KM Quinlan, College Teaching 64, 101-111 (2016).
  • Suggested by the GT SERGE club. How students feel about the material, teacher, etc: with many concise suggestions for how this could affect how you teach. (3)
• Thursday, Feb 15, 2:30 pm (2018) -- room Math/Science Center E300 -- SPECIAL TIME/PLACE
  • Seminar: "Learning to love statistics by loving to learn it"
    Ellen Fireman, UIUC
• Monday, Feb 12, 3 pm (2018) -- room Callaway S101
  • "Two brief interventions to mitigate a 'chilly climate' transform women's experience, relationships, and achievement in engineering"
    GM Walton, C Logel, JM Peach, SJ Spencer, & MP Zanna, J. Ed. Psych. 107, 468-485 (2015).
  • Mentioned by Dean Forman. Similar to other intervention papers we've read, but looks good for when we need a refresher paper on this topic. (9)
• Monday, Feb 5, 3 pm (2018) -- room Callaway S101
  • "The benefits of doing it wrong"
    D. Gooblar, Chron. Higher Ed., January 23, 2018
  • Assignments to have students do something wrong, as a teaching tool. Suggested by Scott Lilienfeld. (11)
  • Link to the Kimberly Tanner article mentioned
  • Article from LSE suggested by Chris Beck on the term 'misconceptions' (we read this Sep 17, 2013)
  • A Private Universe -- classic video illustrating how student misconceptions make learning harder, along with a 20-years-later interview of Heather Mars, the key student in the original movie.
• Monday, Jan 29, 3 pm (2018) -- room Callaway S101
  • "Swimming against the tide: Gender bias in the physics classroom"
    AL Graves, E Hoshino-Browne, & KPH Lui, J. Women and Minorities in Science and Engineering 23, 15-36 (2017).
  • Students evaluate identical video lectures performed by female and male actors portraying professors. Both male and female students view the male professors more positively, with additional interesting details. (12)
• Monday, Jan 22, 3 pm (2018) -- room Callaway S101
  • "Null effects of boot camps and short-format training for PhD students in life sciences"
    DF Feldon et al., PNAS 114, 9854-9858 (2017).
  • Suggested by Pat. "Here we show that participation in such short-format interventions is not associated with observable benefits related to skill development, scholarly productivity, or socialization into the academic community." (19)

• Tuesday, Nov 28, 4:15 pm (2017) -- room Anthropology 107
  • Tracy McGill presentation on new chemistry curriculum, note the slightly delayed starting time!
  • Learn more about Chemistry Unbound in advance -- cool chem dept online explanation.
• Tuesday, Nov 14, 4 pm (2017) -- room Anthropology 107
  • "Reflecting on graphs: Attributes of graph choice and construction practices in biology"
    A Angra & SM Gardner, CBE-LSE 16:ar53 (2017).
  • Gave undergrads, grad students, and faculty some data, and asked them to make a graph. Interesting although perhaps not surprising differences between how novices and experts approach the task. Suggested by the GT SERGE club. Aakanksha Angra (the first author) attended the discussion. (4)
• Thursday, Nov 9, noon (2017) -- room Callaway S104
  • "Bridging science education and science communication research"
    A Baram-Tsabari & J Osborne, J. Res. Sci. Teach. 52, 135-144 (2015).
  • Suggested by Scott Franklin. Editorial describing possible connections between these two fields, and summarizing four papers in a special issue. (6)
• Tuesday, Oct 31, 4 pm (2017) -- room Anthropology 107
  • "Gender, math confidence, and grit: Relationships with quantitative skills and performance in an undergraduate biology course"
    KM Flanagan & J Einarson, CBE-LSE 16:ar47 (2017).
  • GT-SERGE: Grit correlates with success... or does it? (3)
• Thursday, Oct 26, noon (2017) -- room Callaway S104
  • "Supporting high achievement in introductory mathematics courses: What we have learned from 30 years of the Emerging Scholars Program"
    E Hsu, TJ Carlson, & U Treisman, in Making the Connection: Research and Teaching in Undergraduate Mathematics Education, eds. MP Carlson & C Rasmussen, MAA Notes 73, 205-220 (2008).
  • This was the only thing recently published by Uri Treisman that Eric could find. (4)
• Tuesday, Oct 17, 4 pm (2017) -- room Anthropology 107
  • "Colleagues as change agents: How department networks and opinion leaders influence teaching at a single research university"
    TC Andrews, EP Conaway, J Zhao, & EL Dolan, CBE-LSE 15, ar15 (2016).
  • Discipline-based education researchers help promote change; see the paper for details on how this works. Note the first author is giving a seminar at Emory on Friday, Oct 20, noon, Claudia Nance Rollins, Room 4001. (2)
• Thursday, Oct 12, noon (2017) -- room Callaway S104
  • "Classroom sound can be used to classify teaching practices in college science courses"
    MT Owens et al., PNAS 114, 3085-3090 (2017).
  • Active learning classrooms have periods of quiet, one person talking, and multiple people talking. A useful way to analyze hours of classroom audio data. Suggested by Chris. (4)
• Tuesday, Oct 3, 4 pm (2017) -- room Anthropology 107
  • "Metacognition modules: A scaffolded series of online assignments designed to improve students' study skills"
    JA Cardinale & BC Johnson, J. Microbio Bio. Ed. 18, 1-8 (2017).
  • "...a novel metacognition intervention designed to help students adopt effective study strategies." -- as described by A. Angra, GT SERGE. (1)
• Tuesday, Sep 26, noon (2017) -- NOTE SPECIAL DAY & TIME -- room Atwood 360
  • "When group work doesn't work: Insights from students", seminar by Peggy Brickman (UGA, Plant Biology Dept.)
• Tuesday, Sep 26, 9 am (2017) -- NOTE SPECIAL DAY & TIME -- room RRC 1052
  • "Faculty crave directive feedback when trying active learning approaches", seminar by Peggy Brickman (UGA, Plant Biology Dept.)
  • "Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching"
    P Brickman, C Gormally, & A Marchand Martella, CBE-LSE 15, ar75 (2016).
  • Faculty feel peer evaluations of their teaching are quite useful; may help expand evidence-based teaching practices. Suggested by Rachelle and Rick.
• Tuesday, Sep 19, 4 pm (2017) -- room Anthropology 107
  • "Motivating students to do homework"
    FJ Kontur & NB Terry, TPT 52, 295-297 (2014).
  • Short but sweet: at the US Air Force Academy, students are assigned randomly to sections. Different sections have different homework policies. Homework worth 10% of the grade doubles the homework completion rate compared to when it's not graded. Quantifies a few things we may already suspect. Suggested by Eric. (1)
• Thursday, Sep 14, noon (2017) -- room Callaway S104
  • "Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life"
    K Rosa & F Moore Mensah, PR-PER 12, 020113 (2016).
  • Interviewed six Black women physicists, discusses "obstacles they faced in their career paths and strategies used to overcome these obstacles... The findings reveal that college recruitment and funding were fundamental for these women to choose physics over other STEM fields. In addition, Black women experience unique challenges of socialization in STEM, particularly by exclusion of study groups." (7)
• Tuesday, Sep 5, 4 pm (2017) -- room Anthropology 107
  • "Equity efforts as boundary work: How symbolic and social boundaries shape access and inclusion in graduate education"
    JR Posselt, KA Reyes, KE Slay, A Kamimura & KB Porter, Teachers College Record 119, 21903 (2017).
  • Changes made to a graduate physics program to improve retention of underrepresented minority students. Suggested by Dean Tedesco. (5)
• Thursday, Aug 31, noon (2017) -- room Callaway S104
  • "Inductive teaching and learning methods: Definitions, comparisons, and research bases"
    MJ Prince & RM Felder, J. Eng. Ed. 95, 123-138 (2006).
  • Nice review article, 13 pages of text. I like it and it has a lot of references, covers several different techniques including problem-based learning. Suggested by Eric. (12)
• Monday, May 1, 11:45 am (2017)
  • End of semester lunch at Saba.
• Monday, April 24, 1 pm (2017)
  • "Microaggressions: Strong claims, inadequate evidence"
    SO Lilienfeld, Persp. Psych. Sci. 12, 138-169 (2017).
  • Chronicle of Higher Education interview with Scott Lilienfeld.
  • Rebuttal by Derald Wing Sue, published in the same issue
  • Commentary by Jonathan Haidt, published in the same issue
  • Commentary by Ong & Burrow, published in the same issue
  • Response by Scott Lilienfeld, published in the same issue
  • Commentary on rebuttal. Key quote: "... it seems disingenuous for Sue to put forward microaggression research as scientific when this seems to lend credibility to his project, but then claim microaggressions need not be subject to empirical validation when faced with criticism."
  • Review article, suggested by Rick. (11)
• Monday, April 17, 1 pm (2017)
  • "Why good teaching evaluations may reward bad teaching: On grade inflation and other unintended consequences of student evaluations"
    W Stroebe, Persp. Psych. Sci. 11, 800-816 (2016).
  • Review article. Quote from abstract: "Findings that teaching evaluations of concurrent courses, though positively correlated with concurrent grades, are negatively related to student performance in subsequent courses are more consistent with the assumption that concurrent evaluations are the result of lenient grading rather than effective teaching." Suggested by Scott Lilienfeld. (9)
• Monday, April 10, 1 pm (2017)
  • Visit Rose Library
• Monday, April 3, 1 pm (2017)
  • "Faculty mentors', graduate students', and performance-based assessments of students' research skill development"
    DF Feldon, MA Maher, M Hurst, & B Timmerman, Am. Ed. Res. J. 52, 334-370 (2015).
  • How good are graduate students at various research-related skills? Graduate students' perceptions of their skills differ from their mentors' perceptions, and both differ from independent ratings of the students' written research proposals. Suggested by Pat. (6)
• Monday, March 27, 1 pm (2017)
  • "Twelve tips for developing effective mentors"
    S Ramani, L Gruppen, & E Krajic Kachur, Med. Teacher 28, 404-408 (2006).
  • Followup to last week's paper: focus on the mentor side of the grad student / advisor relationship. Suggested by Pat.
• Monday, March 20, 1 pm (2017)
  • "The transition to independent research: Who makes it, who doesn't, and why"
    BE Lovitts, J. Higher Ed. 79, 296-325 (2008).
  • What factors facilitate or impede graduate student's ability to complete a high-quality dissertation? Discusses creativity, knowledge, lots of factors. Suggested by Rick. (16)
• Monday, March 13, 1 pm (2017)
  • "Are you being rigorous or just intolerant? How to promote mental health in the college classroom"
    C Savini, Chron. Higher Ed. (May 4, 2016)
  • Interesting comments about rigid rules in the classroom (ie, a syllabus with lots of rules). Suggested by Pat. (10)
• Monday, February 27, 1 pm (2017)
  • "A lesson in bias: The relationship between implicit racial bias and performance in pedagogical contexts"
    DS Jacoby-Senghor, S Sinclair, & JN Shelton, J. Exp. Soc. Psych. 63, 50-55 (2016).
  • They studied situations with white instructors and black or white learners. Instructors with more implicit bias resulted in black learners who learned less. They videotaped the lessons and the quality was judged lower in those situations. Suggested by Eric. (8)
• Monday, February 20, 1 pm (2017)
  • "How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction"
    M Dancy, C Henderson, & C Turpen, PR-PER 12, 010110 (2016).
  • They interview faculty who use PI and find that self-reported use of PI does not always correlate with actual practice, among other interesting findings. Suggested by Rachelle. (7)
• Monday, February 13, 1 pm (2017)
  • "Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?"
    C Henderson, M Dancy, & M Niewiadomska-Bugaj, PRST-PER 8, 020104 (2012).
  • Surveyed 722 physics faculty, looked at what factors correlated with use of research-based teaching strategies. Disproved some myths (ie, that institution type or percentage of job related to teaching would be factors). Suggested by Eric. (8)
• Monday, February 6, 1 pm (2017)
  • "Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students"
    BH Gilley & B Clarkston, J. Coll. Sci. Teach. 43, 83-91 (2014).
  • Suggested by Eric.
• Monday, January 30, 1 pm (2017)
  • "Science communication to the general public: Why we need to teach undergraduate and graduate students this skill as part of their formal scientific training"
    SE Brownell, JV Price, & L Steinman, JUNE 12, E6-E10 (2013).
  • Opinion piece, suggested by Pat. (6)
• Monday, January 23, 1 pm (2017)
  • "The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy"
    S Payne Carter, K Greenberg, & M Walker, SEII Working Ppaer #2016.02 (2016).
  • Students at West Point were randomly assigned to sections that permitted or forbade student computer usage for taking notes. If allowed to use computers, they did worse on their final exams (by a fifth of a standard deviation). Suggested by Eric. (10)

