October 2018
Research Presentation 
Strategies that Stick: Memorable Moments that Enhance Student Motivation
Meet the newest assistant director at the CFT, Dr. Heather Fedesco! Prior to Vanderbilt, Heather served as the Mellon Pedagogy Researcher at Colorado College where she spent two years conducting research on student motivation. Please join us as Heather shares some of her research exploring the teaching strategies that students find memorable and motivating in their courses. 
Date: Friday, October 26
Time: 10:30-11:30

Location: CFT Classroom
This session is open to everyone
SAVE THE DATE! Upcoming Learning Community Meetings on Understanding the Needs of International Students and Faculty

This year, the CFT continues its attention to issues of teaching, difference, and power by organizing a learning community dedicated to understanding and supporting the needs of international students and faculty. The hope for the group is to have a dynamic discussion of the many issues that arise for international students and faculty in the U.S. classroom, and the teaching approaches that may help both to thrive. The learning community meetings involve informal discussions of pedagogical readings, teaching challenges, and practical strategies for improving our teaching and learning.
Topics include but are not limited to…
  • Creating inclusive spaces for learning
  • Understanding biases towards international students and faculty
  • Engaging students of diverse national backgrounds
  • Supporting students for whom English is a second language
  • Student expectations in the U.S. as compared to other nations
  • Managing faculty authority in the classroom
  • Or, other topics decided by the group
The learning community is open to both faculty and graduate students and will meet several times throughout the academic year.
Upcoming Meeting Dates:
Date: Friday, October 12th
Time: 3-4pm
Location: CFT Classroom
Date: Friday, November 9th
Time: 12-1:30pm (Lunch Provided)
Location: CFT Classroom
Please contact CFT Assistant Director Joe Bandy if you’re interested in the meetings.
Upcoming Science Teaching Lunch on October 26th
The Science Teaching Lunch series invites faculty from A&S science departments to discuss common teaching challenges and to seek ideas and solutions from colleagues and the literature on science teaching and learning. This fall, the series will focus on questions relevant to graduate student education.
The October teaching lunch will focus on enriching mezzanine classes for graduate students. The lunch will be held October 26, 12-1 in MRBIII 1202.
Teaching Design Thinking Learning Community October Conversation:
Education as a Design Process
Students in Vanderbilt’s Learning and Design M.Ed. program combine theories and principles from the learning sciences with processes and practices from user-centered design.
Join us for a conversation on education as a design process with
  • Kristen Neal, lecturer in teaching and learning and director of the Learning and Design program, and
  • Melissa Gresalfi, associate professor of mathematics education and learning sciences.
They’ll share their experiences teaching in the Learning and Design program, and discuss implications for teaching students design thinking, and for the teaching we do more generally.
Date: Tuesday,October 23rd
Time: 12
- 1:30pm (session includes lunch)
Location: CFT Classroom
Please let us know you’re coming. Lunch will be provided!

