Vanderbilt’s Center for Teaching and the CIRTL Network (Center for the Integration of Research, Teaching, and Learning) share a mission to enhance excellence in undergraduate teaching. The CFT and CIRTL are partnering to offer the BOLD Fellows program.
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 learn. STEM 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 within a MOOC. The teams investigate the use of these modules, collecting data about the effectiveness of the module for promoting student learning.
The program embodies several of the core ideas common to CIRTL and the CFT, notably the importance of using teaching practices supported by research and investigating the impact of teaching choices on student learning. These ideas are articulated by CIRTL as teaching-as-research: “Teaching-as-research is the deliberate, systematic, and reflective use of research methods … to develop and implement teaching practices that advance the learning experiences and outcomes of both students and teachers.”
Thus, the BOLD Fellows program helps graduate students and faculty members solidify their understanding of course design processes, investigate their pedagogical choices, and consider their application to online learning, while simultaneously creating products that can directly benefit students in targeted classes.
This website is intended to support BOLD Fellows in developing their online instructional modules, as well as others who are interested in blended and online learning. Given the primary audience of this website and how quickly technologies change, the information provided on this website might not be comprehensive.
BOLD Presentations and Publications
Caudel, Dave. “Celestial navigation online course,” a collaboration with Dr. Susan Stewart and Dr. Erika Grundstrom. Presented at the 2015 CIRTL Forum, College Station, TX, April 12-14, 2015.
McCleery, Ty. “Mapping force fields: Conceptualizing electrostatics,” a collaboration with Dr. Shane Hutson and Dr. Erin Rericha. Presented at the 2015 CIRTL Forum, College Station, TX, April 12-14, 2015.
McCranie, Emilianne. “Assessing the flipped classroom model in Organic Chemistry II,” a collaboration with Dr. Michelle Sulikowski. Presented at the 2015 CIRTL Forum, College Station, TX, April 12-14, 2015.
Keithly, Mary. “Blending it up: Active learning in a STEM classroom through the use of online materials,” a collaboration with Dr. Katherine Friedman, Dr. Mark Woelfle, and Dr. Tessy Sebastian. Presented (poster CHED 88) at the national American Chemical Society meeting, Boston, MA, August 16, 2015.
Krimm, Hannah. “Effect of an Online Learning Module for Transcription and Phonological Awareness,” a collaboration with Dr. Melanie Schuele. Poster at the Gerald S. Gotterer Health Professions Education Research Day, Nashville, TN, October 13, 2015.
Zubair, Faizan. “Interactive Videos to Enhance Student Understanding of Thermodynamic Efficiency,” a collaboration with Dr. Paul Laibinis. Presentation at the American Institute of Chemical Engineers, Salt Lake City, UT, November 11, 2015.
Tramontano, Samantha. “Developing and incorporating instructional videos and quizzes as an online learning component in an undergraduate optical microscopy curriculum.” Poster at the American Geophysical Union annual meeting, San Francisco, CA, December 14-18, 2015.
Krimm, Hannah and Schuele, Melanie. “Effect of an online learning module for transcription.” Presentation at the Council of Academic Programs in Communication Sciences & Disorders (CAPCSD) annual meeting, San Antonio, TX, March 31, 2016.
Oliver, Kendra. “Probing the use of web-logs (blogs) to promote student ownership,” a collaboration with Dr. John Wikswo. Poster at the 2016 Experimental Biology conference, San Diego, CA, April 4, 2016.
Cheng, Alex and Unertl, Kim. “Online module for qualitative methods in biomedical informatics.” Poster at the American Medical Informatics Association InSpire Academic Forum, Columbus, OH, June 29, 2016.
Green, Noah, McMahon, Douglas, and Brame, Cynthia. “Using online active learning techniques to convey time compensated sun compass orientation in the eastern North American monarch.” Journal of Microbiology and Biology Education 17, 430-435, 2016.
Gilmore, Kelly, and Todd, Tara. “Establishing a foundation of acid-base concepts in general chemistry using an interactive online module.” Poster (CHED 70) at the American Chemical Society national meeting, Philadelphia, PA, August 21-25, 2016.
Campbell, Lauren E.P., Holley-Bockelmann, Kelly, and Brame, Cynthia. “Effectiveness of Online Module for Graduate Astronomy Course.” Poster at 229th American Astronomical Society Meeting, Grapevine, TX, January 3-7, 2017.
Droege, Kristin, Eichman, Brandt, Jackson, Lauren Parker, Singleton, Charles, and Brame, Cynthia J. “Case-study homework format in a biochemistry course increases students’ final exam performance and interest in course material.” Poster at Society for the Advancement of Biology Education Research, Minneapolis, Minnesota, July 21-23, 2017.
McDaniel, Jena C., Teller, Laurel, and Schuele, C. Melanie. “Effect of an online traning module on graduate students’ observational skills of communication in young children.” Poster at American Speech-Language-Hearing Association, Los Angeles, California, November 9-11, 2017.
Krimm, Hannah, Schuele, C. Melanie, and Brame, Cynthia J. Viability of online learning for establishing basic skills in speech-language pathology. SIG10, Issues in Higher Education. In press.
Bowen, Ryan, Picard, Danielle R., Verberne-Sutton, Susan, and Brame, Cynthia J. “Incorporating student design in an HPLC lab activity promotes student metacognition and argumentation.” Journal of Chemical Education 95, 108-115, 2018.