since its founding in 1986, the cft\u2019s contributions to the literature on teaching and learning in higher education has taken many different forms. below is a list of a few of our contributions. this list is not intended to be comprehensive; instead it is meant to give a sense of the kinds of topics our staff members have explored in past publications.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n

intentional tech: principles to guide the use of educational technology in college teaching<\/em><\/strong> by derek bruff\u00a0<\/strong>(west virginia university press, 2019)<\/p>\n arguing that teaching and learning goals should drive instructors\u2019 technology use, not the other way around,\u00a0cft director\u00a0derek bruff\u2019<\/strong>s book explores seven research-based principles for matching technology to pedagogy. through stories of creative and effective use of educational technology by faculty and other instructors, bruff approaches technology not by asking \u201chow to?\u201d but by posing a more fundamental question: \u201cwhy?\u201d<\/td>\n	<\/a><\/td>\n<\/tr>\n
\n science teaching essentials: short guides to good practice<\/em><\/strong> by cynthia brame<\/strong>\u00a0(academic press, 2019)<\/p>\n cft associate director cynthia brame<\/strong>\u2019s book provides research-based strategies and resources for addressing common teaching challenges in the sciences, health professions, and engineering. written for current and future faculty,\u00a0science teaching essentials<\/em>\u00a0features short, stand-alone chapters on topics such as inclusive teaching, course design, active learning, group work, lecturing, writing exams, and rubrics. while the book provides great examples relevant to science classes, brame\u2019s guides feature useful suggestions for anyone interested in adopting evidence-based pedagogies, regardless of their discipline.<\/p>\n<\/td>\n	<\/a><\/td>\n<\/tr>\n
spanish and portuguese review: the graduate student journal of the american association of spanish and portuguese<\/em><\/strong> edited by stacey johnson<\/strong> (appointed editor in 2019)<\/p>\n cft assistant director stacey johnson <\/strong>began editing spanish and portuguese review (spr) <\/em>in 2019, which the annual graduate student journal of the\u00a0american association of teachers of spanish and portuguese (aatsp)<\/strong><\/a>.\u00a0spr<\/em>\u00a0publishes\u00a0original, unpublished manuscripts on culture, film, linguistics, literature, pedagogy, second language acquisition, translation, and other areas related to the study or teaching of hispanic and luso-brazilian languages and cultures.<\/td>\n	<\/a><\/td>\n<\/tr>\n
adult learning in the language classroom<\/strong><\/em> (multilingual matters, 2015)<\/p>\n this book by cft assistant director stacey johnson explores the intersection of adult learning theory and language teaching practice. in their work, cft regularly draw on educational theory and research to understand discipline-specific teaching and learning practices, often by gathering and analyzing evidence of those practices, as johnson does in this volume and her previous work, hybrid language teaching in practice: perceptions, reactions, and results<\/em> (stylus, 2015). more information on johnson’s scholarship is available here<\/a>.<\/td>\n	<\/a><\/td>\n<\/tr>\n
exploring more signature pedagogies: approaches to teaching disciplinary habits of mind<\/em><\/strong>, <\/strong>(stylus, 2012)<\/p>\n this volume was co-edited by nancy chick<\/strong> and was published while she was an assistant director at the cft. it’s a follow-up to nancy’s earlier work, exploring signature pedagogies: approaches to teaching disciplinary habits of mind<\/em> (stylus, 2009). both books feature invited chapters from scholars of teaching and learning on teaching practices that help students understand and develop ways of thinking core to different academic disciplines. chick’s work on signature pedagogies has been transformative here at vanderbilt and beyond. chick now serves as the academic director of the taylor institute for teaching and learning at the university of calgary. see nancy chick’s website<\/a> for more information.<\/td>\n	<\/a><\/td>\n<\/tr>\n
