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Pedagogies & Strategies
Jan. 14, 2014—Principles & Frameworks | Pedagogies & Strategies | Reflecting & Assessing | Challenges & Opportunities | Populations & Contexts Interactive Lecturing An Introduction to Lecturing Classroom Response Systems (“Clickers”) Digital Textbooks: Working with publisher-provided online platforms Flipping the Classroom Making Better PowerPoint Presentations Visual Thinking Active Learning Active Learning Beyond the Essay: Making Student Thinking...
Recommended Reading: Cheating Lessons by James Lang
Jan. 13, 2014—by Derek Bruff, CFT Director. Cross-posted from Derek’s blog, Agile Learning. Last summer, I was honored to be asked to read and review James Lang’s excellent new book, Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013). James Lang is an associate professor of English and the director of the Center for Teaching Excellence...
Teaching Visits Fall 2012 (Archived)
Aug. 22, 2013—This is an archive of our teaching visits from 2012 In 2012, we offered two types of Teaching Visits: Teaching Visits for faculty, in which instructors open their classes to a small group of their colleagues on a selected day, and Teaching Visits for CiCT participants, in which instructors open their classes to a small...
Using Peer Instruction to Flip Your Classroom: Highlights from Eric Mazur’s Recent Visit
Apr. 15, 2013—by CFT Director Derek Bruff On April 4th, during his talk at the School of Medicine, Harvard physics professor Eric Mazur polled an audience of Vanderbilt faculty, staff, and students, asking us how we learned what we need to know for our jobs. Very, very few of us said that we learned those skills from...
Eric Mazur on the Flipped Classroom and Peer Instruction, April 4th
Mar. 14, 2013—by Derek Bruff, CFT Director If you’re interested in improving student learning in the STEM (science, technology, engineering, mathematics) fields or in large classes of any discipline, you won’t want to miss Harvard physics professor Eric Mazur’s talk in Light Hall at noon on Thursday, April 4th. Mazur’s talk is titled “An Alternative Approach to...
Junior Faculty: Visit the classroom of Steve Buckles on March 13
Mar. 8, 2013—A Teaching Visit involves a small group of faculty who observe a colleague’s class (on a selected day), followed by an hour of conversation about what was observed, particularly shared teaching challenges. The Center for Teaching has hosted Teaching Visits for many years and they have been among the most productive and helpful events we...
Teaching Large Classes
Feb. 22, 2013—by Adam Wilsman Print Version Cite this guide: Wilsman, A. (2013). Teaching Large Classes. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/teaching-large-classes/. Teaching a large class poses many challenges, both in and out of the classroom. In the classroom, large enrollments can promote student disengagement and feelings of alienation, which can erode students’ sense...
Ask Professor Pedagogy: Assessment Suggestions for Large Lecture Classes
Feb. 22, 2013—Ask Professor Pedagogy is a twice monthly advice column written by Center for Teaching staff. One aspect of our mission is to cultivate dialogue about teaching and learning, so we welcome questions and concerns that arise in the classroom; particularly those from Vanderbilt faculty, students, and staff. If you have a question that you’d like...
From a Student’s View – Large Classes
Feb. 20, 2013—This is a guest post by Emily Garcia, Vanderbilt Class of 2014, College of Arts and Sciences. The post is part of our ongoing “From a Student’s View” blog series. We occasionally feature guest posts here on the blog as part of our efforts to cultivate dialogue about teaching and learning among Vanderbilt faculty, students,...
Ask Professor Pedagogy: First time teaching a 200+ Student Survey Course
Feb. 1, 2013—Ask Professor Pedagogy is a twice monthly advice column written by Center for Teaching staff. One aspect of our mission is to cultivate dialogue about teaching and learning, so we welcome questions and concerns that arise in the classroom; particularly those from Vanderbilt faculty, students, and staff. If you have a question that you’d like...