Teaching as Research Projects at Vanderbilt Teaching as Research Projects at Vanderbilt 1 Oct 29, 2009 Thomas R. Harris, Derek Bruff, Alene Harris, Jean Alley Vanderbilt University

Future Faculty Programs for STEM Graduate Students Workshops Seminars Courses CFT Programs Teaching as Research Programs Network Exchange Program CIRTL Café (

Methods 1. Call for proposals 2. Allocation of funds ($3,000 per fellow) 3. Workshop 4. Course(s) 5. Weekly mentoring 6. Poster Report

ASTR 250Enhancing Astronomy education through Cross-Age tutoring EES101,102,103 (intro geology and oceanography courses)Creation of a hands-on inquiry-based lab experience for understanding deep time CS278 Principles of Software Engineering Visual Software: Reducing the complexity of student software development through model-driven engineering EECE Circuits IIAssessment of student engagement with Mathematica software and understanding of its uses ME 234 Design and Analysis of Dynamic SystemsGetting a feel for Dynamic systems through Haptic Robots MATH 150APassive versus Active Approaches to Mathematics Learning 2008

Math 155AUsing Journal Writing as a Tool for Teaching Introductory Calculus BME 285/286; BME 321Grand Challenge for Biomedical Optics EES 225;EES226&EES240;260&261Guiding Students to Deeper Understanding of Tool Implementation in EM BSCI111aClicker Use in an Introductory BioSci Lab ME 263ThermalHUB.org Tools for Teaching Heat Transfer CE 226Array of Complimentary Learning environments for Env Engineering ES140Creating On-line Homework Assignments for ES140 Students 2009

1. Relevance of Topic 2. Contextual Clarity of Project 3. Clarity of Question Related to Student Learning 4.Study Design (Method) 5.Conclusion 6. Poster Layout 7. Verbal Explanation 8.Application to Own Future Teaching Evaluation Rubric

Courses Workshops, seminars TAR Course improvement, research grants STEM Faculty External (Higher Ed and Precollege) Faculty Placement New Knowledge Improved Courses Technology Post docs Grad Students

CATEGORY321SCORE 1. Relevance of Topic The topic is relevant to multiple disciplines.The topic is relevant to a single discipline. The topic is of limited relevance beyond the specific teaching context at hand. 2. Contextual Clarity of Project Clear presentation of (1) learning goals, (2) student background information and motivation (why taking course), and (3) identification of challenges in helping students meet said goals. Clear presentation of two of the three elements listed under a rating of 3 in this category. Clear presentation of one of the three listed under a rating of 3 in this category. 3. Clarity of Question Related to Student Learning The study question is clearly focused and researchable, with a clearly stated hypothesis. The question is well articulated but could use more focus or a more clearly stated hypothesis. The question is poorly defined or too broad. 4.Study Design (Method) The design fits the question and generates evidence of student learning. The design gathers useful evidence of student learning but does not answer the question. The design does not provide useful evidence of student learning. 5.ConclusionConclusions are well justified by the evidence.Conclusions generally follow the evidence. The evidence is incomplete or unclear, and thus does not support the conclusions. 6. Poster LayoutThe five elements of (1) context, (2) hypothesis/question, (3) methods, (4) data, and (5) conclusion are easy to find and follow. The five elements are present, but are not easy to follow. Some of the five elements are missing, making the poster difficult to follow and possibly misleading. 7. Verbal ExplanationExplanations accurately reflect and enhance the poster, linking to information beyond the poster. Questions are clearly answered. Explanations accurately reflect the poster, and questions are answered. Explanations are unclear or incomplete and author struggles to answer questions. 8.Application to Own Future Teaching Future application is made clear in the poster and in the explanation. Some linkages to future teaching are made on the poster and in the presentation. Little evidence that author has considered linkages to future teaching. TOTAL SCORE FOR ALL CATEGORIES =