2022年世界杯中国小组赛积分 - 瑞士vs喀麦隆走地

2024 high impact series workshops

thu, 08 aug 2024 18:52:47 +0000

our high impact series workshops are designed to enhance teaching skills, foster interdisciplinary collaboration and elevate impact in the classroom. discover new strategies and innovative techniques to inspire and engage students in the classroom and guide them to develop a passion for lifelong learning. this semester’s programs include:

applying gamification in your classroom (3-part series)
enhancing student engagement through inclusion awareness and strategic response
inclusive assessments and grading
steal my success strategy
navigating difficult conversations in the classroom
lowering the stakes while raising the standards: un-grading in higher education
mastering mentorship: strategies for supporting graduate students through challenges
using brightspace and integrated brightspace tools to support capstone projects
balancing teaching and research: strategies for effective course management and student engagement
generative ai in the classroomfacilitated by jen wilson, ph.d.
empowering teaching and learning through human centered design (hcd)
using universal design of learning principles to improve the accessibility of your learning materials and brightspace environment

click here to find out more and register!

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welcome jennifer ogg wilson!

tue, 13 feb 2024 18:13:41 +0000

we are proud to announce that jennifer ogg wilson has joined of the office of education design and development (formerly the 2022年世界杯中国小组赛积分) as its new director. as a vanderbilt alumna with a ph.d. and m.a. in political science, she is thrilled to be back on campus. a seasoned learning facilitator, she has created and led over 300 educational development workshops and programs for university faculty and staff. her areas of expertise center around active learning, metacognition, student engagement and belonging, teaching innovation, and educational research. her two most recent research projects explore the effects of personality on active learning and learning gains experienced by students taught through virtual reality. prior to joining the oedd in february of 2024, she was the director of teaching programs at the university of louisville. she also served for six years an assistant professor of political science at tennessee tech university, where she was the 2016 recipient of the outstanding teaching award in general education. jennifer holds b.a.s in french and international studies from the university of tennessee, which support her favorite hobby of travel. her other interests outside of higher education include downhill skiing, scuba diving, and cheering on the kansas city chiefs. please join us in welcoming jen back to vanderbilt!

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giving students feedback

thu, 09 nov 2023 14:00:53 +0000

at this time in the semester when students are handing in an assortment of assignments, it is important to provide meaningful feedback to guide their growth. effective feedback can come in a variety of forms, but students find it most helpful when it is educative about what they are doing well and not so well, when it is timely, when it is personalized as much as possible, and when it provides models or examples of improved performance. given that effective feedback is often in tension with efficient feedback, and time is of the essence for faculty and students alike, there are several techniques that may make feedback timelier. these include using rubrics, possibly designed with students, that have pre-prepared language for different levels of performance on different criteria. one might also use self- or peer-feedback processes to both empower students in their own assessment, while also lessening the time faculty need to give to each assignment. lastly, one might look for common concerns or suggestions across a class’s assignments and give it to the students as a group, rather than in multiple individual assignments. for more helpful advice on giving effective and efficient feedback you might review this guide from the mit teaching + learning lab.

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teaching in tumultuous times

tue, 07 nov 2023 14:14:45 +0000

despite our aspirations for our classrooms to be home to open inquiry and reasoned, informed debate, sometimes the intensely traumatic nature of current events can overwhelm us or our students. whether it is recurring incidents of mass violence, the persistence of social or environmental crises, or polarized political debate in our public sphere, just to name three, students may experience deep-seated emotions that can lead to disengagement from the learning process or reactive conflicts that can be unproductive or harmful. we at the cft know that the current moment is a particularly stressful time in which tensions are high, and all educators are in need of improving our strategies to help transform these reactions into moments of growth, individually and collectively.

towards this end, we have several events and resources that will prove useful.

first, we will have the workshop mentioned below, “transforming classroom conflict into learning,” with dana nelson (english), alan wiseman (political science and law), and allison anoll (political science), monday, november 13th, from 12:00 to 1:15pm at the cft (please register here).

second, we hope you will delve into the cft teaching guide, teaching in times of crisis, as well as those of our peer centers that emphasize many similar and complementary strategies:

getting started with establishing ground rules (cornell 2022年世界杯中国小组赛积分 innovation)
guidelines for discussing difficult or high-stakes topics (university of michigan center for research on teaching and learning)
addressing disruptive social and political events (stanford teaching commons)
addressing difficult events in the classroom (mit teaching + learning lab)
teaching in difficult times (uc berkeley 2022年世界杯中国小组赛积分 and learning)
handle difficult moments with respect and sensitivity (carnegie mellon eberly 2022年世界杯中国小组赛积分 excellence and innovation)
using cognitive empathy in the classroom (unc charlotte 2022年世界杯中国小组赛积分 and learning)
facilitating difficult conversations during class (johns hopkins 2022年世界杯中国小组赛积分 excellence and innovation)

lastly, please set up an appointment with the cft staff to help you develop strategies and models specific to your teaching context. you can find out more about our consultations for these or other subjects, along with contact information, here.