• Tuesday, December 6, 1 pm (2016)
  • "Promoting a culture of assets instead of deficits"
    D Yong, blog entry, "Adventures in Teaching", 11-6-2016.
  • Rachelle Spell will lead activities to explore strengths and handicaps of students from diverse backgrounds. (11)
• Tuesday, November 29, 1 pm (2016)
  • Discussion of Pomona College's recent decision to add diversity clauses to their tenure and promotion guidelines.
  • Inside Higher Ed news story
• Tuesday, November 15, 1 pm (2016)
  • "Beyond one-size-fits-all: Tailoring diversity approaches to the representation of social groups"
    EP Apfelbaum, NM Stephens, & RE Reagans, J. Personality & Soc. Psych. 111, 547-566 (2016).
  • Not directly related to education. Looks at the different perceptions of white females and women of color on diversity efforts. Should diversity statements emphasize differences between people, or equality? This study finds the former helps retain White women, whereas the latter helps retain racial minorities. Suggested by Scott. (6)
• Tuesday, November 8, 1 pm (2016)
  • "Developmental interventions to address the STEM gender gap: Exploring intended and unintended consequences"
    LS Liben & EF Coyle, Adv. in Child Development & Behavior 47, 77-115 (2014).
  • Followup to last week's article: interventions that might solve the problem. Suggested by Pat. (9)
• Tuesday, November 1, 1 pm (2016)
  • "Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential culprit"
    J Ellis, BK Fosdick, & C Rasmussen, PLoS ONE 11, e0157447 (2016).
  • "This suggests a lack of mathematical confidence, rather than a lack of mathematically ability, may be responsible for the high departure rate of women." Suggested by Eric. (7)
• Tuesday, October 25, 1 pm (2016)
  • "Fostering excellence in teaching" -- we'll discuss this draft grant proposal being prepared by Rachelle Spell.
• Tuesday, October 18, 1 pm (2016)
  • "New measures assessing predictors of academic persistence for historically underrepresented racial/ethnic undergraduates in science"
    A Byars-Winston et al., CBE-LSE 15, ar32 (2016).
  • They're developing a survey to assess science identity and reseach self-efficacy. They discuss how valid their survey questions are for underrepresented students. Suggested by Pat. (5)
• Tuesday, October 4, 1 pm (2016)
  • Pat Marsteller will present results from a survey developed by the HHMI Collaborative and administered across many institutions, on faculty instructional practices. The goal of the survey was to identify promising institutional change practices as well as to prepare collaborating institutions to integrate research-driven change. The data analysis is in the very early stages at the moment.
• Tuesday, September 27, 1 pm (2016)
  • "Increasing URM undergraduate student success through assessment-driven interventions: A multiyear study using freshman-level general biology as a model system"
    MC Carmichael et al, CBE-LSE 15, ar38 (2016).
  • Reviews many interventions to improve retention. Suggested by Rachelle. (6)
• Tuesday, September 20, 1 pm (2016)
  • "Do active learning exercises increase retention?"
    Talk by Patrick Cafferty and Alicia Cutler (10)
• Tuesday, September 13, 1 pm (2016)
  • "Coming out in class: Challenges and benefits of active learning in a biology classroom for LGBTQIA students"
    KM Cooper & SE Brownell, CBE-LSE 15, ar37 (2016).
  • bonus reading: APS's LGBT Climate Report -- American Physical Society (2016)
  • To quote from the abstract of the article, "We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities." Suggested by Rachelle. (12)
• Tuesday, September 6, 1 pm (2016)
  • "Laptop multitasking hinders classroom learning for both users and nearby peers"
    F Sana, T Weston, & NJ Cepeda, Computers & Education 62, 24-31 (2013).
  • Suggested by Eric. (16)
• Monday, April 25, 1 pm (2016)
  • "Understanding how research experiences for undergraduate students may foster diversity in the professorate"
    B Tamer & JG Stout, SIGCSE '16 Proceedings, 114-119 (2016).
  • REU's with a specific set of practices enhanced URM student interests in academia. Suggested by Pat. (11)
• Monday, April 18, 1 pm (2016)

  "What's in a name: Exposing gender bias in student ratings of teaching" L MacNell, A Driscoll, & AN Hunt, Innov. High. Educ. 40, 291-303 (2015). Faculty teaching online courses were randomly given male or female names: students liked profs with male names better. (13) NPR story

• Monday, April 11, 1 pm (2016)
  • "Increased preclass preparation underlies student outcome improvement in the flipped classroom"
    D Gross, ES Pietri, G Anderson, K Moyano-Camihort, & MJ Graham, CBE-LSE 14, ar36 (2015).
  • This paper about flipped classes goes beyond "does it work" to address "how it works". Suggested by Kristen. (12)
• Monday, April 4, 1 pm (2016)
  • "Instructor feedback writ large: Student perceptions on effective feedback"
    Turnitin White Paper, turnitin.com (2014).
  • "There is a clear disconnect between educators. view of effective feedback and the type of feedback students report receiving. While students report receiving general, overall comments most frequently, educators view it as least effective. Furthermore, students report receiving use of examples least frequently even though educators view it as most effective." Suggested by Pat. Quick read.
• Monday, March 28, 1 pm (2016)
  • "Caution, student experience may vary: Social identities impact a student's experience in peer discussions"
    SL Eddy, SE Brownell, P Thummaphan, M-C Lan, & MP Wenderoth, CBE-LSE 14, ar45 (2015).
  • For those of us who use peer instruction or other group activities: a careful look at how some students have problems with these activities. Suggested by Pat. (8)
• Monday, March 21, 1 pm (2016)

  "Grading student problem solutions: The challenge of sending a consistent message" C Henderson, E Yerushalmi, VH Kuo, P Heller, & K Heller, AJP 72, 164-169 (2004). One of Eric's favorite papers. If we give the students the benefit of the doubt when we grade, we may end up rewarding students for unclear and incorrect reasoning. (4)

• Monday, March 14, 1 pm (2016)
  • "Alternative realities: Faculty and student perceptions of instructional practices in laboratory courses"
    CW Beck & LS Blumer, preprint
  • It describes the development of a survey on inquiry-based learning and assessment in lab courses and how faculty and student perceptions measured through the survey differ.
• Monday, February 29, 2:30 pm and 4:30 pm (2016) -- location Atwood 360
  • "The Flipped Lab: Enhancing STEM education by blending the next-generation of virtual reality lab simulations"
    Seminar by Maaroof Fakhri from Labster.com. Atwood 360. Seminar will be given twice, attend whichever time works best for you.
• Monday, February 22, 1 pm (2016)
  • "Improvements from a flipped classroom may simply be the fruits of active learning"
    JL Jensen, TA Kummer, & PDdM Godoy, CBE-LSE 14, ar5 (2015).
  • This paper about flipped classes goes beyond "does it work" to address "how it works". Suggested by Kristen. (8)
• Monday, February 15, 1 pm (2016)
  • "Reducing implicit racial preferences: A comparative investigation of 17 interventions"
    CK Lai et al., J. Exp. Psych. 143, 1765-1785 (2014).
  • "Many methods for reducing implicit prejudice have been identified, but little is known about their relative effectiveness." 8 of the 17 had some effectiveness. Suggested by Pat. (4)
• Monday, February 8, 1 pm (2016)
  • "Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist"
    EA van Vliet, JC Winnips, & N Brouwer, CBE-LSE 14, ar26 (2015).
  • This paper about flipped classes goes beyond "does it work" to address "how it works". Suggested by Kristen. (13)
• Monday, February 1, 1 pm (2016)
  • "Teacher like me: Does race, ethnicity, or gender matter?"
    TS Dee, Am. Econ. Rev. 95, 158-165 (2005).
  • Studies same data as Ehrenberg et al 1995, opposite conclusion: learning outcomes are affected. Mentioned by Dean Forman. (9)
  • A rebuttal article, suggested by Pat.
• Monday, January 25, 1 pm (2016)
  • "Student appearance and academic performance"
    R Hernandez-Julian & C Peters, online preprint (2015).
  • "Attractive female students earn higher grades than unattractive ones." And they compare traditional courses to online-only courses! Mentioned by Dean Forman. (9)
  • NPR news story

• Friday, December 4, 3 pm (2015)
  • "Test-enhanced learning: Taking memory tests improves long-term retention"
    HL Roediger III & JD Karpicke, Psych. Sci. 17, 249-255 (2006).
  • "Testing is a powerful means of improving learning, not just assessing it." (7)
• Friday, November 20, 3 pm (2015)

  "The C.R.E.A.T.E. approach to primary literature shifts undergraduates' self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs" SG Hoskins, D Lopatto, and LM Stevens, CBE-LSE 10, 368-378 (2011). A new teaching approach that uses intensive analysis of primary literature to demystify and humanize research science for undergraduates. Suggested by Cindy Achat-Mendes. (10) Website for the method.

• Friday, November 13, 3 pm (2015)
  • "Barriers to faculty pedagogical change: Lack of training, time, incentives, and ... tensions with professional identity?"
    SE Brownell & KD Tanner, CBE-LSE 11, 339-346 (2012).
  • From Pat. Faculty are trained to think of themselves as researchers, so even with training, time, and incentives, there is still resistance to changing how we teach. (7)
• Friday, November 6, 3 pm (2015)
  • "Lecture me. Really."
    M Worthen, New York Times, Oct 17, 2015
  • Argues that in the humanities, lectures are useful. They teach listening skills and note-taking skills. Suggested by Connie. (12)
• Friday, October 30, 3 pm (2015)
  • "Rubrics in the political science classroom: Packing a serious analytical punch"
    MR Rublee, PS: Pol. Sci & Politics 47, 199-203 (2014).
  • Not just for grading, rubrics can be used to increase student engagement. Rubrics "offer a powerful anlytical punch." Suggested by Eric. (7)
• Friday, October 23, 3 pm (2015)
  • "Reading and engaging sources: What students' use of sources reveals about advanced reading skills"
    S Jamieson, Across the Disciplines, 10 (2013) (online only).
  • They examined how sophomores used sources. "Those students work from one or two sentences in 94% of their citations, cite the first or second page of their sources 70% of the time, and cite only 24% of their sources more than twice." Suggested by Eric via Dave Fisher. (7)
• Friday, October 16, 3 pm (2015)
  • "Teaching critical thinking"
    NG Holmes, CE Wieman, & DA Bonn, PNAS 112, 11199-11204 (2015).
  • They had students in an intro physics course do improved laboratory activities, and found great results that persisted into a subsequent course. Suggested by Gray and Pat. (6)
• Friday, October 9, 3 pm (2015)
  • "The unacknowledged art of teaching graduate students"
    G Semenza, Chronicle Vitae (online) (June 15, 2015).
  • Opinion piece, discusses how teaching grad students is different from undergrads. Suggested by Rick. (8)
• Friday, October 2, 3 pm (2015)
  • "Assessing long-term effects of inquiry-based learning: A case study from college mathematics"
    M Kogan & SL Laursen, Innov. Higher Ed. 39, 183-199 (2014).
  • Looked at how inquiry-based classes affected students' grades in subsequent math courses. 17 pages, but 4 of those are big tables, 2 are references, and there are several large figures. So about 9 real pages of reading.
• Friday, September 25, 3 pm (2015)
  • "Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses"
    RW Preszler, A Dawe, CB Shuster, & M Shuster, CBE Life Sci Educ 6, 29-41 (2007).
  • Examines learning & attitudes in biology courses when they use clickers. (3)
• Friday, September 18, 3 pm (2015)
  • "The Teaching Practices Inventory: A new tool for characterizing college and university teaching in mathematics and science"
    C Wieman & S Gilbert, CBE-LSE 13, 552-569 (2014).
  • Includes the inventory as well as some data. Suggested by Eric. (15)
• Friday, September 11, 3 pm (2015)
  • "Taking a scientific approach to science education, Part I - Research"
    C Wieman & S Gilbert, Microbe 10, 152-156 (2015).
  • Subtitle: Developing expertise requires intense practice that includes doing challenging and relevant tasks, followed by feedback and reflection on one's performance. Suggested by Gray. (10)
• Thursday, May 14, noon (2015)
  • End-of-year lunch at Saba
• Monday, April 27, 4 pm (2015) note special time and place!
  • "Flipping" method of teaching physics, with software demonstration -- John Goree (U of Iowa) -- Math/Science Center N302
• Monday, April 20, 3 pm (2015)
  • "The advantage of abstract examples in learning math"
    JA Kaminski, VM Sloutsky, AF Heckler, Science 320, 454-455 (2008).
  • When it comes to teaching mathematical concepts, abstract formulas may be more effective than the familiar examples of speeding trains and tossed coins favored by algebra instructors. (8)
  • "Are our brains wired for math?"
    J Holt, New Yorker (March 3, 2008).
  • According to Stanislas Dehaene, humans have an inbuilt number sense capable of some basic calculations and estimates. The problems start when we learn mathematics and have to perform procedures that are anything but instinctive...
• Monday, April 13, 3 pm (2015)
  • "Doing it for themselves: students creating a high quality peer-learning environment"
    KW Galloway & S Burns, Chem. Educ. Res. Pract., advance article, 11 pages (2015).
  • "The data clearly supports the authors' assertion that PeerWise provided an effective peer-learning environment for conducting this student-led revision exercise, which may interest others working with learning technology." Suggested by Timothy Harfield. (8)
  • Related commentary.
• Monday, April 6, 3 pm (2015)
  • "The trouble with chemical energy: Why understanding bond energies requires an interdisciplinary systems approach"
    MM Cooper & MW Klymkowsky, CBE-LSE 12, 306-312 (2013).
  • Students don't really understand how energy is stored in chemical bonds, and it's because physics, chemistry, and biology teach about energy in conflicting and muddled ways. Article has suggestions for how to improve. Suggested by Tracy. (10)
• Monday, March 30, 3 pm (2015)
  • "Teaching problem solving through cooperative grouping: Part 2"
    P Heller, R Keith, S Anderson
    Am. J. Phys. 60, 627 (1992)
  • Subtitled "Designing problems and structuring groups". We last read this on March 20, 2007. (12)
• Monday, March 23, 3 pm (2015)
  • "Instructors' reasons for choosing problem features in a calculus-based introductory physics course"
    E Yerushalmi, E Cohen, K Heller, P Heller, & C Henderson, Phys Rev Spec Topics - PER 6, 020108 (2010).
  • Instructors have good goals to test problem solving, but when we write exams we try too hard to be nice. Found by Pat & Eric. (7)
• Monday, March 16, 3 pm (2015)
  • Research by Armstrong & Hamilton -- they wrote a book, but some of their ideas are online:
  • Inside Higher Ed article
  • Chronicle interview, focus on inequalities
  • Chronicle article, "party pathway" and two less-chosen pathways
  • Q & A at NYT, troubles of lower SES students
  • Ranking of 4-year party schools by highest paid alumni
  • First & last links found by Rachelle. (5)
• Monday, March 2, 3 pm (2015)
  • "Comparison of views of the nature of science between natural science and nonscience majors"
    MC Desaulniers Miller, LM Montplaisir, EG Offerdahl, F-C Cheng, & GL Ketterling, CBE-Life Sci Ed 9, 45-54 (2010).
  • Suggested by Pat. Also looks at how instruction changes these views. AV
• Monday, February 23, 3 pm (2015)
  • "Science faculty's subtle gender biases favor male students"
    CA Moss-Racusin, JF Dovidio, VL Brescoll, MJ Graham, & J Handelsman, PNAS 109, 16474-16479 (2012).
  • This randomized, double-blind study found that both male and female faculty exhibited a bias against female undergraduate students, evaluating them as less competent, hireable, and qualified, and offering them less funding and mentorship. Suggested by Valerie. (11)
• Monday, February 16, 3 pm (2015) - HELP
  • "Confusion can be beneficial for learning"
    S D'Mello, B Lehmen, R Pekrun, & A Graesser, Learning & Instruction 29, 153-170 (2014).
  • Title says it all. Eric found this after Chris Beck forwarded a Chronicle article.
• Monday, February 9, 3 pm (2015)
  • "Closing the social class achievement gap for first-generation students in undergraduate biology"
    JM Harackiewicz, EA Canning, Y Tibbetts, CJ Giffen, SS Blair, DI Rouse, and JS Hyde, J. Ed. Psych. (2013) (doi: 10.1037/a0034679).
  • "As with other studies we've read, the results look solid. Also, relevant (from a large intro bio college course)." Suggested by Rachelle.
• Monday, February 2, 3 pm (2015)
  • "Identifying key features of effective active learning: The effects of writing and peer discussion"
    DL Linton et al., CBE-LSE 13, 469-477 (2014).
  • Students did peer discussion, writing, or both. "We suggest that individual writing should be implemented as part of active learning whenever possible..." Suggested by Eric and Pat.
• Monday, January 26, 3 pm (2015)
  • "The pen is mightier than the keyboard"
    PA Mueller & DM Oppenheimer, Psych. Sci. 25, 1159-1168 (2014).
  • "...even when laptops are used solely to take notes, they may still be impairing learning..." Suggested by Connie Roth. (14)