teaching at its best: a research-based resource for college instructors<\/em><\/strong>\u00a0(4th edition) by linda nilson<\/strong>\u00a0(jossey-bass, 2010)<\/p>\n linda nilson\u00a0wrote the first edition of this book, then subtitled \u201ca research-based resource for the vanderbilt teaching community,\u201d while she was the director of the cft. in\u00a0the latest edition\u00a0of her book, nilson provides practical strategies for a wide variety of teaching modes and contexts, all well-informed by the research literature on teaching and learning. for several years, copies of nilson\u2019s book were given to new teaching assistants every august at the cft\u2019s ta orientation.what the best college teachers do<\/em> by ken bain (harvard university press, 2004)<\/td>\n	<\/a><\/td>\n<\/tr>\n
teaching with classroom response systems: creating acting learning environments<\/em><\/strong>\u00a0by derek bruff<\/strong>\u00a0(jossey-bass, 2009)<\/p>\n classroom response systems, or \u201cclickers,\u201d are instructional technologies that enable teachers to rapidly collect and analyze students\u2019 responses to multiple-choice and free-response questions during class. cft director\u00a0derek bruff\u2019<\/strong>s book features example clicker questions and activities from 50 instructors from a wide variety of disciplines and types of institutions. the book grew out of\u00a0an online resource guide<\/a>\u00a0to teaching with clickers that bruff wrote at the cft, and is an example of the cft\u2019s continuing interest in educational technology. for more on bruff\u2019s work, see his website,\u00a0agile learning<\/a>.<\/td>\n	<\/a><\/td>\n<\/tr>\n
what the best college teachers do<\/em><\/strong>\u00a0by ken bain\u00a0<\/strong>(harvard university press, 2004)<\/p>\n founding cft director\u00a0ken bain\u00a0<\/strong>has been studying outstanding college teachers for more than two decades. his\u00a02004 book<\/a>\u00a0summarizes key findings of his study and relates those findings to cognitive science research. although bain\u2019s book was published while he was the director of the 2022年世界杯中国小组赛积分 excellence at new york university, he began his study right here at vanderbilt, shortly after founding the cft. bain\u2019s book is an example of how the cft works to blend pedagogical theory with teaching practice.<\/td>\n	<\/a><\/td>\n<\/tr>\n
<\/td>\n	<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/a>publications<\/h2>\n below is a list of articles, chapters, and books written (or co-written) by cft staff members while working at the cft. (publications written by cft staff members prior to joining the cft are not reflected in this list, although in many cases that prior work continues to inform the work of the cft.)<\/p>\n 2019 publications<\/h3>\n \n fedesco, <\/strong> n., bonem, e. m., wang, c., & henares, r. (2019). connections in the classroom: separating the effects of instructor and peer relatedness in the basic needs satisfaction scale. motivation and emotion<\/em>, 43<\/em>, 758-770. https:\/\/doi.org\/10.1007\/s11031-019-09765-x<\/a><\/li>\n bonem, e. m., fedesco, <\/strong> n., zissimopoulos, a. (2019). what you do is less important than how you do it: the effects of learning environment, contact hours and active learning on course environment, student motivation and academic performance. learning environments research<\/em>. https:\/\/doi.org\/10.1007\/s10984-019-09289-8<\/a><\/li>\n thurber, a., harbin, m. b., & bandy<\/strong>, j.\u00a0(2019). teaching race: pedagogy and practice. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. \/\/www.imrbdigital.com\/teaching-race\/<\/a>.<\/li>\n dewsbury, b. and brame<\/strong>, c. j. (2019). an introduction to the inclusive teaching evidence-based teaching guide. cbe life sciences education, <\/em>https:\/\/doi.org\/10.1187\/cbe.19-01-0021<\/em><\/a><\/li>\n dewsbury, b. and brame<\/strong>, c. j. (2019). evidence-based 2022年世界杯预选赛赛程表: inclusive teaching. cbe life sciences education, <\/em>https:\/\/lse.ascb.org\/evidence-based-teaching-guides\/inclusive-teaching\/<\/em><\/a><\/li>\n bruff<\/strong>, d. (2019).\u00a0students as producers: collaborating toward deeper learning<\/a>. in pierard, c., jackson, a., & schadl, s. (eds.),\u00a0scholarship in the sandbox: academic libraries as laboratories, forums, and archives for student work<\/em><\/a>. chicago: association of college and research libraries.