STEM Pedagogy Journal Club
The STEM Pedagogy Journal Club provides an opportunity for faculty, instructors, graduate students, and others interested in STEM pedagogy to engage with current research and consider its relevance to teaching practices. Each session will focus on a recent journal article and will begin with a 10-15 minute overview of the article and relevant background information, followed by 30-45 minutes of collegial discussion about practical takeaways. Participants are welcome to attend any and all sessions that fit their interests and schedules and may join for specific portions of the event, such as the initial presentation. Lunch will be provided. See below for a list of upcoming articles and session dates.
2026-2027 Discussion Dates
Registration coming soon
- Thursday, January 14 | 12:30PM-1:20PM | Location TBD
- Monday, February 1 | 12:30PM-1:20PM | Location TBD
- Wednesday, March 31 | 12:30PM-1:20PM | Location TBD
- Thursday, April 22 | 12:30PM-1:20PM | Location TBD
Interested in what we've read so far? Check out the list below.
Callaghan, K., Milbourne, T., Klales, A., Kestin, G., Arguelles, C., McCarty, L., & Deslauriers, L. (2026). Two-Stage Final Exams: An Assessment Strategy for Enhanced Collaborative Learning and Reduced Student Stress. Journal of College Science Teaching, 55(2), 115–124. https://doi.org/10.1080/0047231X.2026.2620442
Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025). AI tutoring outperforms in-class active learning: An RCT introducing a novel research-based design in an authentic educational setting. Scientific Reports, 15, 17458. https://doi.org/10.1038/s41598-025-97652-6
Moon, S., Jackson, M.A., Doherty, J.H., & Wenderoth, M.P. (2021) Evidence-based teaching practices correlate with exam performance in biology. PLoS ONE, 16(11). Evidence-based teaching practices correlate with increased exam performance in biology
Pan, S.C., Sana, F., Samani, J., Cooke, J., & Kim, J.A. (2020). Learning from errors: students’ and instructors’ practices, attitudes, and beliefs. Memory, 28(9), 1105-1122. https://doi.org/10.1080/09658211.2020.1815790