• Friday, December 5, 3 pm (2014)
  • "Estimating the impact of relative expected grade on student evaluations of teachers"
    AM Ewing, Econ. Ed. Review 31, 141-154 (2012).
  • "...there is an incentive for instructors to grade leniently..." Speculates that we should adjust student evaluation scores based on how lenient a department is with their grades. Very interesting Fig. 3 shows that natural science departments have lower expected grades and also lower teaching evaluation scores.
• Friday, November 21, 3 pm (2014)
  • "It's ok -- not everyone can be good at math": Instructors with an entity theory comfort (and demotivate) students
    A Rattan, C Good, & CS Dweck, J. Exp. Soc. Psych. 48, 731-737 (2012).
  • Studies college students! Suggested by Eric. (8)
• Friday, November 14, 3 pm (2014)
  • "The unintended effects of interactive objects and labels in the science museum"
    LJ Atkins, L Velez, D Goudy, & KN Dunbar, Sci. Ed. 93, 161-184 (2009).
  • If you're not careful how you set up your museum exhibit, people don't learn as much. Suggested by Rachelle. (7)
• Friday, November 7, 3 pm (2014)
  • "Writing about testing worries boosts exam performance in the classroom"
    G Ramirez & SL Beilock, Science 331, 221-213 (2011).
  • "Simply writing about one's worries before a high-stakes exam can boost test scores." (8)
  • "Recursive processes in self-affirmation: Intervening to close the minority achievement gap"
    GL COhen, J Garcia, V Purdie-Vaughns, N Apfel, & P Brzustoski, Science 324, 400-403 (2009).
  • 7th graders wrote about their values several times, and their academic performance was better in 8th grade.
• Friday, October 24, 3 pm (2014)
  • "Understanding clicker discussions: Student reasoning and the impact of instructional cues"
    JK Knight, SB Wise, & KM Southard, CBE-LSE 12, 645-654 (2013).
  • Would be a great article to discuss clicker use. Many of us use clickers, this article discusses how to make sure the peer instruction discussions work well. Suggested by Eric. (9)
• Friday, October 17, 3 pm (2014)
  • "Materials science students' perceptions and usage intentions of computation"
    AJ Magana, ML Falk, & M Reese, ASEE Conference Proceedings paper #7450 (2013).
  • Shows that students who learn computational methods in a disciplinary class feel more confident that what they've learned is useful to their careers, more so than learning it in a stand-alone CS course. Suggested by Eric. (7)
• Friday, October 3, 3 pm (2014)
  • "An evaluation of course evaluations"
    PB Stark & R Freishtat, preprint (2014)
  • Looking for bias in all the wrong place: A search for truth or a witch hunt in student ratings of instruction?"
    M Theall & J Franklin, New Directions for Institutional Research 109, 45-56 (2001).
  • Vanderbilt's comprehensive website listing lots of articles relevant to student evaluations. Includes a discussion of "making sense of student evaluations".
  • The first article has gotten a lot of publicity the past couple of weeks, it discusses the misuse of course evaluations from a statistician point of view. The second article generally is more positive about student evaluations and surveys the literature (back in 2001). Suggested by Rick, Eric, and others.
• Friday, September 26, 3 pm (2014)
  • "Gender gaps in achievement and participation in multiple introductory biology classrooms"
    SL Eddy, SE Brownell, & MP Wenderoth, CBE-LSE 13, 478-492 (2014).
  • It turns out that despite what we might think, there are still gender disparities in biology classrooms: both in grades and in class participation. Suggested by Pat.
• Friday, September 19, 3 pm (2014)
  • "Getting under the hood: How and for whom does increasing course structure work?"
    SL Eddy & KA Hogan, CBE-LSE 13, 453-468 (2014).
  • Suggested by Pat. A moderate amount of course structure greatly helps some students. (~7)
• Friday, September 12, 3 pm (2014)
  • "Active learning increases student performance in science, engineering, and mathematics"
    S Freeman et al., PNAS 111, 8410-8415 (2014).
  • "STEM students fare better when professors don't just lecture, study finds" -- news article about the PNAS paper
    D. Lederman, Inside Higher Ed (2014) -- direct link
  • Metaanalysis of 225 studies makes it very clear that active learning is better than traditional learning. Suggested by Pat and Gray. (18)
• Friday, April 25, 1:45 pm (2014)
  • "Effects of grading leniency and low workload on students' evaluation of teaching: Popular myth, bias, validity, or innocent bystanders?"
    HW Marsh & LA Roche, J. Ed. Psych. 92, 202-228 (2000).
  • Increasing the workload for students will increase their satisfaction with your teaching, at least to a point. Suggested by Eric.
• Friday, April 18, 1:45 pm (2014)
  • "Multiple-choice questioning is an efficient instructional methodology that may be widely implemented in academic courses to improve exam performance"
    AL Glass & N Sinha, Curr. Directions Psych. Sci. 22, 471-477 (2013).
  • More frequent testing helps students learn, even if you’re just using multiple choice tests. Suggested by Scott L.
• Friday, April 11, 1:45 pm (2014)
  • "A course-based research experience: How benefits change with increased investment in instructional time"
    CD Shaffer et al., CBE-LSE 13, 111-130 (2014).
  • Third in our 3-week series of articles about research experiences in undergraduate lab courses. Suggested by Pat and Chris. (4)
• Friday, April 4, 1:45 pm (2014)
  • "Immediate dissemination of student discoveries to a model organism database enhances classroom-based research experiences"
    EA Wiley & NA Stover, CBE-LSE 13, 131-138 (2014).
  • The authors have designed a classroom lab activity where students take original genome data and contribute it to an official database.  They report that students are more engaged and motivated to do original research beyond the course. Suggested by Pat.
• Friday, March 28, 1:45 pm (2014)
  • "Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation"
    RM Spell, JA Guinan, KR Miller, & CW Beck, CBE-LSE 13, 102-110 (2014).
  • The article discusses how to define “authentic research experiences in introductory biology laboratories” via a national survey.  It also discusses barriers to implementing these experiences. Suggested by Pat. (9)
• Friday, March 21, 1:45 pm (2014)
  • "Factors that affect the physical science career interest of female students: Testing five common hypotheses"
    Z Hazari, G Potvin, RM Lock, F Lung, G Sonnert, & PM Sadler, Phys. Rev. Spec Topics - Phys. Ed. Res. 9, 020115 (2013).
  • "discussions about women’s underrepresentation have a significant positive effect." Other factors one might think would have an affect, seem not to. Suggested by Pat. (9)
• Friday, February 28, 1:45 pm (2014)
  • "Teaching about ethics and the process of science using retracted publications"
    S Burnett, RH Singiser, & C Clower, J. College Sci. Teaching 43, 24-29 (2014).
  • Suggested by Eric. (9)
• Friday, February 21, 1:45 pm (2014)
  • Two short papers:
  • "Performance-based data in the study of STEM Ph.D. education"
    DF Feldon, MA Maher, & BA Timmerman, Science 329, 282-283 (2010).
  • Suggested by Pat. Short editorial on graduate education and how we should be more evidence-based rather than anecdotal. (~10)
  • "Changing the culture of science education at research universities"
    WA Anderson et al, Science 331, 152-153 (2011).
  • Suggested by Nancy Ruggeri and Pat. Editorial with concrete suggestions.
  • Supporting online material -- list of other resources for Anderson paper, not something to read
• Friday, February 14, 1:45 pm (2014)
  • "The flipped classroom: A course redesign to foster learning and engagement in a health professions school"
    JE McLaughlin, MT Roth, DM Glatt, N Gharkholonarehe, CA Davidson, LM Griffin, DA Esserman, & RJ Mumper, Acad. Medicine 89, 236-243 (2014).
  • They flipped their classroom, the article describes what they did and gives data showing that student satisfaction and participation increased. (15)
• Friday, February 7, 1:45 pm (2014)
  • "Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors"
    KD Kendall & EE Schussler, CBE-LSE 11, 187-199 (2012).
  • "Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs." (15)
• Friday, January 31, 1:45 pm (2014) -- Location: Math/Science Center room W307C
  • "Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity"
    KD Tanner, CBE-LSE 12, 322-331 (2013).
  • 10 pages, 21 strategies on getting all students in your classroom involved. (13)

2013

• Tuesday, December 10, 1 pm (2013)

  "A problem with STEM" M Marder, CBE-LSE 12, 148-150 (2013). Interdisciplinary science education may have cultural pitfalls. Eric's favorite section is "Tyranny of hypotheses". A nice quote from the article: "Once students have received a good secondary education in the nature of science, they instinctively reject much of what physicists do as nonscientific." (21)

• Tuesday, December 3, 1 pm (2013)
  • "Daily online testing in large classes: Boosting college performance while reducing achievement gaps"
    JW Pennebaker, SD Gosling, & JD Ferrell, PLoS ONE 8, e79774 (2013).
  • Demonstrates that daily in-class testing improves learning. Suggested by Gray. (13)
• Tuesday, November 19, 1 pm (2013)
  • "Using the genetics concept assessment to document persistent conceptual difficulties in undergraduate genetics courses"
    MK Smith & JK Knight, Genetics 191, 21-32 (2012).
  • Studies persistent student misconceptions and gives advice about how teachers might address such misconceptions. (17)
• Tuesday, November 12, 1 pm (2013)
  • Are tenure track professors better teachers?
    DN Figlio, MO Schapiro, KB Soter, National Bureau of Economic Research (working paper No. 19406) (2013).
  • Quick answer: no. Studied students at Northwestern University. (11)
• Tuesday, November 5, 1 pm (2013)
  • Read second half of the October 29 paper. (9)
• Tuesday, October 29, 1 pm (2013)
  • "Social-psychological interventions in education: They're not magic"
    DS Yeager & GM Walton, Rev. Ed. Res. 81, 267-301 (2011).
  • Do these tiny interventions really work to boost student scores? Heck yeah! Relates to stereotype threat. 28 pages total, for this week let's read pages 267-282. Next week read 282-294. (12)
• Tuesday, October 22, 1 pm (2013)
  • "Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States"
    SD Bush, NJ Pelaez, RA Rudd II, MT Stevens, KD Tanner, KS Williams, PNAS 110, 7170-7175 (2013).
  • Science faculty with science education specialities are everywhere, and some of them get grants too! Suggested by Chris. (15)
• Tuesday, October 8, 1 pm (2013)

  "Learning styles: Concepts and Evidence" H Pashler, M McDaniel, D Rohrer, and R Bjork, PSPI 9, 105-119 (2009). Related Chronicle of Higher Ed article Suggested by Chris. Should instructional methods match students' learning styles? Turns out there is little evidence that this popular idea works. (18)

• Tuesday, October 1, 1 pm (2013)
  • "Does active learning work? A review of the research"
    M Prince
    J. Engineering Education 223-231 (July 2004). Online here.
  • Evidence that case-based learning works. NB (16)
• Tuesday, September 24, 1 pm (2013)
  • "The influence of teachers' knowledge on student learning in middle school physical science classrooms"
    PM Sadler, G Sonnert, HP Cole, N Cook-Smith, & JL Miller, Am. Ed. Res. J., DOI: 10.3102/0002831213477680 (2013).
  • It's good to know the right answers, but you teach better if you're also aware of the wrong answers students have. Suggested by Rachelle. (9)
• Tuesday, September 17, 1 pm (2013)
  • "Misconceptions are 'so yesterday!'"
    AC Maskiewicz & JE Lineback, CBE-LSE 12, 352-356 (2013).
  • Discusses what the word 'misconceptions' really means, and how we should approach teaching in light of student misconceptions. Suggested by Eric. (14)
  • See also AAAS misconceptions website.
• Tuesday, September 10, 1 pm