<\/li>\n<\/ul>\n 2018 publications<\/h3>\n \n bandy<\/strong>, j., price, m. f., clayton, p. h., metzker, j., nigro, g., stanlick, s., etheridge woodson, s., bartel, a., & gale, s. (2018). democratically engaged assessment: reimagining the purposes and practices of assessment in community engagement<\/a>. davis, ca: imagining america.<\/li>\n bruff<\/strong>, d. (2018). peer instruction and technology. in abell, m., braddy, l., ensley, d., ludwig, l., & soto h. (eds.),\u00a0maa instructional practices guide<\/em><\/a>.\u00a0<\/em>washington, dc: mathematical association of america.<\/li>\n bandy<\/strong>, j. (2018). created opportunities for students to apply course content outside the classroom. idea,\u00a0http:\/\/www.ideaedu.org\/resources-events\/teaching-learning-resources\/created-opportunities-for-students-to-apply-course-content-outside-the-classroom<\/a>.<\/li>\n knight, j. k. and\u00a0brame<\/strong>, c. j. (2018). an introduction to the peer instruction evidence-based teaching guide.\u00a0cbe life sciences education,\u00a0<\/em>https:\/\/lse.ascb.org\/evidence-based-teaching-guides\/peer-instruction\/<\/a>.<\/li>\n wilson, k. j. and\u00a0brame<\/strong>, c. j. (2018). helping practitioners and researchers identify and use education research literature.\u00a0cbe life sciences education<\/em>, doi: 10.1111\/idh.12334.<\/li>\n wilson, k. j., brickman, p., and\u00a0brame<\/strong>, c. j. (2018). group work.\u00a0cbe life sciences education<\/em>, doi: 10.1187\/cbe.17-12-0258,\u00a0https:\/\/lse.ascb.org\/evidence-based-teaching-guides\/group-work\/<\/a>.<\/li>\n bowen, r. s., picard, d. r., verberne-sutton, s., and\u00a0brame<\/strong>, c. j. (2018). incorporating student design in an hplc lab activity promotes student metacognition and argumentation.\u00a0journal of chemical education<\/em>, doi: 10.1021\/acs.jchemed7b00258.<\/li>\n garrett-rucks, p., and\u00a0johnson<\/strong>, s. m. [eds.] (2018).\u00a0dimension special issue: social justice and critical pedagogy<\/em>.<\/li>\n johnson<\/strong>, s. m. (2018). an interview with terry a. osborn.\u00a0dimension<\/em>, 9-15.<\/li>\n<\/ul>\n 2017 publications<\/h3>\n \n bandy<\/strong>, j., bartel, a. s., clayton, p., gale, s., mack, h., metzker, j., nigro, g., price, m., & stanlick, s. (2017).\u00a0values-engaged assessment: reimagining assessment through the lens of democratic engagement<\/a>.\u00a0michigan journal of community service learning<\/em>, 23(1).<\/li>\n krimm, h., schuele, c. m., and\u00a0brame<\/strong>, c. j. (2017). viability of online learning for ensuring basic skills in speech-language pathology.\u00a0perspectives of the asha special interest groups<\/em>, doi: 10.1044\/persp2.sig10.49.<\/li>\n hande, k., parish, a. l., cook, c., glassford, m. a., pitts, c. j., richmond, a., widmar, s. b.,\u00a0brame<\/strong>, c. j., and kennedy, b. (2017). junior faculty teaching fellowship: a model to support nursing education development.\u00a0nurse educator<\/em>, doi: 10.1097:nne.0000000000000413.<\/li>\n randolph, l. j., &\u00a0johnson<\/strong>, s. m. (2017). social justice in the language classroom: a call to action. in garrett-rucks, p. (ed.),\u00a0languages: your global fast pass\u00a0<\/em>(pp. 9-31). southern conference of language teachers.<\/li>\n grenfield, j.,\u00a0johnson<\/strong>, s. m., and finch, v. (2017). students as producers, curators, and consumers of authentic resources through participatory pedagogy on-campus and abroad. in s. dubreil and s. l. thorne (eds.), engaging the world: social pedagogies and language learning (pp. 227-252). aausc issues in language program direction. boston, ma: heinle.<\/li>\n finch, v. and\u00a0johnson<\/strong>, s. m. (2017). collecting authentic language and culture.\u00a0the language educator<\/em>, 12 (4), 47-48.<\/li>\n<\/ul>\n 2016 publications<\/h3>\n \n bandy<\/strong>, j. (2016).\u00a0learning to apply knowledge and skills to benefit others or serve the public good<\/a>.\u00a0idea notes on learning<\/em>. idea.<\/li>\n biel, r., &\u00a0brame<\/strong>, c. (2016).\u00a0traditional versus online biology courses: connecting course design and student learning in an online setting<\/a>.\u00a0journal of microbiology & biology education<\/em>, 17(3), 417-422.<\/li>\n brame<\/strong>, c. (2016).\u00a0effective educational videos: principles and guidelines for maximizing student learning from video content<\/a>.\u00a0cbe\u2013life sciences education<\/em>, 15(4).<\/li>\n green, n., mcmahon, d., &\u00a0brame<\/strong>, c. (2016).