The Trefny Center is hosting a monthly journal club where we can discuss research related to teaching and learning and the implications for the classroom. Keep reading for more information about our March meeting!
- Date: March 15, 2022
- Time: 10 – 11 AM
- Location: Zoom Link
Dr. Justin Shaffer will facilitate a discussion of the article “Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a ‘hyperpersistent zone’” (Harris et al., 2020). Questions to consider as you read:
- How can instructors use high structure course design to help students succeed in class?
- How can we take the strategies identified in the article and implement them in a variety of classrooms and in a variety of disciplines?
- How can we use high structure course design to improve our own teaching?
To access the article, go to: https://www.science.org/doi/10.1126/sciadv.aaz5687. It will be most beneficial if you are able to read the article in advance. But if you are not able to read the article beforehand, please still join the discussion if you are able! Bonus reading: If you are interested in learning more, check out the article “Active learning increases student performance in science, engineering, and mathematics“ (Freeman et al., 2014).
Have you discovered or written an article related to teaching and learning that you would like to discuss with colleagues? Please fill out the Article Submission Form for an upcoming Journal Club.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.
Harris, R. B., Mack, M. R., Bryant, J., Theobald, E. J., & Freeman, S. (2020). Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone”. Science Advances, 6(24).