  "Comparing students' and experts' understanding of the content of a lecture" Z Hrepic, DA Zollman, NS Rebello J. Sci. Ed. Tech. 16, 213-224 (2007). Students & experts watch the same lecture and hear quite different things. (15)

• Tuesday, September 3, 1 pm (2013)
  • "Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom"
    DJ Nicol & JT Boyle, Studies in Higher Ed. 28, 457-473 (2003).
  • Compares Peer Instruction method with an alternative form. Suggested by Eric. (20)
• Tuesday, April 30, 4 pm (2013)
  • Discussion of MOOC experiences of the participants.
• Tuesday, March 26, 4 pm (2013)
  • "Students. perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning"
    S W-Y Lee & C-C Tsai, Computers in Human Behavior 27, 905-914 (2011).
  • "This article investigates three aspects of learning in various contexts at both the undergraduate and graduate level." (quote from Drew Kohlhorst)
• Tuesday, February 26, 4 pm (2013)
  • Malini Suchak (Emory Psychology), presenting about her experience with online learning and developing online courses.
  • ScERJ club blog launched this week!
• Tuesday, February 12, 4 pm (2013)
  • "Online education today"
    AF Mayadas, J Bourne, P Bacsich, Science 323, 85-89 (2009).
  • "Towards Best Practices in Online Learning and Teaching in Higher Education"
    J Keengwe & TT Kidd, MERLOT J. Online Learning & Teaching 6, 533-541 (2010).
  • "... two articles, one from Science (2009) about the state of online education and the second 'Towards best Practices' looking at the history of online education and potential impacts to faculty and instruction." (quote from Drew Kohlhorst)

• Monday, December 10, 11 am (2012)
  • Presentation by Diane Wiener (Emory physics dept.) about her teaching research
• Monday, November 26, 11 am (2012)
  • "Engaging online learners: The impact of Web-based learning technology on college student engagement"
    P-S D Chen, AD Lambet, KR Guidry, Computers & Education 54, 1222-1232 (2010).
  • "...we will be beginning a conversation on online learning and student engagement. This paper will lead us into a more in depth discussion of online learning for SCERJ next semester." (quote from Drew Kohlhorst)
• Monday, November 12, 11 am (2012)
  • "Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes"
    KF Stanger-Hall, CBE-LSE 11, 294-306 (2012).
  • "...this paper looks very promising and hopefully will lead a great discussion on how essay and multiple choice questions can play a more effective role in student assessment." (quote from Drew Kohlhorst)
• Monday, October 24, 11 am (2012)
  • "Writing-To-Teach: A New Pedagogical Approach To Elicit Explanative Writing from Undergraduate Chemistry Students"
    AV Vazquez et al., J. Chem. Ed. 89, 1025-1031 (2012).
  • "...on utilizing explanatory writing as a means of learning and peer instruction in Chemistry and STEM courses. I think most faculty will agree there are several issues with our current expectations and instructional methods in writing for undergraduates." (quote from Drew Kohlhorst)
• Monday, October 15, 11 am (2012)
  • "Promising practices in undergraduate STEM education"
    JL Narum, National Academy of Sciences, 2008
  • About Project Kaleidoscope
• Monday, October 1, 11 am (2012)
  • "Barriers and promises in STEM reform"
    MH Dancy & C Henderson, article for National Academies (2008).
• Friday, April 20, 4 pm (2012)
  • "Improving learning and reducing costs"
  • "We will be reading three (short) reports prepared by Carol Twigg (Center for Academic Tranformation) that summarize the results of the PEW grant program in course redesign. Thank you to Rachelle Spell for recommending these readings. They are a very interesting summary of a range of efforts to transform teaching into active learning." (quote from Nancy Bliwise)
• Friday, April 6, 4 pm (2012)
  • "Students' Perceptions of Using Personal Response Systems ('Clickers') With Cases in Science"
    BHK Wolter, MA Lundeberg, H Kang, CF Herreid, J. College Sci. Teaching 40, 14-19 (2011).
  • "...an evaluation of students' perceptions of clickers in the classroom. Since so many of us adopted this technology, I thought it would be a good opportunity to review some student data." (quote from Nancy Bliwise)
• Friday, March 23, 4 pm (2012)
  • "Student perception of academic grading: Personality, academic orientation, and effort"
    GK Tipping, KD Lafreniere, S Page, Active Learning in Higher Ed. 13, 51-61 (2012).
  • "Our reading this week is on students' attitudes toward grading and perceived effort in a class. I am sure many of us have had discussions with students about their effort and performance and have struggled with how to consider (or not) effort in our grading." (quote from Nancy Bliwise)
• Friday, March 9, 4 pm (2012)
  • "Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students' Understanding of Carbon Cycling in Ecosystems"
    A Cordero Maskiewicz, H Peckham Griscom, N Turrill Welch, CBE-LSE 11, 58-67 (2012).
  • "...an interesting evaluation of how active learning exercises and "diagnostic cluster questions" can be used together to guide curriculum development." (quote from Nancy Bliwise)
• Friday, February 24, 4 pm (2012)
  • "Designing metacognitive activities"
    X Lin, ETR&D 49, 23-40 (2001).
  • "We have an interesting reading this week on helping students develop meta-cognitive strategies for learning strategies for problem-solving and monitoring their own learning." (quote from Nancy Bliwise)
• Friday, February 10, 4 pm (2012)
  • "The Completion Agenda"
    Liberal Education, Winter 2012, Vol 98, No. 1
  • "I thought that a discussion of this piece would be very timely, given both the change in credit hours and the leaning outcomes initiatives that are occurring on campus. I have been looking forward to the publication of these essays as I think they raise important issues about the new push for "accountability" in higher education." (quote from Nancy Bliwise)
• Friday, January 27, 4 pm (2012)
  • "Scientific Teaching"
    J Handelsman et al., Science 304, 521-522 (2004).
  • The link takes you to the supplemental info, from there you can connect to the full article

• Friday, December 16, 11:45 am (2011)
  • End of semester lunch at Saba
• Thursday, December 1, 4 pm (2011)
  • "What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology"
    MD Miller, College Teaching 59, 117-122 (2011).
  • This article was featured recently in a story in the Chronicle of Higher Education and presents findings from current research that dispels some myths about memory and raises some interesting questions about what we want our students to "know"/"remember". (quote from Nancy Bliwise)
• Thursday, November 17, 4 pm (2011)
  • "Why Science Majors Change Their Minds (It's Just So Darn Hard)"
    C Drew, New York Times article from November 4, 2011
  • A number of members suggested that we review the recent New York Times article on STEM education that was published in the Education Life supplement. This article (along with the one on international students) has received a great deal of attention in the media, so I agree that it is a good idea to look at it carefully. (quote from Nancy Bliwise)
• Thursday, November 10, 4 pm (2011)
  • "'Deconstructing' Scientific Research: A Practical and Scalable Pedagogical Tool to Provide Evidence-Based Science Instruction"
    IE Clark et al, PLoS Biol 7, e1000264 (2009).
  • We have been discussing "scalable" ways of helping students to critically evaluate the scientific literature and I thought this was interesting and a good foundation for discussion. (quote from Nancy Bliwise)
• Thursday, November 3, 4 pm (2011)
  • "Personalized learning in chemistry through ALEKS: Reflections on the ALEKS chemistry placement test and homework", talk by Doug Mulford.
• Thursday, October 27, 4 pm (2011)
  • "Gender and Perceptions of Mentoring in Science Education", talk by Susan A. Nolan.
• Thursday, October 13, 4 pm (2011)
  • "Development and effects of a writing and thinking course in psychology"
    EJ Johnson, AD Tuskenis, GL Howell, K Jaroszewski, Teaching of Psychology 38, 229-236 (2011).
  • "...continues some of our discussion from last week on courses designed to train students to think. This one is focused on teaching students to read the scientific literature. It has a very nice evaluation component." (quote from Nancy Bliwise)
• Thursday, October 6, 4 pm (2011)
  • "Teaching the process of science: Faculty perceptions and an effective methodology"
    D Coil, MP Wenderoth, M Cunningham, C Dirks, CBE-LSE 9, 524-535 (2010).
• Thursday, September 29, 4 pm (2011)
  • "The Effects of Instructors' Autonomy Support and Students' Autonomous Motivation on Learning Organic Chemistry: A Self-Determination Theory Perspective"
    AE Black & EL Deci, 740-756 (2000).
  • This group is doing some very interesting work with some direct effects of instructor "style" on student learning. (quote from Nancy Bliwise)
• Thursday, September 23, 4 pm (2011)
  • "Student self-grading in social statistics"
    NM Edwards, College Teaching 55, 72-76 (2007).
• Thursday, September 15, 4 pm (2011)
  • "Drawing to learn in science"
    S Ainsworth, V Prain, R Ttler, Science 333, 1096-1097 (2011).
• Thursday, September 8, 4 pm (2011)
  • "Developmental instruction. Part I. Perry's model of intellectual development"
    DC Finster, J. Chem. Ed. 66, 659-661 (1989).
  • "Developmental instruction. Part II. Application of the Perry model to chemistry education"
    DC Finster, J. Chem. Ed. 68, 752-756 (1991).
  • "...suggested by Chris Beck and reaches back to Perry's stages of intellectual development." (quote from Nancy Bliwise)
• Thursday, April 21, 2:45 pm (2011)

  "The myth of the superhuman professor" R Felder, J. Engr. Ed. 82, 105-110 (1994). The difficulty of being excellent at both teaching and research. (15)

• Thursday, April 14, 2:45 pm (2011)
  • "How to choose a good scientific problem"
    U Alon, Mol. Cell 35, 726-728 (2009).
  • "How to build a motivated research group"
    U Alon, Mol. Cell 37, 151-152 (2010).
  • "How to give a good talk"
    U Alon, Mol. Cell 36, 165-167 (2009).
  • We'll read the first two ("problem" and "group"). (8)
• Thursday, March 31, 2:45 pm (2011)
  • "Mentoring Teaching Assistants"
    S Gorovitz, online article: Inside Higher Ed, January 7, 2011.
  • Suggested by Sandra. How to train TA's to teach and grade. (8)
• Thursday, March 24, 2:45 pm (2011)
  • "Towards Improving the Integration of Undergraduate Biology and Mathematics Education"
    C Bergevin, J. Microbiology & Biology Ed. 11, 28-33 (2010).
  • Suggested by Bob. About quantitative biology. (4)
• Thursday, March 17, 2:45 pm (2011)
  • Two short related papers:
  • "Application of Bloom's taxonomy debunks the 'MCAT myth'"
    AY Zheng, JK Lawhorn, T Lumley, S Freeman, Science 319, 414-415 (2008).
  • Turns out, the MCAT does test critical thinking. (7)
  • "Learning and scientific reasoning"
    L Bao et al., Science 323, 586-587 (2009).
  • Comparision of first-year college students in US and China. In China, they know much more physics, but the level of scientific reasoning is equivalent between the two groups. "The results suggest that the large differences in K-12 STEM education... do not cause much variation in student's scientific-reasoning abilities."
• Thursday, March 3, 2:45 pm (2011)
  • "Valuing and evaluating teaching in academic hiring: A multidisciplinary, cross-institutional study"
    D Meizlish & M Kaplan, J. Higher Ed. 79, 489-512 (2008).
  • Suggested by Lydia. How important is teaching in decisions about academic hiring, and how is it assessed? (11)
• Thursday, February 24, 2:45 pm (2011)
  • "The positive and negative effects of science concept tests on student conceptual understanding"
    C-Y Chang, T-K Yeh and JP Barufaldi, Int. J. Sci. Ed. 32, 265-282 (2010).
  • Testing helps you learn. Suggested by Rachelle. (10)
• Thursday, February 17, 2:45 pm (2011)
  • "Retrieval practice produces more learning than elaborate studying with concept mapping"
    JD Karpicke & JR Blunt, Sciencexpress (2011).
  • Testing helps you learn. Suggested by Rachelle. (10)
• Thursday, February 10, 2:45 pm (2011)
  • How to prepare better tests: Guidelines for university faculty"
    BB Zimmerman, RR Sudweeks, MF Shelly, and B Wood, BYU Testing Services (1990). 16 pages + references.
  • From Brigham Young University, advice about writing exams. Suggested by Pat. (11)
• Thursday, February 3, 2:45 pm (2011)
  • "Biology concept inventories: Overview, status, and next steps"
    C D'Avanzo, BioScience 58, 1079-1085 (2008).
  • "Recent research in science teaching and learning"
    E Dolan, CBE-Life Sci Ed 9, 76-77 (2010).
  • Review article on concept inventories, and a brief article surveying some recent literature on concept inventories. Suggested by Bob. (8)
• Thursday, January 27, 2:45 pm (2011)
  • "Reducing the gender achievement gap in college science: A classroom study of values affirmation"
    A Miyake, LE Kost-Smith, ND Finkelstein, SJ Pollock, GL Cohen, TA Ito, Science 330, 1234-1237 (2010).
  • "A brief psychological intervention may be a promising way to address the gender gap in science performance and learning." Suggested by Gray.
• Thursday, January 20, 2:45 pm (2011)
  • "Promoting student-centered active learning in lectures with a personal response system
    SA Gauci, AM Dantas, DA Williams & RE Kemm, Advan. Physiol. Educ. 33, 60-71 (2009).
  • Very careful study of clicker use; suggested by Bob. (12)

• Wednesday, December 1, 2:45 pm (2010)
  • "Exploring the color of glass: Letters of recommendation for female and male medical faculty"
    F Trix & C Psenka, Discourse & Society 14, 191-220 (2003).
    