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interdisciplinary teaching workshop

wed, 01 nov 2023 12:33:53 +0000

test are you teaching a subject that is inter- or multi-disciplinary and somewhat outside of your comfort zone? are you team teaching a course with someone from another discipline and adjusting to their discipline’s ways of thinking or “signature pedagogies”? are you hoping that your students develop a thoroughly multi-disciplinary understanding of a topic, but not sure how you might help them to do so? in this workshop, we will help you to define what interdisciplinarity means to you, and how you might structure it for your teaching context. we also hope to help you respond to these teaching challenges so that you, your teaching partners, and your students can benefit from a more dynamic multidisciplinary form of teaching. if you are interested in attending, please register here.

facilitator: elizabeth meadows (associate director, robert penn warren center) and joe bandy (interim director, cft)
date: wednesday, november 15^th
time: 12:00-1:00pm
where: 2022年世界杯中国小组赛积分 classroom, 1114 19th ave south, 3rd floor

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transforming classroom conflict into learning workshop

mon, 30 oct 2023 12:45:26 +0000

in these times of political polarization and contentious dialogue throughout our society, it is not uncommon for educators across the curriculum to experience, or at least fear, student conflict in the classroom. whether it is due to differences sparked by ideology, identity, or simple intellectual disagreement, student conflicts may stray beyond productive debate into highly reactive and harmful interactions. these moments hold the possibility of, at the very least, disrupting classroom cultures of trust necessary for critical learning, and at the very most, leading to traumas for students and faculty. this workshop will focus on strategies that educators may use, both to prevent unproductive conflict, and failing that, to resolve and transform them into developmental experiences for all. to help in this work will be faculty who have extensive research expertise and/or teaching experience in navigating contentious topics, dana nelson (nancy perot chair of english and professor of american studies), alan wiseman (cornelius vanderbilt chair in political science and professor of law), and allison anoll (assistant professor of political science). if you are interested in attending, please register here.

facilitator: joe bandy (interim director, cft)
date: monday, november 13^th
time: 12:00-1:15pm
where: 2022年世界杯中国小组赛积分 classroom, 1114 19th ave south, 3rd floor

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developing collaborative assignments workshop

thu, 26 oct 2023 12:30:43 +0000

research indicates that collaborative assignments and projects can promote meaningful learning by inviting students to address complex problems while engaging the insights and perspectives of others. in this workshop, participants will develop an outline for a collaborative group project or assignment that they plan to deploy in the spring semester. co-facilitated by boni yraguen (phd, mechanical engineering) and laura carter-stone (phd, teaching and learning), participants will explore a broad range of possible formats and methods of assessment for assignments from stem, humanities, and social sciences-oriented classes. participants will work in disciplinary peer groups to identify where this type of assignment would fit into their course, craft learning objectives, assessment methods, and other features of their collaborative project or assignment to support student learning. if you are interested in attending, please register here.

facilitator: laura carter-stone (postdoctoral fellow, cft) & boni yraguen (instructional consultant, cft)
date: tuesday, november 7th
time: 1:00 – 2:00 pm
where: 2022年世界杯中国小组赛积分 classroom, 1114 19th ave south, 3rd floor

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using a process-oriented approach to student writing to deepen learning and engagement workshop

thu, 19 oct 2023 13:15:34 +0000

research suggests that providing students repeated opportunities to create, evaluate, and revise various types of writing, especially for authentic audiences, can catalyze deeper forms of learning. through this workshop, we will discuss research-based strategies for improving student writing and content learning in a variety of disciplinary areas. participants will either revise an existing writing assignment or outline a writing lesson that applies effective writing pedagogy. we will also consider the affordances and challenges that chatgpt and other forms of generative ai present to writing pedagogy while exploring examples of writing assignments that integrate generative ai, including some developed by vanderbilt faculty. if you would like to attend, please register here.

facilitators: laura carter-stone (postdoctoral fellow, cft) and marcy pedzwater (instructional designer, ode)
date: thursday, october 26th
time: 1:00 – 2:00 pm
where: 2022年世界杯中国小组赛积分 classroom, 1114 19th ave south, 3rd floor

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teaching our students to think critically

mon, 09 oct 2023 17:40:09 +0000

special event

teaching our students to think critically
with louis e. newman

october 31^st, 12:00-1:30pm (lunch provided)
2022年世界杯中国小组赛积分, 1114 19^th ave south, 3^rd floor

we all want our students to become adept at critical thinking. but what exactly do we mean by this, and how do we teach it? in this session, we’ll explore these questions and consider specific pedagogical strategies for helping undergraduates develop the habits of mind we expect of them.

louis e. newman is the author of thinking critically in college, and has served as the dean of academic advising and associate vice provost for undergraduate education at stanford university, and was the humphrey doermann professor of liberal learning and the director of the perlman center for learning and teaching at carleton college. he is now the john m. and elizabeth w. musser professor emeritus of religious studies at carleton. he also is one of the country’s leading scholars of jewish ethics and the author of several previous books, including repentance: the meaning and practice of teshuvah (jewish lights 2010), past imperatives: studies in the history and theory of jewish ethics (suny press, 1998) and an introduction to jewish ethics (prentice hall, 2005), among others. he has been featured more recently in inside higher education as well. we are grateful to have dr. newman join us for this special event.

if you are interested in attending, please register here. lunch will be provided.

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soliciting mid-semester feedback from students

mon, 09 oct 2023 12:15:57 +0000

it’s that time of the semester when you may be wondering whether your course is going all that well and what students are thinking about it. we at the cft are here to help you collect just this kind of information and support you as you decide what to do with it. there are a couple of ways you can collect information. first, you could sign up for a mid-semester feedback consultation with the cft staff who would use a small group analysis (sga) process to gather student thoughts in your absence. this is not unlike a focus group process, which is described further here, and it only takes twenty minutes of class time. second, you could collect the information via an anonymous survey that you conduct yourself. if you prefer this option, you might benefit from reading a guide on how to do this by former cft graduate teaching fellow, robert marx, “soliciting and utilizing mid-semester feedback.” whichever method you choose, we are happy to help you make sense of the results and what, if anything, you might like to change in your teaching.

if you would like to schedule a mid-semester feedback consultation, please call juliet traub (615-322-7290) or write to us here.

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