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.
Journal 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.
- Tuesday, October 29, 2:00 – 3:00 pm ET | Register
- Maloy, J., Kwapisz, M.B., Hughes, B.E. (2022). Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors. CBE-Life Sciences Education, 21(1):ar13, 1–13. doi: 10.1187/cbe.21-05-0136.
- Tuesday, November 19, 2:00 – 3:00 pm | Register
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Ives, J., Falk, J., and Drayton, B. (2023). Broadening participation in STEM through equity-minded high-impact practices: a multimodal systematic review. Higher Education, 88, 1183–1203. doi: 10.1007/s10734-023-01165-y
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- Tuesday, December 3, 2:00 – 3:00 pm | Register
- Supriya, K., Bang, C., Ebie, J., Pagliarulo, C., Tucker, D., Villegas, K., Wright, C., Brownel, S. (2024). Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities. CBE-Life Sciences Education, 23(3):ar30, 1–17. doi: 10.1187/cbe.21-11-0320.
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
Nov. 14 Journal Club
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
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
Join 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
Join 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
Join 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!
- May 19, 2021 – Cheating Lessons pp. 1 – 36
- June 2, 2021 – Cheating Lessons pp. 36 – 75
- June 16, 2021 – Cheating Lessons pp. 75 -105
- June 30, 2021 – Cheating Lessons pp. 105 -128
- July 14, 2021 – Cheating Lessons pp. 128 -163
- July 28, 2021 – Cheating Lessons pp. 163 -206
- August 11, 2021 – Cheating Lessons pp. 206 -236
Spring 2021 Journal Club
Browse notes on Spring 2021 discussions here (UNI login required)
- Jan. 28, 2021: Online engagement
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- Tan, H. R., et al. (2020). How Chemists Achieve Active Learning Online During the COVID-19 Pandemic: Using the Community of Inquiry (CoI) Framework to Support Remote Teaching. Journal Chem. Educ., 97, 9, 2512–2518.
- Lam, W. (2004). Teaching Tip: Encouraging Online Participation. Journal of Information Systems Education, 15(4), 345-348.
- Feb. 11, 2021: Online engagement & Lessons Learned
- Gacs, A., Goertler, S., Spasova, S. (Summer 2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-92
- Sharoff, L. (2019). Creative and innovative online teaching strategies: Facilitation for active participation. Journal of Educators Online, 16(2).
- Feb. 25, 2021: Cheating Online and Online Proctoring Software
- Rettinger, D., Bertram Gallant, T., Harrison, D. (2020). Is student cheating on the rise? How you can discourage it in your classroom. Wiley (online)
- Newton, D. (2020). Another problem with shifting education online: A rise in cheating. The Washington Post.
- Bilen, E., Matros, A. (2021). Online cheating amid COVID-19. Journal of Economic Behavior & Organization, 182, 196-211.
- Mar. 11, 2021: Cheating Online and Online Proctoring Software
- Mar. 25, 2021: Online Proctoring, Cheating, and Honor Codes
- Dendir, S., and Stockton Maxwell, R. (2020). Cheating in online courses: Evidence from online proctoring. Computers in Human Behavior Reports, 2.
- McCabe, D. L., Klebe Treviño, L., and Butterfield, K. D. (Jun 2002). Honor codes and other contextual influences on academic integrity: A replication and extension to modified honor code settings. Research in Higher Education 43(3), 357- 378.
- Apr. 8, 2021: Problematizing Achievement Gaps
- Bensimon, E. M. (2005). Closing the achievement gap in higher education. New Directions for Higher Education, 131, p. 99-111
- Theobald, E. J. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. PNAS, 117(12), p.6476-6483.
- Apr. 22, 2021: Digging Deeper into Achievement Gaps
- Lou, A. J., and Jaeggi, S. M. (08 Oct 2019). Reducing the prior‐knowledge achievement gap by using technology‐assisted guided learning in an undergraduate chemistry course. Journal of Research in Science Teaching, 57(3), 368-392.
- Feldman, J. (2019). “Prologue: Mallory’s dilemma.” Grading for Equity: What it is, why it matters, and how it can transform schools and classrooms. London: Corwin Publishing, xv – xxvii.
Fall 2020 Journal Club
Browse notes on Fall 2020 discussions here (UNI login required)
- Sept. 15, 2020: Teaching & Community
- Sept. 29, 2020: Teaching & Community
- Oct. 13, 2020: Teaching Online at Scale
- Oct. 27, 2020: Online Classrooms as Learning Places
- Nov. 24, 2020: Community and Social Presence (Retention)
- Dec. 10, 2020: Cognitive Load, Student Satisfaction
- Wang, C., Fang, T., and Gu, Y. (2020). “Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia.”
- Bradford, G.R. (2011). “A relationship study of student satisfaction with learning online and cognitive load: Initial results.”
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