  • Suggested by Eric. Study of 300 recommendation letters, finding nontrivial differences between letters written for men and for women. (12)
• Wednesday, November 17, 2:45 pm (2010)
  • "Computing has changed biology -- Biology education must catch up"
    P Pevzner & R Shamir, Science 325, 541-542 (2009).
    "Mathematical biology education: Beyond calculus"
    R Robeva & R Laubenbacher, Science 325, 542-543 (2009).
    "Revising the AP Biology curriculum"
    WB Wood, Science 325, 1627-1628 (2009).
  • Suggested by Bob. Three short articles on biology & math. (9)
• Wednesday, November 10, 2:45 pm (2010)
  • "Teaching 'Grade 13'"
    DM Perry & KE Kennedy, Chron. Higher Ed. (Dec 13, 2009).
  • Suggested by Rick. Should we offer remedial classes for undergrads? Rick also raises a similar question for graduate students. (12)
  • ACT report mentioned in the article
  • Interesting news article about a pre-freshman-year academic boot camp
• Wednesday, November 3, 2:45 pm (2010)
  • "MathBench Biology Modules: Web-based math for all biology undergraduates"
    KC Nelson, G Marbach-Ad, K Schneider, KV Thompson, PA Shields, & WF Fagan, J. College Sci. Teaching, pages 34-39, March/April 2009.
  • In this series of interactive, web-based modules, students are introduced to the mathematical underpinnings of introductory biology in an informal but powerful way. Suggested by Pat Marsteller. (7)
• Wednesday, October 27, 2:45 pm
  • "Teaching Naked: Why removing technology from your classroom will improve student learning"
    JA Bowen, National Teaching & Learning Forum 16, 1-15 (2006).
  • Use technology outside of class to make class time more effective than just lecturing. Suggested by Bob.
• Wednesday, October 20, 2:45 pm
  • "Survey of 12 strategies to measure teaching effectiveness"
    RA Berk, Int. J. Teach. Learn. Higher Ed. 17, 48-62 (2005).
  • Suggested by David Lynn. How do we know if someone's a good teacher, besides just student ratings? Amusing and readable. (10)
• Wednesday, October 13, 2:45 pm
  • "Education ambivalence"
    editorial in Nature 465, 525-526 (2010).
  • Suggested by Karla. One page. Subtitle: "Academic scientists value teaching as much as research -- but universities apparently don't." (10)
  • "Galvanizing science departments"
    C Wieman, Science 325, 1181 (2009).
  • Suggested by Bob. One page editorial, how to get science departments to change their culture of teaching. Wieman's website also has suggestions for pedagogical change.
• Wednesday, October 6, 2:45 pm
  • "Advice for new faculty teaching undergraduate science"
    AL Smith & SL Keller, J. Chem. Ed. 83, 401-406 (2006).
  • Not research based, but contains lots of logistic tips for teaching large intro science courses. Suggested by Eric. (12)
• Wednesday, September 29, 2:45 pm
  • "The problem of revealing how students think: Concept inventories and beyond"
    JI Smith & K Tanner, CBE-Life Sciences Ed. 9, 1-5 (2010). Suggested by David Lynn and Pat Marsteller. Intro to concept inventories; what do they actually measure; what are other approaches? (12)
• Wednesday, September 22, 2:45 pm -- WE DO NOT HAVE THE USUAL ROOM
  • "Peer instruction enhanced meaningful learning: ability to solve novel problems"
    RN Cortright, HL Collins, SE DiCarlo, Adv. Physiol. Educ. 29, 107-111 (2005). Suggested by Bob. Used a version of peer instruction, shows learning gains. (9)
• Wednesday, September 15, 2010, 2:45 pm -- WE DO NOT HAVE THE USUAL ROOM; we'll meet in the Math/Science Center room E200
  • "Does professor quality matter? Evidence from random assignment of students to professors"
    SE Carrell & JE West, J. Political Economy 118, 409-432 (2010). "...our results show that student evaluations reward professors who increase achievement in the contemporaneous course being taught, not those who increase deep learning." Studied calculus as taught at the Air Force Academy, where students are randomly assigned instructors. Suggested by Bob. (14)
• Wednesday, September 8, 2010, 2:45 pm
  • "Arguing to learn in science: The role of collaborative, critical discourse"
    J Osborne, Science 328, 463-466 (2010). "Argument and debate are common in science, yet they are virtually absent from science education." Discusses ways to fix.
• Wednesday, September 1, 2:45 pm
  • "Innovations in teaching undergraduate biology and why we need them"
    WB Wood, Annu. Rev. Cell Dev. Biol. 25, 93-112 (2009).
  • Nice review article. Suggested by Bob. (17)
• Friday, April 30, 2010, 1:45 pm
  • Discussion about our individual plans to improve our teaching, and perhaps assess our efforts, ultimately leading to publications... (13)
• Friday, April 23, 1:45 pm
  • "Replacing lecture with peer-led workshops improves student learning"
    RW Preszler, CBE Life Sciences Education 8, 182-192 (2009).
  • Used a hybrid of case-studies and peer-led team learning to replace one lecture each week in introductory biology. Suggested by Bob. (9)
• Friday, April 16, 1:45 pm
  • "Pedagogies of engagement in science"
    T Eberlein, J Kampmeier, V Minderhout, RS Moog, T Platt, P Varma-Nelson, & HB White, Biochemistry & Molecular Bio. Ed. 36, 262-273 (2008).
  • A comparison of PBL, POGIL, and PLTL -- what do these acronyms mean, and which might be best for you? (11)
• Friday, April 9, 2010, 1:45 pm

  "Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations" C Henderson & MH Dancy, AJP 76, 79-91 (2008). Journal. Why does science education research have so little influence on how science is taught? Suggested by Eric. (13)

• Friday, April 2, 1:45 pm
  • "National differences in gender-science stereotypes predict national sex differences in science and math achievement" BA Nosek et al., PNAS 106, 10593-10597 (2009).
  • Looks at 34 countries; comprehensive psychology study. Suggested by Gray. (6)
• Friday, February 26, 1:45 pm
  • "Disciplinary Research Strategies for Assessment of Learning"
    D Ebert-May, J Batzli, & H Lim, Bioscience 53, 1221-1228 (2003). Journal.
  • How to do assessment in science courses, useful to think about as Emory approaches the SACS reaccreditation.
• Friday, February 19, 1:45 pm
  • "The effects of linear and quadratic drag on falling spheres: an undergraduate laboratory"
    JP Owen & WS Ryu, Eur. J. Phys. 26, 1085-1091 (2005). Journal.
  • Designing an integrated science lab activity. The second author, Will Ryu, will be here on Friday and hopefully will be at our journal club. Suggested by Ilya. (14)
• Friday, February 12, 2010, 1:45 pm

  "'Deconstructing' scientific research: A practical and scalable pedagogical tool to provide evidence-based science instruction" IE Clark, R Romero-Calderon, JM Olson, L Jaworski, D Lopatto, and U Banerjee, PLoS Biol 7:e1000264 (2009). Suggested by Chris. How to get large numbers of students understanding the research process, by seeing a research seminar and then spending a few weeks discussing the background of the seminar. (6)

• Friday, February 5, 1:45 pm (2010)
  • TWO short related articles:
  • "Introducing ill-structured problems in introductory physics recitations"
    V Shekoyan & E Etkina, 2007 Phys. Ed. Res. Conference, 192-195 (2007).
  • "Ready, SET, Go!" B. Korsunsky, Phys. Teach. 42, 493-497 (2004). journal.
  • These two short articles discuss the idea of using unusually challenging problems to teach students problem-solving techniques. 1st suggested by Pat, 2nd by Eric as a related article.
• Friday, January 29, 1:45 pm (2010)

  "Learning styles: Concepts and Evidence" H Pashler, M McDaniel, D Rohrer, and R Bjork, PSPI 9, 105-119 (2009). Related Chronicle of Higher Ed article Suggested by Chris. Should instructional methods match students' learning styles? Turns out there is little evidence that this popular idea works. (18)

• Friday, January 22, 1:45 pm (2010)
  • "Scientific Foundations for Future Physicians"
    Report of the AAMC-HHMI Committee, 2009.
  • Pre-med students should learn "competencies" rather than specific set courses. Pages 24-35 of the PDF are the most relevant for our discussion. (19)

• Wednesday, December 2, 2:45 pm (2009)
  • "Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework"
    MS Schwartz, PM Sadler, G Sonnert, RH Tai, Science Education 93, 798-826 (2008). Journal webpage.
  • 26 pages + references. Covering at least one topic in depth in high school science classes will improve your science grades in college. Coverage that's a mile wide and an inch deep is not good. Suggested by Bob and Rachelle. (8)
• Wednesday, November 18, 2:45 pm (2009)
  • "Helping educational reforms to succeed in a microbiology department"
    VS Lee & M Hyman, Microbe 4, 219-223 (2009).
  • "...several internal factors are critical to the success of reform measures, including departmental vision, a need for a change, collegiality, support for the teaching mission, and access to outside resources." Suggested by Gray Crouse. (8)
• Wednesday, November 11, 2:45 pm (2009)
  • A recent (Sep - Nov 2009) debate about what to teach nonscience students: (18)
  • "Physics for the non-scientist: A middle way"
    M Sobel, The Physics Teacher 47, 346-349 (2009). Journal page.
  • "Are most people too dumb for physics?"
    N Lasry, N Finkelstein, & E Mazur, The Physics Teacher 47, 418-422 (2009). Journal page.
  • "Response to 'Are most people too dumb for physics?'"
    M Sobel, The Physics Teacher 47, 422-423 (2009). Journal page.
  • "What should we expect students to learn" (letter to the editor)
    N Finkelstein, E Mazur, & N Lasry, The Physics Teacher 47, 484 (2009). Journal page.
• Wednesday, November 4, 2:45 pm (2009)
  • "Best practices for designing and grading exams"
    M Piontek, Center for Research on Learning and Teaching / Occasional Paper #24 (2008).
  • Advice on how to construct good multiple choice questions. Suggested by Bob DeHaan. (11)
• Wednesday, October 28, 2:45 pm (2009)

  "Does faculty research improve undergraduate teaching?" MJ Prince, RM Felder, R Brent, J. Eng. Ed. 96, 283-294 (2007). Can research support teaching in principle and has it been shown to do so in practice? Suggested by Pat. (15)

  • "On the bottom line, good teaching tops good research"
    F Heppner, Chron. of Higher Ed., March 13, 2009.
  • Brief article forwarded by Gray. Points out economic impact of good teaching, related to retention issues.
• Wednesday, October 21, 2:45 pm (2009)

  "Stereotype threat and the intellectual test-performance of African-Americans" CM Steele & J Aronson, J. Pers. Soc. Psychol. 69, 797 (1995). Classic article on identity threat.

• Wednesday, October 14, 2:45 pm (2009)
  • "Reducing the racial achievement gap: A social-psychological intervention"
    GL Cohen, J Garcia, N Apfel, & A Master, Science 313, 1307 (2006).
  • Article on identity threat and an intervention that diminishes the problem. (9).
• Wednesday, October 7, 3 pm (2009)
  • No meeting today. Instead, some of us will attend this talk: In Room 102 of Emory's Center for Ethics, the Laney Graduate School will host Professor Tina Gunsalus for a discussion on Research Integrity: National Issues, Local Challenges. The discussion will examine the national policy environment leading to federal regulation of research integrity in universities, raising engaging questions about how we regulate ourselves in this critical area. Professor Gunsalus is a lively and energetic presenter hailing from the University of Illinois, Urbana-Champaign, and the discussion promises to be entertaining and informative.
• Wednesday, September 30, 2:45 pm (2009)
  • "Teaching Creativity and Inventive Problem Solving in Science"
    RL DeHaan, CBE Life Sci Educ 8, 172-181 (2009).
  • What is creativity, and how can we "promote creative thinking in scientific problem solving"? (13)
• Wednesday, September 23, 2:45 pm (2009)
  • "A statistical analysis of student questions in a cell biology laboratory"
    EL Keeling, KM Polacek, & EL Ingram, CBE Life Sci Educ 8, 131-139 (2009).
  • Studied senior bio majors. Do they ask sophisticated questions? Not often. Might be very useful to read to help us think about assessment issues for SACS. (8)
• Wednesday, September 16, 2009 -- 2:45 pm (2009)
  • "Peer Instruction: Ten years of experience and results"
    CH Crouch & E Mazur, Am J Phys 69, 970-977 (2001). Journal link.
  • From the folks who introduced many physics teachers to clickers. (17)
• Wednesday, September 9, 3 pm (2009)
  • "A delicate balance: Integrating active learning into a large lecture course"
    JD Walker, SH Cotner, PM Baepler, & MD Decker, CBE Life Sci Educ 7, 361-367 (2008).
  • Pros and cons of active learning; compares two sections of intro bio, one with active methods and one more traditional. Link to journal (17)
• Friday, May 8, noon at Saba (2009)
  • "A directed framework for integrating ethics into chemistry curricula and programs using real and fictional case studies"
    ER Fisher & NE Levinger, J. Chem. Ed. 85, 796-801 (2008). -- Journal page, with supplemental material
  • How to facilitate discussions of case studies; case studies for different levels of students.
  • "Reasons scientists avoid thinking about ethics"
    PR Wolpe, Cell 125, 1023 (2006).
  • NIH now requires ethics be taught to grad students in programs it funds; what should we be teaching?
• Thursday, April 23, 2:45 pm (2009)
  • "The value of animations in biology teaching: A study of long-term memory retention"
    DH O'Day, CBE-Life Sciences Ed. 6, 217-223 (2007).
  • Animations are more effective than graphics, even without captions or narration. Thus, web-based materials can work.
• Thursday, April 9, 2:45 pm (2009)
  • "Preparing students to participate in an active learning environment"
    HI Modell, Advances in Physiology Education 15, 69-77 (1996).
  • How to convince students that active learning is good. (7)
• Thursday, March 26, 2:45 pm (2009)
  • "The Poor and the Rich: A Look at Economic Stratification and Academic Performance Among Undergraduate Students in the United States"
    JA Douglass & G Thomson, Center for Studies in Higher Education, CSHE.15.08 (2008). link to website
  • Experiences of lower-income students. "Low income" and "first generation" are found not to be synonomous.
• Thursday, February 26, 2:45 pm (note time) (2009)
  • Discussion of teaching evaluations -- read through these two powerpoint presentations for additional information
    • 1st powerpoint presentation (from ISSOTL)
    • 2nd powerpoint presentation (from "TEHE")
• Thursday, February 12, 2:45 pm (note shifting to a slightly earlier time; we will discuss the first two articles) (2009)
  • NYT article -- "In 'Geek Chic' and Obama, New Hope for Lifting Women in Science"
    N Angier, New York Times (January 19, 2009)
  • "Problems in the pipeline: Gender, marriage, and fertility in the ivory tower"
    NH Wolfinger, MA Mason, M Goulden, J. Higher Ed. 79, 388-403 (2008).
  • This second article is by two people mentioned in the NYT article (Mason & Goulden).
  • Optional 3rd article: "Discovering directions for change in higher education through the experiences of senior women faculty"
    J Sheridan, PF Brennan, M Carnes, & J Handelsman, J. Tech. Transfer 31, 387-396 (2006).
  • This third article interviewed women faculty -- what factors have influenced their careers, what could help in the future? This article may not be as relevant for us, we will probably focus the discussion on the Wolfinger et al. article.
• Thursday, January 29, 3 pm (2009)

