Journal Club 2018-2019 Archive

September 2018

Neil Haave

Cavanagh et al. 2018. Trust, growth mindset, and student commitment to active learning in a college science course. CBE—LSE, 17(1), ar10. https://doi.org/10.1187/cbe.17-06-0107

October 2018

Lovaye Kajiura

Class attendance, peer similarity, and academic performance in a large field study by Valentin Kassarmig, Andreas Bjerre-Nielsen, Enys Mones, Sune Lehmann, David Dreyer Lassen (2017)

November 2018

Tamara Kelly

Chen P et al. 2017. Strategic resource use for learning: a self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science 28(6): 774-785. https://doi.org/10.1177%2F0956797617696456

December 2018

Lisa Robertson

Sarah Randall Johnson & Frances King Stage (2018) Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?, The Journal of Higher Education, 89:5, 753-781. https://doi.org/10.1080/00221546.2018.1441107

January 2019

Jennifer Waugh

Wyse, S.A. and P.A.G. Soneral. 2018. "Is this class hard?" Defining and analyzing academic rigor from a learner's perspective. CBE-Life Sciences Education 17(4). https://doi.org/10.1187/cbe.17-12-0278

February 2019

Tanya Noel, Tech Wizard Imposter

Hall, N. C., & Sverdlik, A. (2016). Encouraging Realistic Expectations in STEM Students: Paradoxical Effects of a Motivational Intervention. Frontiers in psychology, 7, 1109. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4960205/

March 2019

Fiona Rawle

FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students’ Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments, Meredith A. Henry, Shayla Shorter, Louise Charkoudian, Jennifer M. Heemstr, and Lisa A. Corwin, CBE—Life Sciences Education, Vol. 18, No. 1, March 2019.

April 2019

Wendy Keenleyside

Grimaldi PJ, Basu Mallick D, Waters AE, Baraniuk RG (2019) Do open educational resources improve student learning? Implications of the access hypothesis. PLoS ONE 14(3): e0212508. https://doi.org/10.1371/journal.pone.0212508