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Exciting Changes to the Certificate in College Teaching Program!

Jul. 15, 2019—In Fall 2019, the CFT will be rolling out exciting changes to the Certificate in College Teaching (CiCT) program. Previously, we offered a Certificate in College Teaching (CiCT) and Certificate in Humanities Teaching and Learning (CHTL) for Vanderbilt graduate students and postdocs. The CHTL shared a lot of core features of the CiCT in order...

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Junior Faculty Spotlight: Susan Douglas

Jul. 12, 2019—Each month, the CFT Newsletter highlights the work of our Junior Faculty Teaching Fellows. In this spotlight, Susan Douglas, Leadership, Policy, and Organizations, talks about her teaching philosophy and interests. I have been in a teaching role at Vanderbilt University since 2014. I started as a part-time assistant professor of the practice in the Psychology...

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Junior Faculty Spotlight: Kejia Hu

Jul. 11, 2019—Each month, the CFT Newsletter highlights the work of our Junior Faculty Teaching Fellows. In this spotlight, Kejia Hu, Operations Management, talks about her teaching philosophy and interests. I am an Assistant Professor of Operations Management at the Owen Graduate School of Management. My research mainly focuses on empirical operations management on service operations and...

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Junior Faculty Spotlight: Yuankai (Kenny) Tao

Jul. 10, 2019—Each month, the CFT Newsletter highlights the work of our Junior Faculty Teaching Fellows. This time, we highlighted Yuankai Kenny Tao, Biomedical Engineering, who talks about his teaching philosophy and interests. I have been an Assistant Professor of Biomedical Engineering at Vanderbilt University since 2016. I am the director of the Diagnostic Imaging and Image-Guided...

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Junior Faculty Spotlight: Sophie Bjork-James

Jul. 9, 2019—Each month, the CFT Newsletter highlights the work of our Junior Faculty Teaching Fellows. This month, Sophie Bjork-James, Anthropology, talks about her eaching philosophy and interests. I teach anthropology classes on reproductive politics, race and racism, and climate change. Modeling how to engage in controversial conversations in productive ways is thus a focus of my...

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Faculty Panel Considers Future of Digital Literacies on Leading Lines Podcast

Jun. 24, 2019—On Leading Lines, we usually talk with educators, researchers, and technologists about what they’re doing now, and ask them a question or two about where they’d like to see educational technology go in the next few years. In this episode, however, we’re going to camp out in the future. The Vanderbilt Center for Teaching recently...

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CFT is accepting applications for a lead instructional technologist!

Jun. 20, 2019—We’re hiring! The CFT is seeking applicants for a lead instructional technologist position. This position will support faculty, students, and staff at Vanderbilt to enhance student learning through the use of Brightspace, Vanderbilt’s course management system, and other online learning platforms.  The Lead Instructional Technologist will report to the CFT’s Assistant Director for Educational Technology...

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Evidence-based teaching: my definition

Jun. 19, 2019—by Cynthia J. Brame, CFT Associate Director I’ve been thinking lately about what we mean when we say “evidence-based teaching.” It’s a term I’ve used a lot (e.g., the Evidence-Based Teaching Guides feature of LSE that I co-edit with Kristy Wilson of Marian University), but I didn’t really think about the definition until earlier this...

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Who’s doing all the work? Who’s having all the fun?

Jun. 4, 2019—Part 2: Five adaptable steps to active learning by Cynthia J. Brame, CFT Associate Director I recently wrote about Barb Stengel’s challenge to ask ourselves “Who’s doing all the work? Who’s having all the fun?” in our classes. I find that Barb’s questions keep me thinking about the fun and work of learning and help...

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Getting Started with Active Learning: Behind-the-scenes Development of a Cheat Sheet

May. 28, 2019—by Greg Smith, CFT Graduate Teaching Fellow This year, I helped lead a learning community focused on active learning. Together, Cynthia Brame and I guided a group of about 25 faculty and graduate students through seven sessions to investigate the “why” and “how” of active learning. As our meetings progressed, we started thinking about how...

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