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“ ‘The Best Laid Plans’: French and British Diplomatic Strategy in the Jacobite Rising of 1745”
No full textHistory Department Honors Thesis, 2017. Awarded: Highest Honors.This project analyses the Jacobite Rising of 1745 in an international context. In particular, the thesis looks at French involvement and promises of support for the Jacobites both before and throughout the first months of the ’45. Without a doubt, the French King and Conseil d’état sought to support the Jacobites as a means of achieving a greater goal of challenging Great Britain. While other scholars have made the case that the French Conseil’s disorganization and mismanagement resulted in French inability to provide their promised aid to Prince Charles Stuart and his Jacobite forces in Scotland, this project argues that it was actually the incoherence and inconsistency of messages within the Jacobite movement itself that prevented the French Conseil from understanding Jacobite ambitions and effectively executing French plans to provide military support. Such incoherent messaging had disastrous effects for the ’45 Rising itself, but also had implications for larger French strategy as it pertained to their rivalry with Great Britain.Department of HistoryCollege of Arts and Scienc
We'll Always Have Allusions: The Cultural Function of Allusions
Full text linkEnglish Department Honors Thesis.Vanderbilt UniversityEnglish DepartmentCollege of Arts and Scienc
Bryan Lowe on Ritualized Writing: Buddhist Practice and Scriptural Cultures in Ancient Japan
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Bryan Lowe about his book Ritualized Writing: Buddhist Practice and Scriptural Cultures in Ancient Japan
Robert Alter on Scholarly Trajectories, Disciplinary Identity, and Translation
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews visiting lecturer Professor Robert Alter, Class of 1937 Professor of Hebrew and Comparative Literature at the University of California, Berkeley, about scholarly trajectories, disciplinary identity, and translation
"Compton's Human Sacrifice": Kendrick Lamar and the Identity of Exile
Full text linkEnglish Department Honors Thesis.Vanderbilt UniversityEnglish DepartmentCollege of Arts and Scienc
William Franke on Secular Scriptures: Modern Theological Poetics in the Wake of Dante
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor William Franke about his book Secular Scriptures: Modern Theological Poetics in the Wake of Dante. Joining the conversation is Chance Woods, a doctoral candidate in English using Franke's book in an Introduction to Poetry class
CAPSTONE EFL PORTFOLIO
Full text linkTeaching and Learning Department capstone projectIn this portfolio, I will demonstrate my understanding of how to best serve English
language learners (ELLs) for my future students in China. In a reflection of the theoretical
knowledge I learned at Peabody College and teaching experiences, I shape my philosophy of
teaching for ELL students.
This portfolio comprises three parts: 1) philosophy of teaching, 2) TESOL standards
for EFL teachers and 3) final reflection and implications for future teaching.
First, I will present my philosophy of teaching with Vygotsky’s sociocultural view of learning
as theoretical basis, coupled with other SLA teaching theories as support. Second, through
artifacts I created through my course work, I will discuss and demonstrate my understanding
TESOL standards in the eight following domains: planning, instructing, assessing, identity
and context, language proficiency, learning, content and commitment, and professionalism. In
the last part, I will envision my future classrooms, identify challenges and problems, and
bring forward my plans to overcome the challenges.Department of Teaching and LearningPeabody College of Education and Human Developmen
Capstone ELL Portfolio
No full textTeaching and Learning Department capstone projectThis portfolio demonstrates my understanding and capacity of becoming a qualified teacher for English Language Learners. Using the theoretical knowledge I have learned studying in the English Language Learners program, I reflect back to my course works and teaching experiences, and further develop a clearer vision of my future classroom.
This Portfolio consists of three sections: (1) philosophy of teaching, (2) TESOL standards for ESL/EFL teachers and (3) reflections for future teaching. In the first section, I unfold my view of building a supportive classroom under the framework of Vygotsky’s sociocultural theory. In the second section, I demonstrate my proficiency in all eight domains the TESOL standards, which are planning, instructing, assessing, identity and context, language proficiency, learning, content, and commitment and professionalism. For each domain, I use one or two artifacts that I created for course work as evidence. In the last part, I envision my future classroom in China, which is a completely different context. I also address possible challenges I might be facing, as well as how to meet them. Lastly, I share final thoughts about becoming a responsible teacher in the future.Department of Teaching and LearningPeabody College of Education and Human Developmen
Capstone English Language Learners Portfolio
Full text linkTeaching and Learning Department capstone project;This capstone portfolio demonstrates my professional knowledge and teaching
competence of how to best serve English language learners (ELL) to help them improve their
English ability and also learn together with them. I analyze my past two-year work and
reflect upon the knowledge and practice that a qualified ELL teacher needs to possess in
order to support students’ learning and maximize their potentials.
The portfolio contains three parts: 1) statement of teaching philosophy 2) Analysis of
artifacts 3) implication for future teaching. In the first part, I synthesize across Vygotsky’s
zone of proximal development theory, Jim Cummin’s language interdependence theory, and
culturally responsive teaching approach. Combining with my understanding of language
teaching and learning, I discuss how these theories and frameworks influence me to build my
own teaching philosophy and belief. In the second part, I reflect on the artifacts that I have
created during my two-year study in Peabody College, and align them with the TESOL
standards to show my competence as an ELL teacher in different domains. In each domain, I
specifically focus on learners, learning environment, curriculum, and assessment. In the third
section, I reflect upon my two-tear learning experience in ELL program and identify my
direction for my future teaching and continued professional development.Department of Teaching and LearningPeabody College of Education and Human Developmen