  "Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology" Alison Crowe, Clarissa Dirks, and Mary Pat Wenderoth CBE Life Sci Educ 2008;7 368-381 Implementation of the BBT helped us to adjust our teaching to better enhance our students' current mastery of the material, design questions at higher cognitive skills levels, and assist students in studying for college-level exams and in writing study questions at higher levels of Bloom's Taxonomy.

• Thursday, January 15, 3 pm (2009)
  • "Clickers in the large classroom: Current research and best-practice tips"
    JE Caldwell, CBE Life Sci Educ 6, 9-20 (2007).
  • Review article summarizing clicker research (13)

2008

• Thursday, December 18, 1 pm -- note special time
  • "The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics"
    Michelle K. mmith, William B. Wood, and Jennifer K. Knight CBE Life Sci Educ 2008;7 422-430
  • A new concept inventory, I'll bring paper copies of the inventory to the discussion.
• Thursday, December 4, 2 pm

  "Comparing students' and experts' understanding of the content of a lecture" Z Hrepic, DA Zollman, NS Rebello J. Sci. Ed. Tech. 16, 213-224 (2007). Students & experts watch the same lecture and hear quite different things. (9)

• Thursday, Nov 13, 2 pm
  • "Effects of an active learning environment: Teaching innovations at a Research 1 institution"
    MT Oliver-Hoyo, D Allen, WF Hunt, J Hutson, & A Pitts, J. Chem. Ed. 81, 441-448 (2004).
  • SCALE-UP for chemistry ("Student-Centered Activites for Large Enrollment-Undergraduate Programs").
• Thursday, Oct 30, 2 pm
  • "Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions"
    CE Nelson, Integrative & Comparative Biology, 1-13 (2008).
  • Also mentions "the false dichotomy ... between atheistic evolution versus religious creationism." (9)
• Thursday, Oct 16, 2 pm
  • "Nanocourses: A short course format as an educational tool in a biological sciences graduate curriculum"
    AM Bentley, S Artavanis-Tsakonas, & JS Stanford, CBE-Life Sci. Ed. 7, 175-183 (2008).
  • Some topics don't merit a full-semester approach. Short courses may be easier to implement.
• Thursday, Oct 2, 2 pm (2008)
  • "Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention"
    LS Blackwell, HK Trzesniewski, & CS Dweck, Child Development 78, 246-263 (2007).
  • Students who think their intelligence is fixed give up sooner; students who think intelligence can be improved will work harder and do better. Study of junior high students. (12)
• Thursday, Sept 18, 2 pm
  • "Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material"
    K Crossgrove & KL Curran, CBE-Life Sciences Education 7, 146-154 (2008).
  • Title says it all
• April 30, 3 pm
  • "An evaluation of the mathematics workshop program"
    RE Fullilove & PU Treisman, J. Negro Education 59, 463 (1990)
  • subtitle: Mathematics achievement among African American undergraduates at the University of California, Berkeley
• April 16, 3 pm
  • "University students' activities, thinking and learning during laboratory work"
    C von Aufschnaiter & S von Aufschnaiter, Eur. J. Phys. 28, S51-S60 (2007).
  • How do introductory labs help students connect concepts to their lab activities? What do they learn from labs? (8)
• April 2, 3 pm (2008)
  • "The role of metacognition in learning chemistry"
    D Rickey & AM Stacy, J. Chem. Ed. 77, 915-920 (2000).
  • Students thinking about their thinking: very important; what role should instructors play in this? (8)
• March 19, 3 pm
  • "Unintended consequences: How science professors discourage women of color"
    AC Johnson, Sci. Ed. 91, 805-821 (2007).
  • Interviews with 16 science students, who were discouraged by their intro science classes
  • PowerPoint talk by Angela Johnson -- includes information on "where are they now?" for the students she interviewed, near end of presentation
• February 27, 3 pm
  • "Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments"
    J Kruger & D Dunning, J. Personality & Social Psych. 77, 1121-1134 (1999).
  • Student peer review may fail because poor students don't recognize the traits of better students (5)
• February 13, 3 pm

  "Talking about Leaving: Why Undergraduates Leave the Sciences" E Seymour & NM Hewitt, pages 24-31, 88-115 (Westview Press, 1997). Interviews with undergrads, both those who switched out of science majors, and those who stayed. (11)

• January 30, 3 pm
  • "Identifying future scientists: Predicting persistence into research training"
    R McGee & JL Keller, CBE Life Sci Educ 6, 316-331 (2007).
  • Differences between pre-med and pre-PhD undergrads who are doing summer research programs. (12)

• December 12, 3 pm
  • informal discussion on grade distributions in Emory's introductory science classes. (12)
• December 5, 3 pm
  • "Exploring Scientific Literacy at Emory" -- talk by Jordan Rose (20)
• Wednesday, November 28, 3 pm
  • "They're not dumb, they're different", by Sheila Tobias. Pages 71-93 this week (finishing the book). (5)
• Wednesday, November 14, 3 pm
  • "They're not dumb, they're different", by Sheila Tobias. Pages 33-70 this week. (8)
• October 31, 3 pm
  • "They're not dumb, they're different", by Sheila Tobias. Pages 1-32 this week. (9)
• October 17, 3 pm
  • "PhET: Interactive simulations for teaching and learning physics"
    K Perkins, W Adams, M Dubson, N Finkelstein, S Reid, C Wieman, & R LeMaster, The Physics Teacher 44, 18-23 (2006).
  • "A powerful tool for teaching science"
    CE Wieman & KK Perkins, Nature Phys. 2, 290-292 (2006).
  • The first article introduces the PhET simulations, with lots of pictures. The second discusses some of the testing and validation done to develop the simulations. (5)
  • PhET website -- try the simulations yourself!
• October 3, 3 pm (2007)
  • "Prescribed active learning increases performance in introductory biology"
    S Freeman et al., BE-Life Sciences Ed. 6, 132-139 (2007).
  • Clickers help, and they tested various ways of using clickers (8)
• September 19, 3 pm
  • Force Concept Inventory
    D Hestenes, M Wells, & G Swackhamer, The Physics Teacher 30, 141 (1992)
  • The most famous concept inventory in physics (13)
    Related work:
  • "What does the FCI actually measure?"
    D Huffman & P Heller, The Physics Teacher 33, 138 (1995)
  • "Interpreting the FCI: A response"
    D Hestenes & I Halloun, The Physics Teacher 33, 502 (1995)
  • "Interpreting the FCI: A reply"
    P Heller & D Huffman, The Physics Teacher 33, 503 (1995)
• September 5, 3 pm
  • "A discussion group program enhances the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course"
    MA Peteroy-Kelly, J. Microbiology & Biology Education 8, 13-21 (2007).
  • Adding a discussion component to a lecture course is very helpful (9)
  • Note that the PDF file is the whole issue of the journal, the article to read is only pages 13-21.
• April 24, 4 pm
  • "Implication of cognitive studies for teaching physics"
    EF Redish
    American Journal of Physics 62, 796 (1994).
  • Joe Redish gave the physics dept colloquium on Monday, April 30
  • How people understand and learn, and what implications this has for how we teach. Joe suggested this article as the most relevant for his colloquium topic. (8)
• April 17, 4 pm
  • "The writing approaches of university students"
    E Lavelle and N Zuercher
    Higher Education 42, 373-391 (2001).
  • How college students write, and how they think about themselves as writers. (5)
• April 10, 4 pm
  • "When learning about the real world is better done virtually..."
    ND Finkelstein et al.
    preprint.
  • Students simulated building circuits on the computer can then build real circuits as fast, if not faster, than those who took an actual lab. (5)
  • Noah gave the physics department colloquium April 20
• April 3, 4 pm
  • "Infusing active learning into the large-enrollment biology class"
    D Allen & K Tanner
    Cell Bio. Ed. 4, 262-268 (2005)
  • Subtitled "Seven strategies, from the simple to complex" (3)
• March 27, 4 pm
  • "Success and diversity: The transition through first-year calculus in the university"
    SE Moreno & C Muller, Am. J. Ed. 108, 30 (1999).
  • Univ. of Texas at Austin implements program to help students succeed in calculus (3)
• March 20, 4 pm (2007)
  • "Teaching problem solving through cooperative grouping: Part 2"
    P Heller, R Keith, S Anderson
    Am. J. Phys. 60, 627 (1992)
  • Subtitled "Designing problems and structuring groups" (5)
• March 14, 1 - 2:30 pm -- special location, MSC W201
  • "Developing tools and strategies to assess student learning"
  • This is an online seminar, the Center for Science Education has paid the fee. (10)
• Tuesday, February 27, 4 pm (2007)
  • "Teaching problem solving through cooperative grouping: Part 1"
    P Heller, R Keith, S Anderson
    Am. J. Phys. 60, 627 (1992)
  • Subtitled "Group vs individual problem solving" (5)
• Tuesday, February 20, 4 pm
  • "'Clicker' Cases: Introducing case study teaching into large classrooms"
    CF Herreid
    J. College Sci. Teaching 36, 43-47 (2006).
  • Using clickers for interactive case studies. (8)
• Tuesday, February 13, 4 pm
  • "The interrupted case method" -- editorial about next article
    CF Herreid
    J. College Sci. Teaching 35, 4 (2005).
  • "Mom always liked you best"
    CF Herreid
    J. College Sci. Teaching 35, 10-14 (2005).
  • Example of case studies in the classroom. (6)
• Tuesday, February 6, 4 pm
  • "Another reason that physics students learn by rote"
    A Elby
    Phys. Educ. Res., Am. J. Phys. Suppl. 67, S52 (1999)
  • Mismatch between how students study and how they would study if they only cared about learning (not grades). (5)
• Tuesday, January 30, 4 pm

  "Teaching more by lecturing less" JK Knight and WB Wood Cell Biol Educ. 4, 298 (2005) Using clickers in large biology classes, and measuring how effective this is (12) PubMed link

• Wednesday, January 24, 3 pm -- note special day & time
  • "Barriers to the use of research-based instructional strategies..."
    C Henderson & MH Dancy
    preprint.
  • The gap between what we (instructors) would like to do in class, and what we actually do. (9)
  • Henderson was the physics colloquium speaker for Friday, January 26
• Tuesday, January 16, 4 pm (2007)
  • "Reverse engineering the solution of a "simple" physics problem: Why learning physics is harder than it looks"
    EF Redish, RE Scherr, J Tuminaro
    preprint.
  • Students taking an hour to solve a simple problem. (9)

Possible future papers:

