Literature Archive

Here is the literature discussed by the Natural Science Faculty Reading Group in past meetings.

Jump to:

• Fall 2019
• Spring 2019
• Fall 2018
• Spring 2018
• Fall 2017
• Spring 2017
• Fall 2016
• Spring 2016

Fall 2019

• September 10: Yeager et al. 2016. "Teaching a lay theory before college narrows achievement gaps at scale."

• September 26: Harris et al. 2019. "Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?"

• October 16: Damkaci et al. 2017. "Peer Mentor Program for the General Chemistry Laboratory Designed To Improve Undergraduate STEM Retention"

• October 29: Osterhage et al. 2019. "Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course."

• November 11: Cooper et al. 2019. "Factors that predict life sciences student persistence in undergraduate research experiences."

Spring 2019

• January 16: Donovan, et al. 2018. “Student Learning Outcomes and Attitudes Using Three Methods of Group Formation in a Nonmajors Biology Class.”
• January 31: Wyse & Soneral 2018. “‘Is This Class Hard?’ Defining and Analyzing Academic Rigor from a Learner’s Perspective.” 
• February 11: Styers, et al. 2018. “Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills.” 
• March 19: Park, et al. 2018. “Self-regulation and STEM persistence in minority and non-minority students across the first year of college.” 
• April 3: Canning, et al. 2019. “STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes.”

Fall 2018

• September 4: England et al 2017. "Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major."
• September 19: Bailey et al 2018, "Learning Gains from a Recurring “Teach and Question” Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class."
• October 2: Rainey et al 2018. "Race and gender differences in how sense of belonging influences decisions to major in STEM."
• October 17: Miller et al 2018. "Use of a Social Annotation Platform for Pre-Class Reading Assignments in a Flipped Introductory Physics Class." 
• November 1: Pelletreau et al 2018. "A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions."

Spring 2018

• January 25: Dennin et al (2017) “Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities”
• February 13: Thoman et al (2017) “Research Microcultures as Socialization Contexts for Underrepresented Science Students”
• February 28: Owens et al (2017) “Classroom sound can be used to classify teaching practices in college science courses”
• March 22: Talanquer and Pollard (2017) “Reforming a large foundational course: Successes and challenges”
• April 11: Williams et al (2017) “Does Gender of Administrator Matter? National Study Explores U.S. University Administrators' Attitudes About Retaining Women Professors in STEM"

Fall 2017

• September 14: Dasgupta and Dennehy (2017) “Female peer mentors early in college increase women’s positive academic experiences and retention in engineering”
• September 26: Gibbs et al (2016) “Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US”
• October 11: Moore et al (2017) “Unpacking “Active Learning”: A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not”
• October 30: Walton et al (2014) “Two Brief Interventions to Mitigate a “Chilly Climate” Transform Women’s Experience, Relationships, and Achievement in Engineering”
• November 16: McCourt et al (2017) “What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?”

SPRING 2017

• January 26: Kudish et al (2016) ”Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology”
• February 14: Cooper and Brownell (2016) “Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students”
• March 1: Gregg-Jolly et al. (2016) “Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College”
• March 30: Brown et al (2016) “Improving Performance in Quantum Mechanics with Explicit Incentives to Correct Mistakes”
• April 18: Schinske et al (2016) “Scientist Spotlight Homework Assignments Shift Students Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class”

Fall 2016

• September 6: Freeman et al (2014) “Active Learning Increases Student Performance in Science, Engineering, and Mathematics”
• September 21: Eddy et al (2015) “Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions”
• October 13: Nevis (2016) "Participation grades favor extroverts" and Klein and Riordan (2016) "Participation Penalizes Quiet Learners"
• October 24: Jackson et al (2016) “Science That Matters: the Importance of a Cultural Connection in Underrepresented Students' Science Pursuit”
• November 10: Walton and Cohen (2011) “A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students”

  Spring 2016

• March 1: Grunspan et al (2016) “Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms”
• March 24: Rattan et al (2012)  "It's okay - Not everyone can be good at math"
• April 11: Pazicni and.Bauer (2014)  “Characterizing illusions of competence in introductory chemistry students”
• April 27: Holt et at (2015) “The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?”