CTLgrads 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 | Register
• October 26, 2022, 1:10 PM – 2:25 PM | Register
• November 9, 2022, 1:10 PM – 2:25 PM | Register
• December 7, 1:10 PM – 2:25 PM | Register

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

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 

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 

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.”