---

• "Fostering integrative problem solving in biomedical engineering: The PBL approach"
  WC Newstetter, Annals of Biomed. Eng. 34, 217-225 (2006).
  • Author is at Georgia Tech; Bob suggests inviting her for a discussion. VS says rigorous & details how-to paper.
• "Teaching effectiveness research in the past decade"
  T Seidel & RJ Shavelson, Rev. of Educational Research 77, 454-499 (2007).
  • A highly sophisticated and expert meta-analysis. NB
• "Reasoning across ontologically distinct levels: Students' understandings of molecular genetics"
  RG Duncan & BJ Reiser, J. Res. Sci. Teach. 44, 938-959 (2007).
  • Genetics! Studies 10th graders. JM
• "Engaging student learning in science through writing tasks"
  TF Slater, Phys. Teacher 46, 123-125 (2008).
  • Variety of ideas about using short writing assignments to enhance student learning.
• "Cooperative study teams in mathematics classrooms"
  C Toumasis, Int. J. Math. Educ. Sci. Technol. 35, 669-679 (2004).
  • Details on forming study groups within a classroom setting. DK
• "Essay contest reveals misconceptions of high school students in genetic content"
  KR Mills Shaw, K Van Horne, H Zhang, & J Boughman, Genetics 178, 1157-1168 (2008).
  • "Our analysis reveals the nature of student misconceptions in genetics, the possible sources of these misconceptions, and potential ways to galvanize genetics education." JM
• "Teaching information evaluation and critical thinking skills in physics classes"
  A Popescu & J Morgan, TPT 45, 507-510 (2007). Journal.
  • Library skills for the internet age; might want to pair this article with a 2nd one with more depth.
• "Integrating Policy and Decision Making into Undergraduate Science Education"
  JB Labov and NF Huddleston, CBE Life Sci Educ 7, 347-352 (2008)
• "Encouraging Minority Undergraduates to Choose Science Careers: Career Paths Survey Results
  M Villarejo, AEL Barlow, D Kogan, BD Veazey, & JK Sweeney, CBE Life Sci Educ 7, 394-409 (2008).
  • PM says excellent
• "Self-entitled college students: Contributions of personality, parenting, and motivational factors"
  E Greenberger, J Lessard, C Chen, and SP Farruggia, J. Youth & Adolescence 37, 1193-1204 (2008). Journal.
  • Why do students think they are entitled to good grades? AV
  • Related New York Times article
• "Women's underrepresentation in science: sociocultural and biological considerations"
  SJ Ceci, WM Williams, & SM Barnett, Psych. Bull. 135, 218-261 (2009).
  • Math-proficient women disproportionately prefer non-math careers; they are more likely to be multiply-talented and thus have more career choices. Long article, might want to read some subportion of it. Suggested by Cathy. KP
• "Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty"
  National Academies Press (2009).
  • Book, costs about $44. "This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers."
• "Teaching and learning in the interactive classroom"
  DU Silverthorn, Adv. Physiol. Educ. 30, 135-140 (2006).
  • Claude Bernard Distinguished Lecture: How students have changed, why interactive learning is crucial, how to get students to enjoy interactive learning, etc. Suggested by Bob. DR says personal narrative, good but not peer-reviewed, might be suitable for start of semester.
• "Technology's effect on achievement in higher education: a Stage I meta-analysis of classroom applications"
  RF Schmid, RM Bernard, E Borokhovski, R Tamim, PC Abrami, CA Wade, MA Surkes, & G Lowerison, J. Comput. High. Educ. 21, 95-109 (2009).
  • Suggested by Bob, who writes: "In case some of us want to consider heavier use of computers as a teaching tool, here is a meta-analysis that should give us pause, or at least inform such a decision. DK
• "Student rating myths versus research facts"
  LM Aleamoni, J. Personnel Evaluation in Education 1, 111-119 (1987).
  • Suggested by Eric. Need to skim to see if it's worth reading.
• Coherence, truth, and the development of scientific knowledge
  P Thagard, Philos. Sci. 74, 28-47 (2007).
  • Suggested by Bob. What is scientific knowledge? A rather philosophical paper, might be too philosophical for us.
• "The Genomics Education Partnership: Successful integration of research into laboratory classes at a diverse group of undergraduate institutions"
  CD Shaffer et al, CBE-Life Sci Ed 9, 55-69 (2010).
  • Suggested by Pat. Students do genomics, contribute data to a large ongoing project. VS says well-organized study, but article is genomics-jargon-heavy.
• "Blogging in the physics classroom: A research-based approach to shaping students' attitudes toward physics"
  G Duda & K Garrett, AJP 76, 1054-1065 (2008). journal.
  • Suggested by Eric. Add a blog, give students extra credit for writing good comments to blog entries: improves excitement about physics.
  • Related article Karla suggested.
• SHORT:"Making genetics easy to understand"
  
  LA Stark & K Pompei, Science 327, 538-539 (2010).
  • Suggested by Bob. Two pages, discusses two websites. CB
• "Evidence for a Collective Intelligence Factor in the Performance of Human Groups
  A Williams Wooley et al, Science 330, 686-688 (2010).
  • Suggested by Chris. Small groups working together are smarter than the smartest individual; in fact, the maximum individual intelligence is not correlated with the group success, but other factors are.
• "Developing a statistically valid AND practically useful student evaluation instrument"
  J Skowronek, B Friesen, and H Masonjones, Int. J. SoTL 5 (2011). 19 pages.
  • Bob suggested this. "The goal...was to design a new student evaluation instrument that would be statistically sound, but also have some practical utility for instructors. ... factor analysis revealed this survey to measure only one latent factor, termed 'teaching effectiveness.' ...faculty participants believed this survey would be much more useful in a summative format as an instructor progresses through the tenure and promotion process."
• "Science in solution: The impact of undergraduate research on student learning"
  D Lopatto, published by Research Corporation for Science Advancement (2009).
  • Read Chapter 3 (pages 29-48), "The benefits of undergraduate research". Suggested by Pat.
• "Effects of small-group learning on undergraduates in STEM: A meta-analysis"
  L Springer, ME Stanne, and SS Donovan, Rev. of Ed. Research, 69, 21-51 (1999). 23 pages + references etc.
  • "Small group learning is clearly successful... and holds promise for improving undergraduate STEM education." Suggested by Pat.
• Two papers that go together:
  • "Confronting psychological misconceptions in the classroom: Challenges and rewards"
    Scott O. Lilienfeld, Observer 23 (2010).
  • "Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions"
    CE Nelson, Integrative & Comparative Bio., doi:10.1093/icb/icn027 (2008). 13 pages.
  • Two articles about directly addressing student misconceptions, suggested by Scott and Bob. Must make sure Scott can attend when we discuss! Hopefully Pat too, she has done similar things with her freshman seminar.
• Other ideas
  • Student critiques of courses -- how to ask for it and how to interpret or use it when you get it.
  • Talk with folks from Georgia Tech who have adopted the "Matter and Interactions" physics textbook
  • article about teaching genetics
  • Ben Freed has done podcasts & is testing iTunes University, maybe he could tell us about this
  • Several articles from Carl Wieman's group -- includes a great clicker introduction .
  • Good issue of Science Magazine with education articles

  ---

• "Effects of problem-based learning: a meta-analysis"
  F Dochy et al., Learning & Instruction 13, 533-568 (2003).
  • Probably too long, but looks comprehensive on PBL.
• "Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester"
  KD Kendall & EE Schussler, CBE-LSE 12, 92-105 (2013).
  • Followup on article we read 2/7/14.
• "Integrating inquiry-based teaching with faculty research"
  T Fukami, Science 339, 1536-1537 (2013).
  • Lab section for an introductory science course: how to give students a taste of real research. Suggested by Pat.

  ---

  
  Fall 2014

• "What do scientists know about the nature of science? A case study of novice scientists' views of NOS"
  M Aydeniz & K Bilican, Int. J. Sci. Math. Ed. 12, 1083-1115 (2014).
  • Long article: just read first 17 pages, and then the rest is tables & abstracts that aren't necessary to read. Talked with 15 science grad students in Turkey, and some of them have surprisingly naive views about science. Relevant for how they are as TA's, probably. Suggested by Pat.

  ---

  
  Spring 2015

• "Analyzing the many skills involved in solving complex physics problems"
  WK Adams & CE Wieman, AJP 83, 459 (2015).
  • They find more than 40 distinct sub-skills related to problem-solving. Gives ideas about assessing problem-solving skills.
  • Supplemental material -- problem solving rubric, Great Pyramid of Giza problem, etc.
  • Rescue at Boone's Meadow survey
• Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
  • A major meta-analysis.
• "An examination of factors and attitudes that influence reporting fraudulent claims in an academic environment"
  AM Carmichael & LE Krueger, Active Learning in Higher Ed. 15, 173-185 (2014).
  • Study where students were presented with a scenario where they can't finish an assignment on time, and a high fraction report they'd make up an excuse. Suggested by Pat.
• CBE-LSE most read articles, updated monthly!
• National Academies papers on science education
• Top 8 teaching articles of 2014!
  • From Pat.

  ---

  
  Fall 2015

• "Taking a scientific approach to science education, Part II - Changing teaching"
  C Wieman & S Gilbert, Microbe 10, 203-207 (2015).
  • Subtitle: Challenges remain before universities more widely adopt research-based approaches, despite their many benefits over lecture-based teaching. A bit thin, I replaced it with the article for 9/19/15. Suggested by Gray.
• "Faculty perspectives on developing and teaching course-based undergraduate research experiences"
  EE Shortlidge, G Bangera, & SE Brownell, BioScience Advance Access (2015) doi: 10.1093/biosci/biv167
  • Suggested by Pat. Interviewed faculty who tried this technique, pros and cons.

  ---

  
  Spring 2016

• "Gender differences in recognition for group work"
  H Sarsons, J. Political Economy 129, 101-147 (2021)
  • Suggested by Connie (in preprint form). Co-authorship helps men get tenure, but not women (study in economics). NYTimes article
• "On the origins of gender human capital gaps: Short and long term consequences of teachers' stereotypical biases"
  V Lavy & E Sand, NBER Working Paper No. 20909 (2015).
  • Teacher bias helps boys, hurts girls. Study was long term: primary school teachers, high school outcomes. Mentioned by Dean Forman.
• "Do teachers' race, gender, and ethnicity matter? Evidence from the National Education Longitudinal Study of 1988"
  RG Ehrenberg, DD Goldhaber, DJ Brewer, Industrial & Labor Relations Review 48, 547-561 (1995).
  • Teachers' race, gender, and ethnicity seem not to influence learning outcomes, but do influence how teachers evaluate their students. Longitudinal study. Mentioned by Dean Forman.
• "Student evaluations of teaching (mostly) do not measure teaching effectiveness"
  A Boring, K Ottoboni, & P Stark, ScienceOpen Research (2016), doi: 10.14293/S2199-1006.1.SOR-EDU.AETBZC.v1
  • Faculty teaching online courses were randomly given male or female names: students liked profs with male names better. This includes analysis of the paper we read 4-18-2016.
  • NPR story
• Citizen science: The Small World Initiative improved lecture grades and California critical thinking skills test scores of nonscience major students at Florida Atlantic University"
  • Crowdsourcing novel antibiotic discovery; also improved retention. Suggested by Pat.
• Collaborative learning eliminates the negative impact of gender stereotypes on women's self-concept"
  J Stout & B Tamer, SIGCSE '16 Proceedings (2016).
  • Related to the article we read 4-25-16. The two types of collaborative learning they focus on are supplemental instruction and pair programming. Suggested by Chris Doty.
• "Redesigning a general education science course to promote critical thinking"
  MP Rowe et al., CBE-LSE 14, ar30 (2015).
  • Interdisciplinary, emphasizes nature of science, case studies, basics of logic, contrasts science with pseudoscience. Suggested by Pat.

  ---

  
  Summer 2016

• "Culture of disengagement in engineering education?"
  EA Cech, Sci. Tech, & Human Values 39, 42-72 (2014).
  • A bit long and yes, engineering focused, but looks interesting to Eric. I think relevant for Emory given that we want our students to be ethically engaged. Looks readable.
• "Studying gender bias in physics grading: The role of teaching experience and country"
  SI Hofer, Int. J. Sci. Ed. 37, 2879-2905 (2015).
  • Less experienced teachers exhibit gender bias when grading a conceptual physics question. Suggested by Eric.
• "A TA training bootcamp reinforces curriculum innovations and improves the recitation experience in freshman chemistry"
  EMV Taylor, R Mitchell, & C Drennan, MIT Faculty Newsletter XXI, 22-24 (2009).
  • Brief description of five-day TA bootcamp. Suggested to Eric by Jenny Ross.
  • Cathy Drennan's TA training website
• "Gender in Physics"
  Online collection of Phys Rev-PER articles on gender in physics, published August 2016.
• "Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related"
  B Uttl, CA White, D Wong Gonzalez, Studies Ed. Evaluation 54, 22-42(2016).
  • Suggested by Ilya.

  ---

  
  Fall 2016 - Spring 2017

• "New measures assessing predictors of academic persistence for historically underrepresented racial/ethnic undergraduates in science"
  A Byars-Winston et al., CBE-LSE 15, ar32 (2016).
  • Suggested by Pat.
• The mentor's dilemma: Providing critical feedback across the racial divide"
  GL Cohen, CM Steele, & LD Ross, Pers. Soc. Psych. Bull. 25, 1302-1318 (1999).
  • How black students perceive feedback differently from white students. Suggested by Scott.
• "Unintended consequences: How science professors discourage women of color"
  AC Johnson, Sci. Ed. 91, 805-821 (2007).
  • Case study of how women of color perceive traditional classroom environments. Suggested by Scott. We read this paper March 19, 2008.
• Teaching a lay theory before college narrows achievement gaps at scale"
  DS Yeager et al., PNAS 113, E3341-E3348 (2016).
  • Intervention right before college: "challenges in the transition to college are common and improvable and thus, that early struggles need not portend a permanent lack of belonging or potential." Dramatic impact for such a small intervention. Suggested by Pat.
• "What do I want to be with my PhD? The roles of personal values and structural dynamics in shaping the career interests of recent biomedical science PhD graduates"
  KD Gibbs, Jr. & KA Griffin, CBE-LSE 12, 711-723 (2013).
  • Interest in faculty careers decreases during grad school: why? It's complex, and not just related to skill level. Suggested by Pat.
• Dina Newman's website (RIT)
• Natasha Holmes's website (Cornell) -- working on a concept inventory for critical thinking, as of early 2017
• "Does the use of case-based learning impact the retention of key concepts in undergraduate biology?"
  V Kulak, G Newton, & R Sharma, Int. J. Higher Ed. 6, 110-120 (2017).
  • They say yes. They did a test nine months after the final exam, and found higher retention scores. Suggested by Pat.
• "Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing"
  BE Crotwell Timmerman, DC Strickland, RL Johson, & JR Payne, Assessment & Evaluation in Higher Ed. 36, 509-547 (2011).
  • Useful for grading across multiple sections, other benefits. Long but that's because of tables and the rubric in the Appendix. Suggested by Pat.
• "Faculty perceptions of common challenges encountered by novice doctoral writers"
  MA Maher, DF Feldon, BE Timmerman, & J Chao, Higher Ed. Res. & Develop. 33, 699-711 (2014).
  • From abstract: "Common challenges include international students' 'writing problem', misconstruing the nature of disciplinary writing and not realizing that 'public' is part of publication." Suggested by Pat.
• "Skill development in graduate education"
  R Parker, Mol. Cell 46, 377-381 (2012).
  • "One approach to improve graduate education is to make explicit the skills students need to develop and to put in place mechanisms to develop those skills." Suggested by Pat.
• "Investigating the relationship between instructors' use of active-learning strategies and students' conceptual udnerstanding and affective changes in introductory biology: A comparison of two active-learning environments"
  LM Cleveland, JT Olimpo, & SE DeChenne-Peters, CBE-LSE 16, ar19 (2017).
  • Compared clicker case studies vs. graphic organizer/worksheet activites. Suggested by Pat.
• "Gender and choosing a STEM major in college: Femininity, masculinity, chilly climate, and occupational values"
  RM Simon, A Wagner, & B Killion, J. Res. Sci. Teach. 54, 299-323 (2017).
  • "...little support for the hypothesis that masculine personality traits are especially rewarded in STEM majors. However, we also find that women pay a femininity penalty in STEM majors, while more abundant feminine personality traits in men render them more likely to major in a STEM field..." Suggested by Pat.
• "New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications"
  P Hanselman, CS Rozek, J Grigg, & GD Borman, J. Ed. Psych., DOI: 10.1037/edu0000141 (20 pages) (2016)
  • "The challenges of replicating initially promising findings on self-affirmation as a means of reducing racial achievement gaps." Suggested by Scott L.

