Home » For Graduate Students » Offerings for Graduate Students » CTLgrads Journal Club

CTLgrads Journal Club

Are you interested learning about educational research? Join us in the CTLgrads Journal Club! This informal discussion community is an opportunity to be introduced to research on teaching and learning in various disciplines (also known as Discipline-Based Education Research, or DBER), and to discuss articles with CTL staff and other graduate students and postdocs. Each session will also help you consider how you can use findings in education research–in your field and beyond–to inform your own teaching practices.

How to participate

The CTLgrads Journal Club is open to current Columbia graduate students and postdocs. While we encourage participants to attend multiple Journal Club in order to build community with others interested in findings and implications of education research, we welcome visitors to individual sessions.

Readings are announced one week before sessions. Sign up for the CTLgrads Journal Club mailing list to get advance notification about upcoming sessions and readings.

2020-21 Journal Clubs

Spring 2021

Jan. 28, 2021 via Zoom, 2:40 – 3:55 pm | Register
Feb. 11, 2021 via Zoom, 2:40 – 3:55 pm | Register
Feb. 25, 2021 via Zoom, 2:40 – 3:55 pm | Register
Mar. 11, 2021 via Zoom, 2:40 – 3:55 pm | Register
Mar. 25, 2021 via Zoom, 2:40 – 3:55 pm | Register
Apr. 8, 2021 via Zoom, 2:40 – 3:55 pm | Register
Apr. 22, 2021 via Zoom, 2:40 – 3:55 pm | Register

Fall 2020

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

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.”
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
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.
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.”
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.”
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.

CTL Facilitators

Ian Althouse and Chris Chen

Contact

Any questions? Email ColumbiaCTL@columbia.edu.

The CTL is here for graduate students.

The Columbia Center for Teaching and Learning provides an array of support for graduate students in both their current and future teaching responsibilities.

Overview