In this issue





Mellon Summer 2016 Accelerated Workshop
Seminar –  May 16th, 17th, 18th
Practicum – May 26th, 27th





Check out these recent posts to our blog.


Vanderbilt Institute for Digital Learning calls for microgrant proposals

Junior Faculty Teaching Fellow Spotlight: David Diehl

The Future of Learning: Digital, Data-driven, and Distributed – George Siemens, April 13th

Campus encouraged to participate in Blackboard feedback survey

BOLD Fellow presents at the American Geophysical Union Fall Meeting

Class, Race, and the First-Generation Student Label

Writing the Pedagogy for Professional Schools and Students Guide








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April 2016

Digital Timelines, a Conversation on Digital Pedagogy
April 4th

Monday, April 4, 2016
12:10 to 1:00 p.m. (lunch provided)
Robert Penn Warren Center for the Humanities

Register Here


Remember those timelines you saw in your history textbook back in middle school? Today’s digital timelines do far more than present a static, linear progression of dates and names. Online, interactive timelines support visually rich displays of information—text, images, multimedia, hyperlinks, even geospatial data—using spatial arrangements, categories, and color schemes to convey meaning. And thanks to tools like Tiki-Toki and TimelineJS, you and your students can produce your own online, interactive timelines with relative ease, even collaborating on a single, shared timeline.

In this conversation, we’ll hear from three instructors about ways their students are creating, analyzing, and sharing timelines to understand events in their historical contexts, to identify themes and relationships among events, and to construct historical arguments. Panelists include Elizabeth Meadows, Senior Lecturer in English; Bryan Lowe, Assistant Professor of Religious Studies; and Jonathan Redding, PhD student in religion.

CoDP Timelines

The panel will be moderated by Derek Bruff, Director of the Center for Teaching. Elizabeth and Bryan participated in a working group on digital timelines organized by the Center for Teaching this year. Read more about the working group on Derek’s blog.

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Gender Awareness and Inclusion Forums







The Faculty Senate is hosting two Gender Awareness and Inclusion Forums, April 1st in Sarratt Student Center 112, and April 6th in Mayborn 204, both from 4-5pm.  The purpose of the forums is to help faculty, students, and staff become more aware of the ways to create a more civil and inclusive campus — but particularly classroom settings — for students of non-conforming gender identities.

 To accompany these discussions there is a pronoun poster and an forthcoming teaching guide available through the Center for Teaching website.  Please attend if you are curious about the issues and how to be a more inclusive instructor.

These forums are collaborations between the Faculty Senate, Vanderbilt Student Government, the KC Potter Center, and the Center for Teaching. 

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Campus encouraged to participate in Blackboard feedback survey


The CFT, as the administrative home for Blackboard, Vanderbilt’s primary course management system, is conducting an assessment in March to determine the extent to which Blackboard is meeting the needs of campus users.

Results of this needs assessment will inform Vanderbilt’s decision to renew its contract with Blackboard, set to expire in 2017, or to move to another course management system better suited to supporting teaching and learning at Vanderbilt.

You’re encouraged to complete a 10-minute survey by Monday, April 4th. The survey asks about the kinds of tools and experiences you value in a course management system and about your experiences using Blackboard.

For more information on the needs assessment, visit the Course Management System Selection Process website.

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Apply to be a Junior Faculty Teaching Fellow!

We are now accepting applications for 2016-17. The CFT's Junior Faculty Teaching Fellows program is designed to help you:

• Learn from the teaching experiences of colleagues at Vanderbilt.
• Develop skills that will enable you to analyze and improve your teaching over time.
• Enjoy the community of teachers at Vanderbilt.
• Learn to balance and integrate your teaching and research.
• Develop and improve materials for review and tenure processes.

Junior Faculty Teaching Fellows also will receive $2000 in research funds each to be used to enhance their teaching.

Tenure-track and non-tenure track, full-time faculty who will be in their second through sixth year in 2016-2017 are eligible to apply.

Application Deadline: Monday, May 16th

For more details on the program or to apply, visit the JFTF webpage.

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BOLD Fellows Program is Accepting Applications

We are recruiting graduate students to participate in the BOLD Fellows program beginning in August 2016.

The BOLD Fellows program is designed to help graduate student/faculty teams build expertise in developing online instructional modules grounded in good course design principles and our understanding of how people learnSTEM faculty members partner with graduate students or postdocs to design and develop online modules for integration into a course, either as a tool to promote flipping the classroom, a module for a blended course, or a unit to supplement an existing course. The teams implement these modules in an existing class and investigate their impact on student learning. The program is a collaboration between Vanderbilt’s Center for Teaching and the CIRTL Network (Center for the Integration of Research, Teaching, and Learning).  Example projects are described in the BOLD project gallery.


This two-semester program is divided into a “design and development” semester, in which Fellows receive training and support as they develop their module, and an “implementation and assessment” semester. We are currently recruiting Fellows to begin the program in August  for implementation and assessment in the following Spring semester.  The Fellowship carries a modest stipend. For more information about the program, including a video from the inaugural group of BOLD Fellows and application information, see the CFT’s BOLD program page.

Applications are due May 16th; decisions will be made by June 1st.

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From the Stacks...


Promoting Integrated and Transformative Assessment: A Deeper Focus on Student Learning
by Catherine M. Wehlburg

Assessment plays a key role in institutions of higher education. However, many colleges and universities simply add their assessment plans onto other teaching, learning, service, and research activities in order to prepare for an impending accreditation visit. In this important resource, Catherine M. Wehlburg outlines an integrated and ongoing system for assessment that both prepares for an accreditation visit and truly enhances student learning. This innovative approach can be adapted for use in a wide variety of situations to transform a department or an entire institution.

Available in the Center for Teaching library.

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