. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . June 2016 Newsletter 

Instructors can pilot one of three CMS options this summer term

Vanderbilt is considering options for our next course management system (CMS). This spring, we hosted three potential vendors (Blackboard, Instructure, and D2L), and the CMS Selection Committee would like to move forward piloting each of the three systems this summer. The Center for Teaching will coordinate and support the summer CMS pilots, making it as easy as possible for instructors to run courses on the various systems.  We are actively looking for instructors interested in piloting one of the systems this summer.  Instructors need to be willing to provide feedback on the system they pilot, and they need to allow the CFT to survey their students for additional feedback.
Contact us at if you are interested in piloting one of the potential course management systems this summer, or if you have any questions or concerns about Blackboard.

BOLD Fellow and Mentor Present at Annual Meeting

BOLD Fellow Hannah Krimm and her faculty mentor, Melanie Schuele, Associate Professor of Hearing & Speech Sciences, presented at the Council of Academic Programs in Communication Sciences & Disorders (CAPCSD) annual meeting in San Antonio, Texas in March. Their talk, entitled “Effect of an online learning module for transcription,” discussed the online learning module they created in the BOLD program.
The project stemmed from a need to establish graduate students’ foundational knowledge of the sound structure of the English language. In their experience, students came to the course with varying levels of knowledge and experience with sound structures and speech transcription. The online training module Krimm and Schuele allowed students to gain critical knowledge and practice before the course began, so that the students began the class on a more even footing. 
From the CFT Stacks
This book focuses on the learning community model that is the most flexible to implement in terms of scheduling, teacher collaboration, and design: the linked course.
This volume covers both “linked courses” in which faculty may work to coordinate syllabi and assignments, but teach most of their courses separately, as well as well as “paired courses” in which two or more courses are team taught in an integrated program in which faculty participate as learners as well as teachers. 

Available in the Center for Teaching library.

BOLD Fellow Kendra Oliver Presented on Student Blogs at 2016 Experimental Biology Conference

Kendra Oliver, a PhD student in Pharmacology and a CFT BOLD Fellow, presented a poster on her BOLD project at the 2016 Experimental Biology conference in San Diego in April. Her poster, entitled “Probing the use of web-logs (Blogs) to promote student ownership,” presented her research on an online learning module she created through the Center for Teaching’s BOLD program with her faculty mentor John Wikswo, Professor of Physics. The project investigated the effectiveness of using student blogs to promote student ownership in two years of a biology honors course.
Reflecting on Teaching: 
What?  For Whom?  Why?

Often, the motivation to improve one’s teaching by revising practices or experimenting with new initiatives stems from reflection.  This reflection often focuses on feedback received from others, such as student evaluations or peer reviews.  Reflection further involves one’s own assessment of experiences, through self-observation and activities that foster self-analysis such as teaching workshops or individual consultations, and/or pedagogical research. 
Written reflections on teaching can be used for personal, professional, or pedagogical purposes. At Vanderbilt, promotion and review processes require faculty to reflect on their work and document their progress in teaching, research and service.  When reporting on teaching, faculty are encouraged to articulate their teaching philosophy and objectives; describe past and planned course and curriculum development; and explain pedagogical initiatives, innovations or experiments, and their results.

The CFT provides one-on-one consultations on evaluating and documenting your teaching.  We will work with you to reflect deliberately on your practice as a means of deepening your understanding of pedagogical goals and methods, and linking those goals and methods to student learning.
For more information, please stop by, or call, the Center for Teaching (322-7290) or visit our set of teaching guides on the topic.

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