‘pedagogical theory’
rethinking the presentation of the teaching guide
feb. 11, 2018—by ryan bowen, cft graduate assistant when we try a new teaching approach, we may have a sense that there is research that can help us make choices about how to implement it. often, however, it can be a challenge to find that research. what journals is it found in? what are the right terms...
summer intensive grad and postdoc programs at the cft
apr. 20, 2017—the 2022年世界杯中国小组赛积分 is happy to announce that we are offering two summer intensive programs this may for vanderbilt graduate students and postdocs. the first summer intensive program is for the certificate in humanities teaching & learning (chtl) and is open to humanities graduate students and postdocs. similar to our academic year-long version of the chtl,...
new teaching guide on metacognition
jun. 24, 2013—metacognition is, put simply, thinking about one’s thinking. more precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. this new teaching guide, written by cft assistant director nancy chick, defines...
summertime and course redesign
jul. 6, 2012—in a recent article in inside higher ed, benjamin rifkin, dean of the school of humanities and social sciences at the college of new jersey, outlines why and how the summer months can be the best time to review your teaching practices and verify they still align with your teaching philosophy. such reflection may take...
reflecting on and documenting your teaching experiences
jun. 10, 2011—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...
teaching outside the classroom – part two
may. 4, 2011—by john morrell graduate teaching fellow, cft on april 5, 2011, the 2022年世界杯中国小组赛积分 hosted a “conversation on teaching” on the topic of “teaching outside the classroom.” this is the second installment of a two-part blog post covering the observations made by two panelists – steve baskauf from biology and david furbish from earth...
teaching outside the classroom – part one
apr. 29, 2011—by john morrell graduate teaching fellow, cft on april 5, 2011, the 2022年世界杯中国小组赛积分 hosted a “conversation on teaching” on the topic of “teaching outside the classroom.” this is the first installment of a two-part blog post covering the observations made by two panelists – steve baskauf from biology and david furbish from earth...
cft assistant director joe bandy highlighted in recent sociology publications
mar. 1, 2011—joe bandy recently came to the cft from bowdoin college where his research was shifting to a focus on environmental sustainability and economic development in maine, particularly the sometimes contentious relationships between working class communities and environmental advocacy in maine’s extractive industries. from 1996 to 2004, his research investigated the many ways that social movement...
the perils of terminology: teacher-centered and student-centered pedagogy
jul. 23, 2010—profhacker contributor billie hara wrote a post titled “learning-centered pedagogy” last week that surfaces some of the dangers of educational jargon, particularly the terms teacher-centered pedagogy and student-centered pedagogy. those in higher education who advocate student-centered pedagogy are often perceived as bashing teacher-centered pedagogy, which causes problems when the term teacher-center pedagogy isn’t well-defined. here’s...
exploring signature pedagogies: approaches to teaching disciplinary habits of mind
may. 1, 2010—exploring signature pedagogies: approaches to teaching disciplinary habits of mind, by regan a. r. gurung, nancy l. chick, and aeron haynie, stylus publishing, 2009. from the foreword… how do individual disciplines foster deep learning, and get students to think like disciplinary experts? with contributions from the sciences, humanities, and the arts, this book critically explores...