Sample Cycle Three Projects

In Cycle Three of the CFT’s Teaching Certificate program, participants engage in the scholarship of teaching and learning (SoTL). As explained in the CFT’s teaching guide on the topic, SoTL involves:

• asking questions about student learning and the teaching activities designed to promote student learning in an effort, at least in part, to improve one’s own teaching practice
• answering those questions by systematically analyzing evidence of student learning
• sharing the results of that analysis publicly in order to invite review and to contribute to the body of knowledge on student learning in a variety of contexts

Participants share results by designing and completing Cycle Three projects intended to help participants 1) develop deeper understandings of teaching and learning processes, 2) realize ways in which they can approach their teaching in a scholarly manner, 3) contribute to the larger community of teachers, and 4) prepare for future faculty roles in assessment and accreditation efforts.

Below is a list of selected past Cycle Three projects. Click on the project titles for associated posters. Posters for projects without IRB approval are available only to those affiliated with Vanderbilt.

• “A Study of Active, Student-Engaged Learning versus Traditional Lecturing Style in Teaching,” Holly Algood, Infectious Disease
• “Expert and Novice Approaches to Reading Scientific Journal Articles,” Allison Atwood, Alisha Russell, and David Vaught, Cancer Biology [VUnetID and password required]
• “Lecture vs. Laboratory Learning in Developmental Biology,”Hillary Hager Carter, Cell and Developmental Biology
• “The Influence of Socio-Economic Status in Writing Centers,” Katherine Fusco, English
• “Wiki Technology as a Design Tool for a Capstone Design Course,” Kevin Hadley, Chemical Engineering [VUnetID and password required]
• “Concept Maps as Effective Pedagogical Tools,” Christina Kaighen, Divinity [VUnetID and password required]
• “Cooperative Learning Strategies Enrich Student Learning,” Brandon Lute, Neuroscience
• “Student Attitudes Toward Science: Majors and Non-Majors,” Katherine Moynihan, Cell & Developmental Biology [VUnetID and password required]
• “Investigating Sub-Vocalization During the Second Language Writing Process,” Rachel Nisselson, French [VUnetID and password required]
• “Concept Maps: Revealing and Remodeling Student Knowledge Structures by the Use of Absolute vs. Conditional Terms,” Jennifer Osterhage, Biological Sciences
• “Assessing Graduate Student Understanding Using Concept Maps,”Eve Proper, Peabody/LPO [VUnetID and password required]
• “Student and Faculty Perspectives in Classifying Genetics Exam Questions by Bloom’s Taxonomy,” Kylee Spencer, Genetics
• “Students’ Consideration of Science and Values in Forming Opinions on the Use of Nuclear Power,” Leah Spradley, Environmental Engineering [VUnetID and password required]
• “Connecting Theory to Practice: A Study of Students’ Application of Course Content,” Brad Teague, Teaching & Learning [VUnetID and password required]
• “Assessing the Impact of Chemistry-in-Context Vignettes on Student Engagement and Learning,” Timothy Troyer, Chemistry [VUnetID and password required]