Faculty Course Design Institute
The Faculty Course Design Institute has been postponed until August.
Please check back here for event updates.
The CFT invites Vanderbilt faculty to apply to its 2020 Course Design Institute on the theme of “Teaching Inclusively.” During the three-day institute in May, participants will redesign courses with careful attention to ways they can help all students thrive through greater belonging and engagement.
The faculty institute is open to all Vanderbilt faculty members, and participants will receive $500 in research funds to be used to enhance their teaching.
Teaching that supports trust and productive dialogue about difficult subjects. Discussions that involve a diverse range of voices and viewpoints. Course content that motivates and challenges all students. Strategies for helping students work across differences in group projects. Assignments that are meaningful and encourage deep learning for all students. Accessibility for students of all abilities.
These are just some of the outcomes of an inclusive approach to course design and facilitation. Students in inclusive courses find greater belonging and equity, and with it a trust in faculty and their peers that leads to greater collaborative engagement, critical thought, and voice.
“Teaching Inclusively” is shorthand for an approach to teaching that helps all students become more meaningfully involved in their own learning and, through it, greater intellectual, social, and emotional growth. Through this year’s Course Design Institute, the CFT continues its efforts to support instructors in building inclusive and high-impact teaching practices into their courses.
Benefits to Participants?
Course Design Institute participants will…
- Learn and apply a process for designing courses in which learning objectives, activities, and assessments are inclusive and integrated
- Enhance their understanding of how a diversity of students learn and apply that understanding to inclusive teaching in their disciplines
- Design assignments that foster deep learning by engaging all students in meaningful, generative work
- Expand their network of fellow Vanderbilt educators, connecting with peers with similar teaching interests
Participants will leave the institute with course plans and a redesigned syllabus for course to be taught in the following academic year. Additionally, each faculty participant will receive $500 in research funds to be used to enhance their teaching.
For information on past Course Design Institutes focused on a Students as Producers experience, read stories from past CDI participants.
The Course Design Institutes will consist of a mix of small-group and large-group sessions, as well as individual work time and teaching consultations with CFT staff. Lunches will be provided each day. For small-group sessions, participants will work in cohorts based on discipline, topics, and/or challenges their courses might entail.
Elements of the Course Design Institutes are based on similar institutes hosted by the University of Virginia Center for Teaching Excellence and the Ohio State University Center for the Advancement of Teaching.
How do I apply?
The faculty Course Design Institute is open to all Vanderbilt faculty members (tenured, tenure-track, or non-tenure-track), and faculty participants receive $500 in research funds to be used to enhance their teaching. Preference will be given to faculty intending to redesign courses approved to be taught in the upcoming academic year. Faculty who are team-teaching courses should submit a joint application.
Application Deadline: March 22nd
Past CDI Participants
Susan Beaird, Nursing
Jesse Blocher, Owen
Daniela D’eugenio, French & Italian
David Diehl, Human & Organizational Development
Elisabeth Dykens, Psychology & Human Development
Lauren Gaydosh, Medicine, Health, and Society
Dana Kan, Hearing & Speech Sciences
Bohyeong Kim, Communication Studies
Jeremy Payne, Human & Organizational Development
Christina Rennhoff, Economics
Gayle Shay, Blair
Claire Sisco King, Communication Studies
Gabriel Torres, American Studies
Matthew Worsnick, History of Art
Jo-Anne Bachorowski, Psychology
Carwil Bjork-James, Anthropology
Anna Castillo, Spanish & Portuguese
Rameela Chandrasekhar, Biostatistics
Susan Douglas, Leadership, Policy, & Organizations
Doug Fisher, Electrical Engineering & Computer Science
Leigh Gilchrist, Human & Organizational Development
Jessie Hock, English
Julie Johnson, Electrical Engineering & Computer Science
Christina Marasco, Biomedical Engineering
Kris Neal, Teaching & Learning
Tasha Rijke-Epstein, History
Haerin Shin, English
Robbie Spivey, Women & Gender Studies
Susan Verberne-Sutton, Chemistry
Rima Abou-Khalil, Hearing & Speech Sciences
Celina Callahan-Kapoor, Medicine, Health & Society
Alexandra Da Fonte, Special Education
Kevin Galloway, Mechanical Engineering
Joanne Golann, Leadership, Policy, & Organizations
Chalene Helmuth, Spanish & Portuguese
Robin Jones, Hearing & Speech Sciences
Leslie Kirby, Human & Organizational Development
Heather Lefkowitz, Human & Organizational Development
Brenda McKenzie, Leadership, Policy, & Organizations
Kristen Tompkins, Human & Organizational Development
Antje Mefferd, Hearing & Speech Sciences
Elizabeth Meadows, English
Nancy Abbott, Owen Graduate School of Management
Sophie Bjork-James, Anthropology
Stacy Clifford Simplican, Women’s and Gender Studies
Gilbert Gonzales, Health Policy
Chalene Helmuth, Spanish
Natasha McClure, Nursing
Tara McKay, Medicine, Health, and Society
Ole Molvig, History
Carrie Plummer, Nursing
Alex Sargent Capps, Theatre
Mark Schoenfield, English
Melanie Schuele, Hearing & Speech Sciences
Rebecca VanDiver, History of Art