Pedagogical Innovations Journal Club was created to help busy instructors from across disciplines keep up with some of the latest innovations, ideas, and research published in pedagogical journals. Each month’s discussion focuses on a recently-published, teaching- or learning-related article. The open forum provides opportunities for participants to discuss the practical implications of the research findings with other. Each session begins with a brief synopsis of that month’s featured reading. You do not have to read the article to benefit from participation.
Join the Google Group to receive updates, articles, and meeting reminders.
Upcoming Events
The Spring 2024 Journal Club focuses on impactful educational research topics: the influence of gendered language on women's achievements in STEM, the role of trust in faculty for marginalized students, the effectiveness of role model interventions for women in STEM, and the unique challenges faced by rural students in higher education. These sessions will explore how these insights can be integrated into teaching practices, offering a platform for shared experiences and peer learning.
Register for each session you wish to attend through Training Hub where you will also find a link to the article.
- January 18, noon - 1 PM - The effect of language on performance: do gendered languages fail women in maths?
Kricheli-Katz T, Regev T. (2021.) The effect of language on performance: do gendered languages fail women in maths? NPJ Sci Learn. 6(1):9. doi: 10.1038/s41539-021-00087-7.
In an experiment on a large representative sample of the Hebrew-speaking adult population in Israel, we show that addressing women in the feminine, compared to addressing them in the masculine, reduces the gender gap in mathematics achievements by a third. Moreover, when women are addressed in the masculine, they report feeling that “science is for men” more than when addressed in the feminine. We supplement the analysis with two experiments that explore the roles of general and task-specific stereotypes in generating these effects.
- February 15 - The Role of Trust in Creating an Affirming Climate for Students
Research has demonstrated the multiple ways marginalized students experience discrimination in college. In this article, the authors explore the role that trust in faculty/instructors plays in both buffering students’ experiences of discrimination and in supporting their future aspirations. The authors address implications of their research for both individual instructors and for organizations.
March 20 - Testing the effects of a role model intervention on women’s STEM outcomes
- Female role models show promise for inoculating women against the harmful impact of stereotypes impugning their ability in science, technology, engineering, and math. The authors conducted a test of a role model intervention, in which participants engaged in a reflective writing exercise designed to increase identification with STEM role models. Women who completed this exercise showed greater change in implicit and explicit stereotypes compared to women who were exposed to STEM role models, but did not engage in reflection. Among women exposed to role models, role model identification was negatively related to explicit stereotypes and positively related to STEM outcomes including GPA in STEM courses.
- April 18 - Rural Students in Higher Education: From College Preparation and Enrollment to Experiences and Persistence
- While there have been growing calls to understand and support rural student success in higher education, rural students’ experiences remain largely misunderstood. In this article, the authors employ an integrative literature review method to synthesize existing literature on rural students’ experiences and persistence in higher education. Author Ty McNamee will be joining us to summarize this research and discuss its findings with participants.
Post-session resources
Presentation components of the sessions will be recorded; recording will be paused for conversation. Recording, slides and resources will be sent to all registrants within two business days following the session.
Accessibility & Accommodation Requests
We strive to host inclusive, accessible events that enable all individuals to engage fully. For inquiries about accessibility or if you’d like to request an accommodation, please email cei@umn.edu at least one week prior to the event (requests for live captioning should be made two weeks prior). We will do our best to accommodate any access requests received after that time.