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‘Inclusive Teaching’

Inclusive and Equitable Teaching Online

Apr. 7, 2020—by Joe Bandy, CFT assistant director   Teaching face-to-face presents many challenges, not least of which is the task of ensuring that all students feel belonging and have equal chances to thrive regardless of their abilities, identities, or perspectives. The online teaching environment suffers from all of the same obstacles to this and more, especially...

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Teaching Innovations at Vanderbilt: Joe Bandy and Accessibility and Inclusivity in an Environmental Course

Feb. 24, 2020—By Faith Rovenolt, CFT undergraduate intern During Spring 2020, the Teaching Innovations at Vanderbilt blog series will highlight teaching innovations that CFT staff have implemented and evaluated in their own courses.   Taught by Dr. Joe Bandy, SOC 3314: Environmental Inequality and Justice covers the history, ethics, and policies of environmental activism and how the...

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Science Teaching Lunch on more inclusive active learning classrooms: How groups of students are differentially impacted by active learning

Nov. 18, 2019—Join Professor Sara Brownell at a Science Teaching Lunch as she discusses her lab’s work investigating some “off-target” effects of active learning. Professor Brownell writes, “To what extent do students experience college science classrooms differently because of their social identities? How has transitioning traditional lecture courses to active learning spaces impacted students? What can instructors...

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Teaching in the context of hate speech

Aug. 21, 2018—By Joe Bandy, CFT Assistant Director Many institutions of higher education aspire to encourage the liberal arts ideals of free speech, critical thought, and diverse perspectives so as to empower students to lead meaningful and purposeful lives, and to engage in our society as responsible citizens. This – in addition to growing campus diversification, student...

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Newly Revised CFT Guide on Creating Accessible Learning Environments

Jul. 19, 2018—Graduate Teaching Fellow, Amie Thurber, along with Assistant Director Joe Bandy, have prepared a newly updated teaching guide for creating inclusive and accessible higher education classrooms. While it is first and foremost designed to help instructors in their efforts to create inclusive equality for disabled students, it has content that will help all students access,...

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Writing a Diversity Statement Workshop April 12th

Apr. 4, 2018—The CFT has partnered with The Office of Inclusive Excellence and The Office for Career Development at The Graduate School to provide an introductory workshop on developing a written diversity statement. Increasingly, universities and colleges are requesting that faculty job applicants provide a statement addressing how they plan to contribute to inclusive excellence in their...

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The Office for Inclusive Excellence announces two new faculty workshops for January

Jan. 8, 2018—On Thursday, January 18th, two workshops featuring the Cornell Interactive Theater Ensemble (CITE) will be offered as part of the Faculty Insights Series. It Depends on the Lens This workshop presents a complex, realistic interaction of a search committee evaluating candidates during a review of submitted materials in order to stimulate discussion about the behaviors,...

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Learning Community on Disability and Learning

Oct. 19, 2017—This group will address a variety of principles of inclusive teaching, universal design for learning, instructional accommodations, as well as legal and cultural issues relevant to students and faculty with disabilities—inclusive of all disability sub-groups such as physical, sensory, learning, intellectual and mental health.  We also will address ableism, the history of disability rights endeavors,...

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Teaching Difference, and Power Symposium: Class Matters

Apr. 5, 2017—This year, the Center for Teaching hosted a learning community of faculty and graduate students focused on social class, particularly the challenges faced by lower income and first generation students in the classroom, and class-conscious methods of teaching. On April 25th, join the Vanderbilt Center for Teaching for an end-of-year symposium in which we’ll share...

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Assessment, Implicit Bias, and the Impact on Student Learning, Grad Student & Postdoc Workshop

Mar. 20, 2017—Implicit bias, in its simplest form, describes prejudicial judgment that affects social behavior. Despite its relatively unconscious nature, it is still possible to identify specific attitudes that reflect our predispositions toward socially marginalized groups. In this workshop, we will discuss the ways in which implicit bias, when left unchecked, can adversely affect our teaching and...

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