\u00a0using online active-learning techniques to convey time compensated sun compass orientation in the eastern north american monarch<\/a>.\u00a0journal of microbiology & biology education<\/em>, 17(3), 430-435.<\/li>\n hamrin, v., vick, r.,\u00a0brame<\/strong>, c. j., simmons, m., vanderhoef, d., and smith, l. (2016). teaching a systems approach: an innovative quality improvement project.\u00a0journal of nursing education<\/em>, 55, 209-214.<\/li>\n<\/ul>\n 2015 publications<\/h3>\n \n bruff<\/strong>, d. (2015).\u00a0an indirect journey to indirect impact: from math major to teaching center director<\/a>. in rogers, k., & croxall, b. (eds.),\u00a0#alt-academy<\/em>. online: mediacommons.<\/li>\n bruff<\/strong>, d. (2015). conceptual or computational? making sense of reading questions in an inverted statistics course. in dewar, j., & bennett, c. (eds.),\u00a0doing the scholarship of teaching and learning in mathematics<\/em>. washington, dc: mathematical association of america.<\/li>\n<\/ul>\n 2014 publications<\/h3>\n \n anderson, b., bruff<\/strong>, d., geronimo, j., & hardin, d. (2014).\u00a0wavelets centered on a knot sequence: theory, construction, and applications<\/a>.\u00a0journal of fourier analysis and applications<\/em>, online.<\/li>\n chick,\u00a0<\/strong>nancy l. (july 2014). \u201c\u2018methodologically sound\u2019 under the \u2018big tent\u2019: an ongoing conversation<\/a>.\u201d\u00a0\u00a0international journal for the scholarship of teaching and learning<\/em>, 8(2): article 1.<\/li>\n chick<\/strong>, nancy l,\u00a0cornell-swanson,\u00a0la vonne,\u00a0lazarides, katina, & meyers, renee. (july 2014). \u201creconciling apples & oranges: a constructivist sotl writing program<\/a>.\u201d\u00a0\u00a0international journal for the scholarship of teaching and learning<\/em>, 8(2): article 13.<\/li>\n<\/ul>\n \n chick<\/strong>, nancy l. & poole, gary. founding co-editors. (march, september, 2014). \u00a0teaching & learning inquiry, the journal of the international society for the scholarship of teaching and learning (issotl)<\/em>. bloomington, in: indiana university press.<\/li>\n<\/ul>\n 2013 publications<\/h3>\n \n bandy<\/strong>, j. (2014). \u201cenvironmental justice and environmental health in nashville.\u201d chapter in\u00a0shaping healthy communities: nashville.\u00a0<\/em>nashville: nashville civic design center and 瑞士vs喀麦隆走地 press.\u00a0 by christine kreyling.<\/li>\n<\/ul>\n \n bandy<\/strong>, j. (2013).\u00a0collaborative and rigorous assessment: the st. louis regional arts commission\u2019s community arts training institute. imagining america\u2019s assessment of the practices of public scholarship.<\/li>\n<\/ul>\n \n bruff<\/strong>, d., fisher, d., mcewen, k., & smith, b. (2013).\u00a0wrapping a mooc: student perceptions of an experiment in blended learning<\/a>.\u00a0journal of online learning and teaching<\/em>, 9(2)<\/li>\n<\/ul>\n \n chiang, h., robinson, l. c.,\u00a0brame<\/strong>, c. j., & messina, t. c. (2013). molecular mechanics and dynamics characterization of an in-silico mutated protein: a stand-alone lab module or support activity for in vivo and in vitro analysis of targeted proteins. biochemistry and molecular biology education, 41: 402-408.<\/li>\n<\/ul>\n \n chick<\/strong>, nancy l. & poole, gary. founding co-editors. (march, september , 2013).\u00a0\u00a0teaching & learning inquiry, the journal of the international society for the scholarship of teaching and learning (issotl)<\/em>. bloomington, in: indiana university press.<\/li>\n chick<\/strong>, nancy l. (2013).\u00a0 difference, power, and privilege in the scholarship of teaching and learning: the value of humanities sotl. in kathleen mckinney (ed.),\u00a0the scholarship of\u00a0teaching and learning in and across the disciplines<\/em><\/a>.\u00a0<\/em>bloomington, in:\u00a0\u00a0indiana university press. 15-33.<\/li>\n<\/ul>\n 2012 publications<\/h3>\n \n chick<\/strong>, nancy l. (2012). co-editor, with\u00a0aeron haynie and regan gurung.\u00a0exploring more signature pedagogies: approaches to teaching disciplinary habits of mind<\/em>.\u00a0<\/em>sterling, va: stylus, 2012.<\/li>\n chick<\/strong>, nancy l. (2012). \u00a0with aeron haynie and regan gurung. signature pedagogies in the liberal arts and beyond. in chick, haynie, & gurung (eds.)