Brightspace Help is Available!
Come the the CFT and get individual help during Brightspace drop-in hours or by appointment in a one-on-one consult with one of our instructional technologists. You can also email us at Brightspace@vanderbilt.edu or check out this collection of step-by-step guides for help getting started.
October Drop-in Hours
Mondays  2:30pm – 4:30pm
Tuesdays  9:00am – 11:00am
Wednesdays  1:00pm – 3:00pm
Thursdays  10:00am – 12:00pm
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Junior Faculty Spotlight:
Brenda McKenzie
Each month, the CFT Newsletter highlights the work of our Junior Faculty Teaching Fellows. This month, Brenda McKenzie, Leadership, Policy and Organizations, talks about her teaching philosophy and interests.
As a faculty member in the Higher Education Administration (HEA) program, I teach the core courses in the student affairs track, focusing on theories of student development and the practice of student affairs. Additionally, I coordinate and teach the HEA practicum course, teach an Ed.D. course on the college student, and teach an undergraduate HOD course.
Two questions lie at the heart of my teaching philosophy: What does teaching mean to me? How am I able to contribute to student learning in a way that provides opportunities for the application of theory to practice? My approach to teaching is informed by Kolb’s (1984) learning cycle – concrete experience, reflective observation, abstract conceptualization, and active experimentation – and my 21 years as a student affairs practitioner.  Learning is a dynamic process, and I seek to create a connected classroom that links students’ in- and out-of-class experiences.  My classroom is a space for caring and for challenging my students to think deeply and to open themselves up to new points of view.  I provide opportunities in my classes to discuss and apply readings, to utilize activities to address different learning styles, and to encourage reflection on what learning means. Once we have established a foundation of trust, the students and I can then co-construct knowledge by sharing these intersections with each other. 
Whether teaching at the undergraduate or graduate/professional level, I expect that students develop and utilize critical-thinking and creativity skills.  I attempt to push students beyond their comfort zone through readings and discussions that challenge their existing beliefs and ideas.  I want students to leave class in a different place than where they entered – more aware, more fluent in the academic literature, better able to critically think about and solve problems, and, most importantly, excited to continue learning.
At the core, my chief pedagogical aim is to impact student learning.  As Brookfield (2017) states, “the most important pedagogic knowledge we teachers need to do good work is an awareness…of how our students are experiencing learning” (p. 62).  I strive to know my students both developmentally and intellectually.  This allows me to create optimal learning conditions for the students.  I often survey students at the beginning of a course to provide a baseline of where they are with a particular subject.  This informs the topics we address and my approach to those topics.  I also use formative assessments at the end of class sessions such as asking students to respond to the following questions: What? (What did you learn?), So what? (What does this mean to you?), and Now what? (Now what are you going to do with this knowledge?) as ways to indicate where gaps may exist in student learning as well as in my teaching. 
I am excited to explore ways to develop more complex and probing discussion questions for class as well as how to adapt my teaching to a variety of students and class formats through participation in the JFTF program. I look forward to an exciting year, exploring my own practice, and learning and sharing with others.  
Teaching Digital Literacies Learning Community October Conversation to Focus on Multimodal Assignments
How can we design authentic, multimodal assignments that prepare students to communicate effectively through a variety of media? How can we prepare students to use digital tools not only as consumers of information, but also as producers of knowledge?
Join us for a conversation on engaging students as producers of knowledge through multimodal assignments. 
Our panelists will be:
  • Laura Carpenter, associate professor of sociology
  • Karla McKanders, clinical professor of law
  • Andrew Wesolek, director of digital scholarship and scholarly communications
Date: Tuesday, October 16th
Time: 12
- 1:30pm (session includes lunch)
Location: CFT Classroom
Please let us know you’re coming. Lunch will be provided!
Crafting an Effective Teaching Statement Graduate Student/Postdoc Workshop
In this workshop, we will address best practices for writing a teaching statement/philosophy for the academic job market. This workshop is open to Vanderbilt graduate students & Postdocs from across the disciplines who want to improve their teaching portfolio materials. All teaching experience levels are welcome.

Date: Thursday, October 4th
Time: 2:30pm-4:00pm
Location: CFT Classroom
Facilitator: Gregory Smith, CFT Graduate Teaching Fellow
Open to Vanderbilt Graduate Students & Postdocs
Latest Ed Tech Podcast Features
Gabriele Dillmann

In this episode, we feature an interview Stacey Johnson conducted for her podcast, We Teach Languages, with Gabriele Dillmann, associate professor of German at Denison University, a small liberal arts college in Ohio. Gabriele is the director of the Great Lakes Colleges Association’s Shared Languages Program.
The program features language courses taught at one school in the consortium that are offered to students at other schools through virtual classrooms. This makes it possible for a school like Denison to offer upper-level language courses that are often under-enrolled, as well as less commonly taught languages that wouldn’t ordinarily be available on every college campus. Gabriele shares the origin of the program, the challenges it has faced, the technology that makes it work, and the value it brings to language students.
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.
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