| Month |
Facilitator |
Article |
| July 2015 |
Neil Haave |
Jensen et al. 2015. Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sci Ed. 14: 1-12 |
| August & September 2015 |
No Journal Club |
|
| October 2015 |
Josie Libertucci |
Gross et al. 2015. Increased pre class preparation underlies student outcome improvement in the flipped classroom. CBE-Life Sci Ed. 14: 1-8. |
| November 2015 |
Dennis Kolosov |
Carnegie. 2015. Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions. CBE-Life Sciences Education, 14(3), ar25. |
| January 2016 |
Tamara Kelly |
Holmes et al. 2015. Teaching critical thinking. PNAS. 112 (36): 11199-11204 |
| February 2016 |
Lovaye Kajiura |
Hansen & Reich 2015. Democratizing education? Examining access & usage patterns in massive open online courses. Science. 350(6265):1245-1248.
|
| March 2016 |
Paula Wilson |
McDonnell et al. 2016. Concepts first, jargon second improves student articulation of understanding. Biochem Mol Biol Educ. 44(1): 12-19. |
| April 2016 |
Wendy Keenleyside |
Weaver & Sturtevant (2015). Design, implementation, and evaluation of a flipped format general chemistry course. J Chem Ed. 92: 1437-1448. |
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