\u00a0exploring more signature pedagogies: approaches to teaching disciplinary habits of mind<\/em>.<\/em>\u00a0sterling, va: stylus, 2012. 1-11.<\/li>\n cox<\/strong>, m. d. (2012). the impact of communities of practice in support of early-career academics.\u00a0international journal for academic development<\/em>.<\/li>\n cox<\/strong>, m. d. (2012). foreword. in s. sipple & r. lightner (eds.),\u00a0faculty learning communities in two-year colleges: sustaining teachers and scholars.\u00a0<\/em>sterling, va: stylus.<\/li>\n cox<\/strong>, m. d. (2012). foreword: the big one. in p. g. beidler,\u00a0risk teaching: reflections from inside and outside the classroom<\/em>. seattle, wa: coffeetown press.<\/li>\n cox<\/strong>, m. d., richlin, r. & wentzell, g. w. (2011). similarities and divergences in student and faculty learning communities: a message from the editors.\u00a0learning communities journal<\/em>, (3), 1-2.<\/li>\n wright, m., niemer, r.,\u00a0bruff<\/strong>, d., & walle, k. (2012). tweeting #podhbcu: content and process of the 2011 pod hbcufdn conference twitter backchannel.\u00a0to improve the academy<\/em>, 31, 311-327.<\/li>\n<\/ul>\n 2011 publications<\/h3>\n \n bandy<\/strong>, j. (2011). sociologists in action: joe bandy & elspeth benard. in k. o. korgan, j. m. white, & s. k. white (eds.),\u00a0sociologists in action<\/em>. (pp. 193-7). sage publications.<\/li>\n bandy<\/strong>, j. & mcewen, c. (2011). housing and homelessness in maine: a case of public sociology in practice. in k. o. korgan, j. m. white, & s. k. white (eds.),\u00a0sociologists in action<\/em>. (pp. 128-34). sage publications.<\/li>\n bruff<\/strong>. d. (2011). engaging statistics students with classroom response systems. in cline, k., & zullo, h. (eds.),\u00a0teaching mathematics with classroom voting: with and without clickers<\/em><\/a>. washington, dc: mathematical association of america.<\/li>\n bruff<\/strong>, d. (2011).\u00a0a social network can be a learning network<\/a>.\u00a0chronicle of higher education<\/em>, november 6, 2011.<\/li>\n<\/ul>\n 2010 publications<\/h3>\n \n bandy<\/strong>, j. (2010). sociologists in action: joe bandy.\u00a0 in k. o. korgan & j. m. white (eds.),\u00a0the engaged sociologist, third edition.\u00a0<\/em>(pp. 9-10). sage publications.<\/li>\n bruff<\/strong>, d. (2010).\u00a0multiple-choice questions you wouldn\u2019t put on a test: promoting deep learning using clickers.\u00a0essays on teaching excellence<\/em>, 21(3).<\/li>\n<\/ul>\n 2009 publications<\/h3>\n \n bandy<\/strong>, j. (2009).\u00a0paradoxes of a transnational civil society in a neoliberal world: the coalition for justice in the maquiladoras. in ayres, j. & macdonald, l. (eds.)\u00a0contentious politics in north america: national protest and transnational collaboration under continental integration<\/em>. toronto: university of toronto press. (reprint)<\/li>\n bruff<\/strong>, d. (2009)\u00a0teaching with classroom response systems: creating active learning environments<\/em><\/a>. san francisco: jossey-bass.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":" in addition to our work at vanderbilt, 2022年世界杯中国小组赛积分 staff members contribute to the broader higher education community through publications. our scholarly work includes research in our \u201chome\u201d disciplines, the scholarship of teaching and learning, and the scholarship of educational development. highlights publications highlights since its founding in 1986, the cft\u2019s contributions to the…<\/p>\n","protected":false},"author":452,"featured_media":6967,"parent":599,"menu_order":3,"comment_status":"open","ping_status":"open","template":"","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"tags":[],"acf":[],"_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/6965"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/452"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=6965"}],"version-history":[{"count":55,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/6965\/revisions"}],"predecessor-version":[{"id":32978,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/6965\/revisions\/32978"}],"up":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/pages\/599"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/6967"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=6965"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=6965"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}