CTLgrads Journal Club

In summers the Journal Club shifts into reading and discussing a whole book. In Summer 2021 we are reading Cheating Lessons (2013) by James Lang, PhD, which will help us dig into the research on student learning, memory, attention, and motivation. We’ll consider what this research can tell us about why students cheat, and think 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 • via Zoom, 11:00 am – 12:00 pm
• June 2, 2021 – Cheating Lessons pp. 36 – 75 • via Zoom, 11:00 am – 12:00 pm
• June 16, 2021 – Cheating Lessons pp. 75 -105 • via Zoom, 11:00 am – 12:00 pm
• June 30, 2021 – Cheating Lessons pp. 105 -128 • via Zoom, 11:00 am – 12:00 pm
• July 14, 2021 – Cheating Lessons pp. 128 -163 • via Zoom, 11:00 am – 12:00 pm
• July 28, 2021 – Cheating Lessons pp. 163 -206 • via Zoom, 11:00 am – 12:00 pm
• August 11, 2021 – Cheating Lessons pp. 206 -236 • via Zoom, 11:00 am – 12:00 pm

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

• Jan. 28, 2021: Online engagement
• • 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
  • Mangan, K. (15 Feb 2021). “The surveilled student.” The Chronicle of Higher Education.
  • Coghlan, S., Miller, T., and Paterson, J. (2021 – Preprint). Good proctor or “Big Brother”? AI ethics and online exam supervision technologies
• 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.

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

• Sept. 15, 2020: Teaching & Community
  • Shulman, L.S. (1993). Teaching as community property.
  • Berry, S. (2019). Teaching to Connect: Community-Building Strategies for the Virtual Classroom.
• Sept. 29, 2020: Teaching & Community
  • Martin, F., and Bolliger, D. U. (2018). “Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment.”
  • Liu, X., Liu, S., Lee, S., & Magjuka, R. J. (2010). “Cultural differences in online learning: International student perceptions.” 
• Oct. 13, 2020: Teaching Online at Scale
  • Coetzee, D., et al. (2015). “Structuring interactions for large-scale synchronous peer learning.”
  • Barber, W. (2015). “Building community in flipped classrooms: A narrative exploration of digital moments in online learning.”
• Oct. 27, 2020: Online Classrooms as Learning Places
  • Graetz, K. A., & Goliber, M. J. (2002). Designing collaborative learning places: Psychological foundations and new frontiers.
  • Serhan, D. (2020). Transitioning from face-to-face to remote learning: Students’ attitudes and perceptions of using Zoom during COVID-19 pandemic.
• Nov. 24, 2020: Community and Social Presence (Retention)
  • Turetsky, K. M., et al. (2020). “A psychological intervention strengthens students’ peer social networks and promotes persistence in STEM.”
  • Beatty, B.J. (2019). Teaching a Hybrid-Flexible Course: The Faculty Experience in HyFlex
• 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.”