May 2018
The CFT acknowledges these junior faculty who participated in the JFTF program this year!
Left to Right: Brett Byrum (Biomedical Engineering), Christopher Caldelaria (Leadership, Policy, and Organizations), Teresa Dunleavy (Teaching & Learning), Nicolette Kostiw (Center for Latin American Studies), Kanah Lewallen (Nursing), Shihong Lin (Civil and Environmental Engineering), Michiru Lowe (Asian Studies), Sara Mayeux (Law), Natasha McClure (Nursing), Marzia Milazzo (English), Mary Lauren Pfieffer (Nursing), Jannyse Starks (Nursing), Claudine Taaffe (African American Diaspora Studies), and Carol Ziegler (Nursing)

We are now accepting applications for the 2018-19 Junior Faculty Teaching Fellows program. Tenure-track and non-tenure track, full-time faculty who will be in their second through sixth year in 2018-2019 are eligible to apply. Fellows will participate in a series of faculty development opportunities designed to enhance their teaching and build their teaching community. They will also receive $2000 in research funds each to be used to enhance their teaching. For more details on the program or to apply, visit the JFTF webpage.
Application Deadline: Wednesday, May 16th
CFT Celebrates Certificate in College Teaching Graduates
Congratulations to the all the participants who completed the Certificate in College Teaching, co-sponsored by the Center for Teaching and the Graduate School, and the Certificate in Humanities Teaching and Learning this past year! The purpose of the certificate programs is to assist graduate students and post doctoral fellows who wish to gain a clearer, deeper, more active approach to teaching and learning in higher education. For more details on the program, visit the CiCT webpage. 
From the CFT Stacks
by  James M. Lang
This book presents cognitive theory research with practical applications. Faculty are presented with strategies for improving student learning with a series of modest but powerful changes that make a big difference—many of which can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques.
Graduate Students Present Investigations of Teaching Tools and Approaches
Support for students learning real analysis. Tools to foster student collaboration in a fully online setting. Opportunities for students to learn important clinical skills.  
These are some of the problems that BOLD Fellows are tackling in the projects they presented on April 30. Attendees learned about eleven projects during a poster session describing projects for Vanderbilt classes that range from the online EdD course Learning in Organizations to an Introduction to Environmental Engineering course. 
Four Fellows presented the results they observed from implemented digital learning materials: Ke (Jack) Ding, Alison Hessling, Sandya Lakkur, and Travis Moore. Dillon Pruett and Cara Singer presented control data and described their plan for gathering data on the impact of their digital learning materials this fall. Finally, four Fellows presented the digital materials they have developed and their plans for implementation: Janine Christiano, Natalie Covington, Jacques Morin, and Lam Pham
We are currently soliciting applications for a cohort of BOLD Fellows to begin work on projects in Fall 2018.
The BOLD Fellows program helps graduate students from all disciplines design and develop online learning experiences, from building online learning modules to fostering online spaces for their students to interact. Each Fellow works with a faculty member who has identified a teaching “problem” in a particular course, working to develop a potential solution, integrate it into the faculty member’s course, and gather data on its impact on student learning. The program spans two semesters: the Fall 2018 “design and development” semester, in which Fellows receive training and support as they develop their module, and the Spring 2019 “implementation and assessment” semester, in which the Fellows implement the project, gather evidence, and work with the CFT to interpret and present their results.
Graduate students from all disciplines are encouraged to identify a faculty mentor, discuss a potential project, and apply by May 16. Previous projects  are described in the BOLD project gallery
The Fellowship carries a $1000 stipend and the opportunity to apply for $500 to fund travel to present the project. For more information about the program, including application information, see the CFT’s BOLD program page
Latest Podcast Episodes on Ed Tech in Higher Education
In this episode, we thought it would be interesting to talk with someone who is currently teaching our future students. Stacey Roshan teaches at the Bullis School, an independent K12 school outside of Washington, DC, where she is also the Upper School Technology Coordinator. She’s well known for flipping her math classroom, introducing students to new material before class through online explanatory videos she creates, and spending class time helping students learn math by working problems on their own and in small groups. She uses a variety of technologies in her teaching, all in very intentional ways to help students learn math and learn how to learn.
For more on teaching with podcasts, have a listen to Episode 27 of this podcast, which features an interview with Gilbert Gonzales,health policy professor here at Vanderbilt. Gilbert shares his experiences with student-produced podcasts.
To listen to the podcasts, visit the Leading Lines website, search for “Leading Lines” in iTunes, or subscribe via RSS.  You can also follow us on Twitter, @LeadingLinesPod.
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