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CTLgrads Journal Club

Are you interested in creating an inclusive educational climate for all STEM learners? Join us for the CTLgrads Journal Club. This informal discussion community is an opportunity to discuss resources and research on teaching and learning with fellow grad students and postdocs. Each session will help you consider how you can use findings in education research–in your field and beyond–to inform your own teaching practices. 

This semester, the CTLgrads Journal Club is open to graduate students and postdocs across the CIRTL Network. While we encourage participants to attend multiple Journal Club sessions in order to build community with others interested in findings and implications of education research, we welcome visitors to individual sessions. Browse archives below to see past Journal Club topics and access discussed articles.

Teaching Development Program logoJournal Club sessions count towards completion of CTL’s Teaching Development Program (TDP) for graduate students.

Fall 2024 Journal Club

In Fall 2024 Journal Club sessions are being facilitated by CIRTL Fellows and will run online via Zoom. Registered participants will be sent a meeting ID and passcode to join the session via Zoom. For same-day registration, email CTLgrads@columbia.edu.

Links to the readings for each session are included below. 

 
Spring 2024 Journal Club

In Spring 2024 Journal Club sessions were facilitated by CIRTL Fellows and ran online via Zoom

  • Friday, 1 March 2024, 10–11am ET  
  • Friday, 22 March 2024, 10–11am ET  
  • Friday, 12 April 2024, 10–11am ET  
 
Fall 2023 Journal Club

In Fall 2023 Journal Club sessions were facilitated by CIRTL Fellows. and will run online via Zoom. Registered participants will be sent a meeting ID and passcode to join the session via Zoom. Readings will be distributed to registrants one week prior to the session. If you haven’t received the readings, please contact CTLgrads@columbia.edu. For same-day registration, email CTLgrads@columbia.edu.

 

Oct. 16 Journal Club: Effective Teaching Online, Real-Time

Monday, October 16, 11:40 AM – 12:55 PM, via Zoom 

Discussed article
Belt, Eric S. and Patrick R. Lowenthal (2022). “Synchronous video-based communication and online learning: an exploration of instructors’ perceptions and experiences.” Education and Information Technologies 28: 4941–4964. https://doi.org/10.1007/s10639-022-11360-6. Discussion will focus on the anecdotes and results section (pages 4945–4954)
 
Article Summary
Synchronous online sessions can create a sense of “coming together as a community” without the logistical difficulties of physically gathering people in one place. Simply holding synchronous sessions does not guarantee active engagement from participants, but the online environment affords unique methods to invite productive and meaningful interactions. There is “no one way” to run synchronous sessions, and instructors often bring in asynchronous elements to take full advantage of online flexibility.

 

Nov. 14 Journal Club

Tuesday, November 14, 11:40 AM – 12:55 PM, via Zoom  

Discussed Article

Yu, Hao (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers of Psychology. 14:1181712. doi: 10.3389/fpsyg.2023.1181712.

Article Summary as written by moderator: 

The advent of ChatGPT and especially its complicated answers could present a challenge when it comes to education. Does ChatGPT hinder students’ development of essential skills like critical analysis, or should we consider incorporating it as a tool for teaching more advanced concepts? This article delves into these questions by examining the technology in section 2 and discussing ChatGPT’s impact and varying perspectives in the classroom from sections 3 to 6.

Article Summary as written by ChatGPT: 

The widespread use of Chat GPT in education has generated both interest and controversy. While it offers advantages in enhancing learning and communication, concerns include potential negative effects on interpersonal relationships, academic dishonesty, and misuse in research. Various schools and institutions are implementing restrictions to maintain academic integrity, while prominent figures have called for a suspension of AI technology development. Additionally, concerns about AI systems competing with human intelligence have sparked debate, with scholars highlighting challenges and potential biases in Chat GPT’s application in education, emphasizing the need for comprehensive evaluation and cooperation with human teachers.

The future of education lies in the deep integration of artificial intelligence (AI) technologies like Chat GPT, promising more efficient and personalized learning experiences in areas such as personalized learning, virtual education, and educational management. However, this integration also raises ethical challenges, particularly in preventing academic plagiarism and maintaining academic integrity, necessitating collaborative efforts from AI developers, educators, and students to establish sound regulatory mechanisms for AI technologies in education.

