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Vanderbilt Graduate Students Present Research on Teaching Tools and Approaches in the Classroom

Posted by on Thursday, May 26, 2016 in Events, News.

presentationThe BOLD, TAR, VIDL, and SoTL Fellows presented on Wednesday, May 18, 2016 in the Library Community Room in the Central Library. The event included 19 projects, including four short oral presentations and a poster session. Most of the projects investigated how technology could be used to promote student learning in undergraduate classrooms, while others focused on student learning in Coursera-based Massive Open Online Courses (MOOCs) or in collaborative faculty-and-graduate-student “journal clubs.”

The graduate students did their work under the guidance of one of four programs at Vanderbilt: the BOLD Fellows program, sponsored by the Center for Teaching and CIRTL, which focuses on creating and assessing online instructional approaches for use in a Vanderbilt course; the TAR Fellows program, a flagship CIRTL program; the VIDL Fellows program, which focuses on exploring digital pedagogies for use outside as well as inside formal course structures; and the SoTL Scholars Program, sponsored by the Center for Teaching, which focused on exploring the fundamental principles and practices within the Scholarship of Teaching and Learning. This year was the first time the four programs presented jointly.

Cynthia Brame, who facilitated the BOLD Fellows Program at the Center for Teaching, reflected on the project presentations: “These groups are creating a great sense of teaching community for graduate students here at Vanderbilt. It’s wonderful that we are able to provide spaces for these thoughtful and hardworking graduate students to talk about their work investigating various ways to engage their students and help them learn.”

postersBOLD Fellows teaching assistant, Danielle Picard added, “Each of these projects asked two important questions: first, how might a particular intervention promote student learning, and second, and perhaps most importantly, what are the best ways to measure gains in student learning? To see these questions being asked by researchers from across the disciplines is incredible. We have a Chemistry graduate student asking questions about how traditional laboratory experiments limit deeper scientific understanding presenting next to an Engineering graduate student who wanted to promote students’ ability to connect in-class concepts to their lived experience by having them take photos of engineering principles they see in their everyday lives. And next to that project, there are two English graduate students investigating how joint class blogs can create more authentic audiences to produce better and more effective argumentation skills in writing intensive courses.”

To learn more about each of the programs, visit their websites at:

Blended & Online Learning Design (BOLD)

Vanderbilt Institute for Digital Learning (VIDL)

CIRTL Network’s Teaching as Research (TAR) Program at Vanderbilt

Oral presentations
green Noah Green, Biological Sciences BOLD Fellow
Using online active learning techniques to convey time compensated
sun compass orientation in the Eastern North American Monarch
aculty mentor: Doug McMahon
gardiner Andrea Gardiner, Civil and Environmental Engineering TAR Fellow
Linking the classroom to the world through photographic assignments
Faculty mentor: Mike Myers
bowen Ryan Bowen, Chemistry BOLD Fellow
Implementing an inquiry-based approach into a forensic analytical chemistry laboratory
Faculty mentor: Susan Verberne-Sutton
zheng Zhi (Jenny) Zheng, Electrical Engineering and Computer Science BOLD Fellow
Study on whether computer visualizations and educational videos are helpful for students to learn rigidbody rotation
Faculty mentor: Nilanjan Sarkar
Laptop and poster presentations
max  kylie Max Baumkel and Kylie Korsnack, both English VIDL Fellows
Poster presentation:
Pedagogical implications of a joint class blog in writing-intensive courses
Faculty mentor: Ole Molvig
alex Alex Cheng, Biomedical Informatics
Poster presentation:
Online module for qualitative methods in biomedical informatics
Faculty mentor: Kim Unertl
BOLD Fellow
droege Kristin Droege, Chemistry
Poster presentation:
Does online homework format impact student learning and self-assessment in biochemistry?
Faculty mentors: Cynthia Brame, Brandt Eichman, Lauren Jackson, and Bubba Singleton
BOLD Fellow
gilmore Kelly Gilmore, Chemistry
Poster presentation:
Establishing a foundation of acid-base concepts in general
chemistry using an interactive online module
Faculty mentor: Tara Todd
BOLD Fellow
he Qiliang He, Cognition and Cognitive Neuroscience VIDL Fellow
Poster presentation:
Comparing paid and non-paid users’ grade and forum activity in massive open online courses
Faculty mentors: Doug Fisher, Ole Molvig and Gayathri Narasimham
houston Stacey Houston, II, Sociology VIDL Fellow
Laptop presentation:
Pass the idea please: The relationship between network embeddedness and MOOC course performance
krimm Hannah Krimm, Hearing and Speech Sciences BOLD Fellow
Poster presentation:
Effect of an online learning module for transcription and phonological awareness
Faculty mentor: Melanie Schuele
mcdaniel teller Jena McDaniel and Laurel Teller, both Hearing and Speech Sciences BOLD Fellows
Poster presentation:
Effect of an online training module on graduate students’ observational skills of communication in young children

Faculty mentor: Melanie Schuele
norlander Allison Norlander, Molecular Physiology and Biophysics
Karissa Tilbury, Biomedical Engineering
TAR Fellows
Poster presentation:
Dispelling conceptual misconceptions of the central dogma: a flipped classroom approach
Faculty mentor: Kathy Friedman
oliver Kendra Oliver, Pharmacology BOLD Fellow
Poster presentation:
Probing the use of blogs to promote student ownership
Faculty mentor: John Wikswo
smith Derek Smith, Biostatistics SoTL Scholar
Poster presentation:
The introduction of a case-based approach to biostatistics education
struble Thomas Struble, Chemistry BOLD Fellow
Poster presentation:
Bridging acidity concepts between lab and lecture
Faculty mentor: Jeff Johnston
sam Samantha Tramontano, Earth and Environmental Sciences BOLD Fellow
Poster presentation:
Developing and incorporating instructional videos and quizzes as an online learning component in an undergraduate optical microscopy curriculum
Faculty mentors: Lily Claiborne and Guil Gualda
walker Mike Walker, Electrical Engineering and Computer Science BOLD Fellow
Laptop presentation:
Impact of standardized rubric use on student learning and peer assessment in MOOCs with programming assignments
Faculty mentor: Doug Schmidt
ward Nicholas Ward, Neuroscience TAR Fellow
Poster presentation:
Enhancing STEM pedagogy discussions by engaging practitioners and technique experts
Collaborator: Tyler Perfitt, Molecular Physiology and Biophysics

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