  ---

  
  Summer 2017

• STEM faculty as learners in pedagogical reform and the role of research articles as professional development opportunities"
  AB Mulnix, CBE-LSE 15, es8 (2016).
  • Some thoughts on how science education literature can be used to improve teaching: some comments for authors of that literature, some thoughts that might be useful for ScERJ club as readers of the literature.
• "Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence"
  J Aronson, CB Fried, & C Good, J. Exp. Soc. Psych. 38, 113-125 (2002)
  • Intervention teaching students about growth mindsets as compared to fixed mindsets; this improved college grades. Suggested by Jen Heemstra.
• "Revitalizing an undergraduate physics program: A case study of the University of Arkansas"
  J Stewart, W Oliver III, & G Stewart, AJP 81, 943 (2013).
  • Suggested by Jed Brody.

  ---

  
  Fall 2017

• "Reforming a large foundational course: Successes and challenges"
  V Talanquer & J Pollard, Chem Ed Res (2017).
  • Suggested by Tracy, who says the introduction is especially good. Focus on gen chem.
• "Scientists' views about communication training"
  JC Besley, A Dudo, & M Storksdieck, J. Res. Sci. Teach. 52, 199-220 (2015).
  • Scientists need to learn how to communicate to the public; communication with public needs to be a dialogue.
• "Development of a framework for graph choice and construction"
  A Angra & SM Gardner, Adv. Physiology Ed. 40, 123-128 (2016).
  • Related to the article we read 11-14-2017. This paper discusses ways to teach students how to be thoughtful in making graphs.
• "Integration of responsible conduct of research (RCR) and ethics education into course-based undergraduate research experiences..."
  JT Olimpo, LA Diaz-Martinez, JM Bhatt, CE D'Arcy, J. Microbio. & Bio. Ed. 18, 1-8 (2017).
  • Does discussion of ethics/RCR work? Some evidence it does, should think harder about this. A meta-analysis. Suggested by Pat.
• "Indicators for monitoring undergraduate STEM education"
  MB Rosenberg, ML Hilton, and KA Dibner, eds., National Academies Press (2017)
  • Suggested by Chris: "...we could look at parts of it."

  ---

  
  Spring 2018
  
  
• "Group work"
  KJ Wilson, P Brickman, & CJ Brame, CBE-LSE 17, fe1 (2018).
  • Five page paper summarizing useful ideas about group work -- it summarizes this website with group work resources. Suggested by Pat.
• Pat recommends re-reading article from 1-31-14 "Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity"
• "'What if students revolt?' -- Considering Student Resistance: Origins, Options, and Opportunities for Investigation"
  SB Seidel & KD Tanner, CBE-LSE 12, 586-595 (2013).
  • Suggested by Pat.
• "Enhancing conceptual knowledge of energy in biology with incorrect representation"
  U Wernecke, K Schutte, J Schwanewedel, & U Harms, CBE-LSE 17:ar5 (2018)
  • Making an error in class to address misconceptions. Suggested by Rachelle.

  ---

  
  Summer 2018
  
  
• "Traditional teaching may deepen inequality. Can a different approach fix it?"
  B Supiano, Chron. Higher Ed., May 6, 2018.
  • Discusses 'inclusive teaching,' which tries to ensure all students succeed in class no matter their backgrounds. Suggested by Pat.
• "Reflections on broadening participation in STEM: What do we know? What do we need to know? Where do we go from here?"
  CB Leggon, Am. Behavior. Sci. 62, 719-726 (2018).
  • NSF INCLUDES / NSF BEST. Suggested by Pat.

  ---

  
  Fall 2018
  
  
• "Teacher knowledge for active-learning instruction: Expert-novice comparison reveals differences"
  AJ Auerbach, M Higgins, P Brickman, & TC Andrews, CBE-LSE 17, ar12 (2018).
  • "...instructors commonly implement active learning differently than intended." Suggested by Pat.
• NIH list of diversity articles

• Note for Eric: In Zotero, I have tagged some articles scerjclub-toread.
• date
  • "Access needs: Centering students and disrupting abelist norms"
    DL Reinholz & SW Ridgway, CBE-LSE 19, es8 (2021).
  • "...describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences." Suggested by Pat.
• Special issue of J. Chem. Ed. on Diversity, Equity, Inclusion, and Respect in Chemistry Education
• date
  • "How do undergraduates cope with anxiety resulting from active learning practices in introductory biology?"
    JR Brigati, BJ England, & EE Schussler PLoS ONE 15, e0236558 (2020).
  • Some coping strategies are maladaptive. 19 pages + references. Suggested by Chris.
• date
  • "Student active learning anxieties differ by preferred seating location in introductory biology classes"
    EE Schussler, B Reynolds, BJ England, & JR Brigati, J. Coll. Sci. Teaching 51, 67-77 (2021).
  • Patterns in where students choose to sit in large lecture classrooms. Suggested by Chris.
• date
  • "Infusing equity, diversity, and inclusion throughout our physics curriculum: (Re)defining what it means to be a physicist"
    ME Baylor, JR Hoehn, & N Finkelstein, TPT 60, 172 (2022).
  • Two examples of college courses. How to make DEI an integral part of physics training rather than a course add-on.
• date
  • "It's completely erasure": A qualitative exploration of experiences of transgender, nonbinary, gender nonconfirming, and questioning students in biology courses"
    AMA Casper, N Rebolledo, AK Lane, L Jude, & SL Eddy, CBE-LSE 21, ar69 (2022).
  • 15.5 pages + references. Suggested by Pat.
• date
  • "Reframing educational outcomes: Moving beyond achievement gaps"
    SY Shukla, EJ Theobald, JK Abraham, & RM Price, CBE-LSE 21, es2 (2022).
  • 8.5 pages + refs. Avoiding deficit thinking in education research. Suggested by Chris.
• date
  • "Do introductory courses disproportionately drive minoritized students out of STEM pathways?"
    N Hatfield, N Brown, & CM Topaz, PNAS Nexus 1, pgac167 (2022).
  • "We find that the association between low performance in an introductory STEM class and failure to obtain a STEM degree is stronger for URM students than for other students, even after controlling for academic preparation in high school and intent to obtain a STEM degree."
• date
  • "Microaggressions in the online classroom"
    Case studies from the UBC.
  • 11 case studies. Perhaps could read in advance, and then discuss the interesting ones when we meet? Suggested by Pat.
• date
  • "A paradigm of practicable equity and inclusion: Heeding the call to shift both mindsets and methods"
    CS Hamann, J. Chem. Ed. (2022)
  • How a chemist embedded Diversity, Equity, Inclusion, and Respect into their work as a chemist and educator. In particular, blind students learning chemistry. Suggested by Pat.
• date
  • "Rubric-based holistic review: A promising route to equitable graduate admissions in physics"
    NT Young, K Tollefson, RGT Zegers, & MD Caballero, PR-PER 18, 020140 (2022).
  • Doesn't require extra work (perhaps), and seems to be a better way to evaluate applicants for their potential success in the PhD program.

• date
  • "Active learning in a graduate quantum field theory course"
    GP Lepage, AJP 89, 317 (2021).
  • From the abstract: "Students completed readings and online questions ahead of each class and spent class time working through problems that required them to practice the decisions and skills typical of a theoretical physicist.... Instructor-student interactions and student enthusiasm were similar to that encountered in one-on-one discussions with advanced graduate students." Example of how to use active learning in a grad course.
• date
  • "Where and with whom does a brief social-belonging intervention promote progress in college?"
    GM Walton et al., Science 380, 6644 (2023).
  • Editor's summary: "The intervention was designed to remedy students' concerns about belonging through a reading-and-writing activity that emphasized how worries about fitting in, struggling in class, and feeling homesick during the college transition are common and improve over time. They found that the intervention improved retention and persistence in school, particularly among historically underrepresented students, when the school context offered students opportunities to belong." Suggested by Chris.
• date
  • "A scalable approach to undergraduate research in physics"
    AL Baxter et al, preprint (arXiv: 2303.05384).
  • Course-based undergraduate research experiences (CUREs). Described for 60 students/semester. Preprint is about 14 pages of text to read, with 36 pages of supplemental info. Suggested by Pat.
• date
  • "Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC)"
    SE DeChenne-Peters et al, PLoS ONE 18, e0282170 (2023).
  • Lots of data, lots of analysis. 26 pages plus references etc. Suggested by Pat.
• date
  • "From reporting to removing barriers: Toward transforming accomodation culture into equity culture"
    A Cook-Sather & M Cook-Sather, Educ. Sci. 13, 611 (2023).
  • Video made by the authors, referenced in the article
  • From the abstract: "It presents a mother/daughter, faculty/student exploration of the daughter's lived experiences of navigating, as a legally blind person, the campus and courses of a college designed for fully sighted students... These recommendations include: establishing diversity as the norm in every learning context; intentionally inviting a revision of differences from deficits to resources; going beyond providing accommodations to understand students¿ lived experiences; and sharing the active taking of responsibility for shifting from accommodation to equity culture." 10 pages plus references. Suggested by Eric.
• date
  • "Reconceptualizing participation grading as skill building"
    A Gillis, Teaching Sociology 47, 10-21 (2019).
  • Students set their own goals, and this works. Suggested by Eric (from POD listserv).
• date
  • "Attributing equity gaps to course structure in introductory physics"
    DJ Webb & CA Paul, PR:PER 19, 020126 (2023).
  • One change was to have the first half of the course be concepts-focused, second half calculations. Other change in different courses was to allow exam retakes. Both types of change helped. 9 pages + appendices. Suggested by Eric.
• date
  • "Specifications grading at scale: improved letter grades and grading-related interactions in a course with over 1,000 students"
    KJ McKnelly, WJ Howitz, TA Thane, & RD Link, J. Chem. Ed. 100, 3179-3193 (2023).
  • Followup to the paper we read 9/26/2022 by Kate McKnelly. More data provides more evidence that specs grading works.
• date
  • "Intersectional approaches to teaching about privileges"
    S Siliman & K Kearns, The Radical Teacher 116, 47-54 (2020).
  • Thoughtful alternative approaches to a privilege walk, which avoid some of the problems of privilege walks. Suggested by Eric (via POD).
• date
  • Jigsaw Activities -- The Bell Foundation website
  • Suggested by Eric (via POD).

• date
  • "Content coverage as a persistent exclusionary practice: investigating perspectives of health professionals on the influence of undergraduate coursework"
    B Tripp, S Cozzens, C Hrycyk, KD Tanner, & JN Schinske, CBE-LSE 23, ar5:1-14 (2024).
  • The pre-req of Anatomy & Physiology for nurses was studied. Nurses reported that the content was not helpful and may exclude some students from a nursing career. Suggested by Patrick and Pat.
• date
  • "A review of affective chemistry education research and its implications for future research" AA Flaherty, Chem. Educ. Res. Pract. 21, 698 (2020).
  • A 16 page review article. Suggested by Pat.
• date
  • "Best practices for measuring students' attitudes toward learning science"
    M Lovelace & P Brickman, CBE-LSE 12, 606-617 (2013).
  • A 16 page review article. Suggested by Pat.
• date
  • "Study of mathematically precocious youth after 35 years: Uncovering antecedents for the development of math-science expertise"
    D Lubinski & CP Benbow, Persp. Psych. Sci. 1, 316-345 (2006).
  • Longitudinal study of mathematically precocious youth, looking at what factors led to their success other than that they started out with strong math skills.
• date
  • "Using CREATE and scientific literature to teach chemistry"
    AA Perla, S Hollar, K Muzikar, & JM Liu, J. Chem. Educ. 100, 612-618 (2023).
  • Continuation of discussion we had on 3/25/2024 and 4/1/2024. Suggested by Pat.
• date
  • "A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing?"
    C Bovill, Int. J. for Students as Partners 3, 91-98 (2019).
  • Co-creation of course content, in a variety of ways. Suggested by POD listserv.