Dec. 7 Journal Club

Thursday, December 7, 11:40 AM – 12:55 PM, via Zoom 
 

Reading

Ranjan, Apara and Gabora, Liane (2013). Creative Ideas for Actualizing Student Potential. M.B. Gregerson et al. (eds.), Teaching Creatively and Teaching Creativity, DOI 10.1007/978-1-4614-5185-3_9

 
 
Spring 2023 Journal Club

Teaching Gradually book coverJoin us every other week for lively and informal discussion on Wednesday afternoons, starting February 21. You can participate in-person or online — your choice. This semester we’ll be discussing more chapters from the recently published book Teaching Gradually: Practical Pedagogy for Graduate Students. Many of our discussions will be held with chapter authors. See registration links for session readings.

CTLgrads Journal Club sessions are open to Columbia graduate students and postdocs, who are welcome to join us for individual sessions or for the whole series.

  • February 21, 2023, 2:40 PM – 3:55 PM 
  • March 7, 2023, 2:40 PM – 3:55 PM 
  • March 21, 2023, 2:40 PM – 3:55 PM   
  • April 4, 2023, 2:40 PM – 3:55 PM 
  • April 18, 2023, 2:40 PM – 3:55 PM  
Fall 2022 Journal Club

Teaching Gradually book coverJoin us every other week for lively and informal discussion on Wednesday afternoons, starting October 12. You can participate in-person or online — your choice. This semester we’ll be discussing more chapters from the recently published book Teaching Gradually: Practical Pedagogy for Graduate Students. Many of our discussions will be held with chapter authors, several of whom are currently at Columbia. See registration links for session readings. CTLgrads Journal Club sessions are open to Columbia graduate students and postdocs, who are welcome to join us for individual sessions or for the whole series.

  • October 12, 2022, 1:10 PM – 2:25 PM 
  • October 26, 2022, 1:10 PM – 2:25 PM  
  • November 9, 2022, 1:10 PM – 2:25 PM  
  • December 7, 1:10 PM – 2:25 PM  
Summer 2022 Book Club

In summers the Journal Club shifts into reading and discussing a whole book. In Summer 2022 we are reading Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan Blum (2020); the full text of this book is available via Columbia Libraries here. The book presents articles by faculty who have chosen to “ungrade” — that is, faculty who have de-emphasized grading as much as possible in order to focus students on learning. Our discussions are helping us return to our own practices to reconsider how, what, and why we give grades.

Join us every other Wednesday from 2:00 – 3:15 pm, starting June 1. You can participate in-person in 204 Butler Library or online via Zoom. These sessions are open to Columbia graduate students and postdocs. Feel free to join any or all sessions throughout the summer!

  • June 1 Ungrading, pp. 1-40 (Introduction and Chapter 1)
  • June 15 Ungrading, pp. 42-73 (Chapters 2 and 3)
  • June 29 Ungrading, pp. 74-104 (Chapters 4, 5, and 6)
  • July 13 Ungrading, pp. 105-138 (Chapters 7 and 8)
  • July 27 Ungrading, pp. 140-168 (Chapters 9 and 10) | Register
  • August 10 Ungrading, pp. 173-203 (Chapters 11 and 12) | Register
  • August 24 Ungrading, pp. 204-227 (Chapter 13 and Conclusion) | Register
Spring 2022 Journal Club

Spring 2022 Journal Club

Teaching Gradually book coverJoin us every other week for lively and informal discussion on Wednesday afternoons, starting Feb. 8, via Zoom. This semester we’ll be discussing chapters from the recently published book Teaching Gradually: Practical Pedagogy for Graduate Students. Many of our discussions will be held with chapter authors, several of whom are currently at Columbia. See registration links for session readings. CTLgrads Journal Club sessions are open to Columbia graduate students and postdocs.

  • February 8, 2022, 2:40 PM – 3:55 PM 
  • February 22, 2022, 2:40 PM – 3:55 PM 
  • March 8, 2022, 2:40 PM – 3:55 PM 
  • March 22, 2022, 2:40 PM – 3:55 PM 
  • April 5, 2022, 2:40 PM – 3:55 PM 
  • April 19, 2022, 2:40 PM – 3:55 PM 
Summer 2021 Book Club

In summers the Journal Club shifts into reading and discussing a whole book. In Summer 2021 we read Cheating Lessons (2013) by James Lang, PhD, which helped us dig into the research on student learning, memory, attention, and motivation. We considered what this research can tell us about why students cheat, and thought about what motivates students to cheat and how can we prevent cheating.

Join us every other week, starting Wednesday, May 19th. These sessions are open to Columbia graduate students and postdocs. Feel free to join any or all sessions throughout the summer!

Spring 2021 Journal Club

Browse notes on Spring 2021 discussions here (UNI login required)

 

Fall 2020 Journal Club

Browse notes on Fall 2020 discussions here (UNI login required)

 

CTL Facilitators

Ian Althouse 

 

Contact

Any questions? Email ColumbiaCTL@columbia.edu.

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