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‘Teaching Guide’

Promoting Persistence in STEM Learning Community: Resources and Reflections

Sep. 28, 2021—STEM disciplines have long been concerned with disparities between underrepresented and well-represented student groups and the associated “pipeline” problem, where underrepresented students are more likely to switch away from STEM majors. In 2020-2021, a group of about twenty faculty from eight departments met biweekly to consider ways to address this problem individually and collectively. Members...

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New CFT Guide on Academic Advising

Feb. 22, 2021—The CFT is proud to offer a new teaching guide on academic advising.  Academic advising is a foundational element of any institution of higher education because it is necessary for student achievement.  However, it can be difficult to do well, especially when time is limited or advising models are unclear.  In this guide, the CFT’s...

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Updated Teaching Guide on Motivating Students

Nov. 19, 2020—One of our most popular teaching guides on the Center for Teaching website is on motivating students. Thanks to the work of Chelsea Yarborough, former Graduate Teaching Fellow, and Heather Fedesco, Assistant Director, the guide has been updated to reflect three popular student motivation theories and models. You can learn more about the Expectancy-Value-Cost model,...

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New CFT Guide on Assessing Student Learning Now Available

Dec. 18, 2019—Student assessment is, arguably, the centerpiece of the teaching and learning process and therefore the subject of much discussion in the scholarship of teaching and learning. Without some method of obtaining and analyzing evidence of student learning, we can never know whether our teaching is making a difference. That is, teaching requires some process through...

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Workshop Collaboration Leads to New CFT Teaching Guide: Developing and Writing a Diversity Statement

Jun. 18, 2018—In April, The Vanderbilt Center for Teaching 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. The session was facilitated by Graduate Teaching Fellow Sara Beck and CFT Assistant Director Joe Bandy and featured a Q&A...

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Rethinking the Presentation of the Teaching Guide

Feb. 11, 2018—by Ryan Bowen, CFT Graduate Assistant When we try a new teaching approach, we may have a sense that there is research that can help us make choices about how to implement it. Often, however, it can be a challenge to find that research. What journals is it found in? What are the right terms...

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Newly Revised CFT Guide on Course Design

Jun. 5, 2017—The Understanding by Design teaching guide was recently updated by Ryan Bowen, a graduate teaching fellow at the Center for Teaching. Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses, content units, and lessons. The teaching guide walks readers through “backward design” which is...

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New CFT Teaching Guide – Leveraging Study Abroad: Collecting and Teaching with Authentic Resources

Aug. 24, 2016—By Stacey M. Johnson and Vivian Finch, CFT Assistant Directors In language classrooms, instructors often bring in authentic language and culture resources for students to examine. These resources help students to gain a  perspective on how people use language in culturally situated ways. For many students, contact with authentic resources is one of the most...

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Teaching with Digital Timelines

Jun. 28, 2016—by Derek Bruff, CFT Director This year the Center for Teaching hosted a few educational technology working groups for faculty, staff, and students interested in exploring ways particular technologies might meet their instructional goals. One of the groups investigated the use of digital timeline tools, like Tiki-Toki and TimelineJS, that facilitate the creation of online,...

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Writing the Pedagogy for Professional Schools and Students Guide

Mar. 4, 2016—by Richard Coble, Graduate Teaching Fellow Is there a problem with professional schools? A growing number of commenters and scholars have decried the professionalization of education, the perceived movement in colleges and universities away from the liberal arts and preparing thoughtful citizenship to meeting market-based needs. But does this critique necessarily apply to professional schools?...

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