May 2020
The Center for Teaching invites Vanderbilt faculty, postdocs, and graduate students to apply to its new Online Course Design Institute, a two-week online experience intended to help participants prepare to teach an online course. The Online Course Design Institute will be offered multiple times this summer and we are now accepting applications for our late May and June offerings.
During the institute participants will:
  • Develop a course plan for their upcoming online course, one that integrates learning objectives with assessments, assignments, and activities;
  • Build one or more sample modules for their courses, practicing the skills they will use to build other modules;
  • Plan strategies for helping their online students thrive, including strategies for promoting meaningful interaction, social presence, and equitable learning; and
  • Learn about the affordances of online teaching tools, identify tools that align with their goals, and develop practical skills using those tools.
How do I apply?
The Online Course Design Institute is open to all Vanderbilt faculty members with teaching responsibilities, as well as graduate students and postdocs who will be serving as instructors of record at Vanderbilt. Visit the Online Course Design Institute webpage for details and to apply.

Brightspace Support add Zoom Drop-in Hours

Brightspace support continues to be available to help instructors make the most of their Brightspace courses. Click here for more information about our regular phone and email support Sundays through Fridays.
During the month of May, the Brightspace Support team and the Digital Media team at the CFT will be teaming up to offer drop-in support hours on Thursdays 11am-1pm. Use this Zoom link to drop in and ask any questions you have about Brightspace, digital media, or other questions related to teaching online.

Resources for RemoteTeaching and Learning

Over the last couple of months, Center for Teaching staff have created and shared a variety of resources to help the Vanderbilt teaching community make the transition to remote teaching and learning. Those resources include:
Using Top Hat to drive student engagement in asynchronous learning
(guest CFT blog post from Jesse Blocher, Finance)
Brightspace Model Course
(see here for instructions on joining)
Accessibility and Remote Teaching
(Brightspace blog post)
Using OneNote to Teaching Online
(guest CFT blog post from Elliott McCarter, Asian Studies)
Follow The CFT Online
facebook logotwitter logoreflectreflect
Share this newsletter
Junior Faculty Spotlight:
Jennifer Ridgway
Each month, the CFT Newsletter highlights the work of our Junior Faculty Teaching Fellows. This month, Jennifer Ridgway, Nursing, talks about her teaching philosophy and interests.
Engaging in the Center for Teaching’s (CFT) Junior Faculty Teaching Fellowship (JFTF) has become one of the greatest growth opportunities in my professional development as faculty.  One of my primary goals in participating in this year’s JFTF cohort was to gain a broader “toolbox” in order to increase student engagement. 
One of the greatest benefits of being a member of this year’s JFTF cohort has been the opportunity to collaborate with colleagues. Roundtable discussions with other faculty members and the skilled experts at the CFT have shared creative ideas in order to have meaningful engagement with students.
The course that I chose to focus on for my JFTF project is a hybrid course focused on pharmacology for the pediatric nurse practitioner student.  My desire to increase engagement centered on the importance of students assimilating didactic content into clinical practice.  One of my colleagues shared an idea to have students self-record an “infogram”.   The need for this assignment is based around antibiotic stewardship guidelines and opportunity for students to become more comfortable in educating caregivers concerning the reasons why antibiotics are not prescribed for viral illnesses. The objectives of the finished recording are: 1. The student will research and verbally deliver evidence-based guidelines as though education a caregiver 2. Forming effective verbal communication to facilitate patient/caregiver understanding 3. The opportunity to self and peer critique and offer feedback. 
In the future I will return to the CFT for guidance on teaching innovation and student engagement.  I have also gained a greater understanding of the importance of collaborating with faculty members.  Two, three, four, five, etc. brains are better than one. 
Flipgrid: Empowering Voices with Asynchronous Online Video Discussions
by Patrick Murphy, Senior Lecturer in the Department of  Spanish & Portuguese
Flipgrid is a free online video tool from Microsoft that allows students to record video for up to 10 minutes.  It has a lot of fun visual effects as well as intuitive assessment and feedback options that can be included in rubric evaluation and grading components.  When I came to the realization that I would be teaching my classes completely online for the remainder of the term, I really wanted to utilize the tech tools my students already knew to minimize new training that would be necessary and to ease that burden in class.  Fortunately, for my classes, Flipgrid was in our repertoire before the pandemic, but let me assure you, this is one tool easily integrated to any class really at any time.  It is extremely user friendly and requires very little technological skill to set up and execute.
I have been using Flipgrid in my classes for the past two years.  It is the easiest tech platform that I use for a number of reasons that I hope to outline here.  I use it for asynchronous language practice in Spanish for High Beginners (1103), but I believe it can be useful in other classes as well.  Your students can use Flipgrid with a google account sign in or no sign in at all.  As you will see, you only need to supply students with a “flipcode” which is an alphanumeric code to enter the grid and record a video or respond to an instructor’s or classmate’s video.  These grids can be public or password protected for increased privacy.  There are tons of options for using this tool. If you have students sign in with an email account, this added step would allow students to view feedback and rubric scores if you choose to use it that way. It also creates a low-pressure environment for students to speak extemporaneously without the anxiety of evaluation in the moment.  I use video recording [...More]

Latest Episode of the
Leading Lines Podcast

During this season of Leading Lines, we’re exploring the impact of the coronavirus pandemic on higher education. A big part of that impact lands on our students. Robin DeRosa is the director of the Open Learning & Teaching Collaborative, or Open CoLab, at Plymouth State University, a public liberal arts institution that’s part of the University. She brought along her colleague Martha Burtis, now a learning and teaching developer at the Open CoLab, and formerly at the Division of Teaching and Learning Technologies at the University of Mary Washington.
Robin and Martha talk about the challenges our students are facing during this crisis and the ways they and their colleagues are helping to respond to those challenges. They also offered some useful advice for faculty and institutions planning ahead for an uncertain summer and fall.
To hear the podcast episodes you've missed, visit the Leading Lines website, search for “Leading Lines” in iTunes, or subscribe via RSS. You can also follow us on Twitter, @LeadingLinesPod.
©2016 Vanderbilt University · The Center for Teaching 
1114 19th Ave. South, Nashville, TN 37212
Phone: 615-322-7290 Fax: 615-343-8111
powered by emma
Subscribe to our email list.