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ELL Capstone Portfolio
Full text linkTeaching and Learning Department capstone projectThis portfolio consists of my philosophy of teaching both generally and in the ESL classroom, as
well as artifacts demonstrating my professional knowledge of the TESOL standards. The picture
that this portfolio paints is that of a teacher who values students' unique identities in curriculum
planning and differentiation, student collaboration and critical thinking toward social action, the
building of an open and supportive learning environment, and ongoing growth as a professional
educator. Overall, this portfolio demonstrates who I am, why I am a highly qualified teacher, and
what my vision is for 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 projectThis English Language Learners portfolio demonstrates the in-depth professional
knowledge that I have learned from my two years of study in the English Language Learners
program at the Peabody College of Vanderbilt University. Synthesizing with what I have learned
through coursework, student teaching experience, fieldtrips, and classroom observations, I
present my own interpretation and understanding of teaching English as a foreign language.
This portfolio consists of three sections: 1) Philosophy of Teaching, 2) TESOL Standards,
and 3) Implications, Challenges, and New Directions. In the first section of the portfolio, I
discuss the overarching teaching philosophy that forms my teaching style. In the second section
of the portfolio, I list the eight domains of the TESOL Standards: (1) Planning, (2) Instructing, (3)
Assessing, (4) Identity and Context, (5) Language Proficiency, (6) Learning, (7) Content, and (8)
Commitment and Professionalism. I then provide artifacts as examples to reflect my mastery in
these standards by specifically focusing on learners and learning, learning environment,
curriculum, and assessment. Finally, in the third section of the portfolio, I discuss the goals that I
plan to achieve in my future practice, identify the challenges that I may encounter and suggest
the ways of tackling them, and outline the direction for my continual professional developmentDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Data Curation 101 for Theological Librarians
Full text linkPresented at the 71st Annual Meeting of the American Theological Library Association in Atlanta, Georgia, June 14-17, 2017.Curating data is a new job skill for theological librarians. Apart from certain subfields that cross over with psychology and sociology, theological studies is not a data-driven discipline. Theological students have not needed to master statistics to study Augustine, Julian of Norwich, or Rosemary Radford Ruether. As theological researchers become interested in the digital humanities, they wind up producing data sets, which require description, preservation, and publication plans. The art of data curation is to guide researchers to sustainable and scalable practices of data sharing. Theological librarians have the opportunity to lead faculty and graduate students in these practices, steering them away from storing their data on thumb drives, network shares, and Dropbox to preserving their research in data repositories in standard formats with shared identifiers. A big task, no doubt
Executive Function, Coping, and Depressive Symptoms in Children of Depressed and non-Depressed Mothers
No full textThis study examines the associations among executive function, coping, and depressive symptoms in a sample of adolescents.The present study examined the concurrent associations among executive functioning, coping, maternal depression history, and depressive symptoms in adolescents. The sample included 82 adolescents between the ages of 12 and 15 and their mothers, recruited to represent a range of maternal depression history. Results indicated that adolescents of mothers with a history of depression were more depressed than adolescents of mothers without a history. In the full sample, significant relations were found between measures of coping and depressive symptoms, executive function and depressive symptoms, and executive function and coping. The association between executive function and depressive symptoms was accounted for secondary control coping. Findings suggest that better EFs, coupled with increased secondary control coping, may protect against depressive symptoms in adolescents with and without a history of exposure to maternal depression.Vanderbilt UniversityPsychologyArts & SciencesThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Bruce Rogers-Vaughn on Caring for Souls in a Neoliberal Age
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Bruce Rogers-Vaughn about his book Caring for Souls in a Neoliberal Age
English Language Learners Capstone Portfolio
Full text linkTeaching and Learning Department capstone projectThis portfolio is a demonstration of my philosophy and proficiency in English language teaching.
It consists of three parts: 1) my philosophy of teaching, 2) my understanding of the TESOL
standards illustrated with artifacts, and 3) my reflection on teaching applications. In the first part,
I begin by discussing the overarching learning theories that support my future teaching, and
transit to more specific frameworks in language learning and teaching practice. In the second
part, I discuss my understanding of the eight TESOL domains: Planning, Instructing, Assessing,
Identity and Context, Language Proficiency, Learning, Content, and Commitment and
professionalism. The artifacts I use to support my professional knowledge are the works that I
have done during my two-year study in the English Language Learners program at Peabody
College. In analyzing the relevance between the artifact and the domain, I address it from four
aspects: 1) learners and learning, 2) the learning environment, 3) curriculum and 4) assessment.
As I bridge between theories and practice in the final parts, I talk about teaching implications
especially for English language teaching in China, and bring up obstacles and challenges that I
may encounter in my future teaching. Although I provide a general solution to some of them,
there are still some concerns about the implementation of CLT in China that are left open-ended.
Along with my interest in pronunciation learning, I identify directions for my continued
professional development in the future.Vanderbilt UniversityDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Understanding the Doctorate of Medicine/Master of Education Joint Degree: An Examination of Students’ Development as Future Medical Educators
Full text linkTeaching and Learning Department capstone projectThe increasing complexity of the healthcare system has spurned a profound reconceptualization of physician training, placing an increased value on physicians with educational expertise. Consequently, medical education has evolved into a more prominent professional focus within the field, pushing some physicians to seek additional training through masters programs in Health Professional Education. As the development of physician educators enters the medical school level by way of the Doctor of Medicine/Masters of Education (MD/MEd) joint degree, we must assess the program’s ability to develop future medical educators capable of responding to the field’s needs.
In this capstone, I examine the collective experience of the MD and MEd programs using a competency-based framework, stakeholder interviews, and my own lived experience to gauge the program’s capacity to develop future medical educators. Stakeholders viewed the framework’s competencies as both appropriate and congruent with their independent characterization of educators. Stakeholder interviews and tiered mapping of the curricular experience to the competency framework identified seven competency domains within which students could appropriately develop by understanding theoretical foundations and applying them within authentic activities supported by reflective practices. This analysis also highlighted the current divorce between the theoretical learning occurring within Peabody and the authentic activities present in the medical school.
Coupling theoretical development at Peabody with authentic practices in Vanderbilt University School of Medicine (VUSM) could tremendously enhance student development. These natural alignments can occur by leveraging spaces for authentic practice as field sites within Peabody courses. Finally, as future medical educators, MD/MEd students require knowledge of the field’s history and present landscape, which nether program presently provides. These considerations would bolster the professional development of MD/MEd students while cultivating a rich environment for bi-directional learning between Peabody and VUSM and generating novel possibilities for future work.Department of Teaching and LearningPeabody College of Education and Human Developmen
Capstone ESL Portfolio
No full textTeaching and Learning Department capstone projectThis portfolio contains three sections. The first section, statement of teaching philosophy,
describes theories and ideas I support for ELL education. It starts with Piaget’s Constructivism and Vygostky’s Sociocultural Theory. While narrowing down to Zone of Proximal Development and Culturally Responsive Teaching, I will also add my own understanding and demonstrate how these theoretical works forms my teaching philosophy. The second section listed 7 domains in ELL education and their related TESOL standards. Artifacts like course project, academic paper, and practicum experience are used to address my learning of these important education aspects at Peabody College. The last part acts as a summary of this ESL portfolio, which identifies my big takeaways from the two-year program learning.Department of Teaching and LearningPeabody College of Education and Human Developmen
The Bracero Program: A Historical Perspective on the Perpetuation of Isolated Labor Markets in South Texas
No full textThis paper explores the perpetuation of isolated labor markets in Texas border towns caused by Texas' relationship to and use of the Bracero Program, a temporary guest-worker program between the United States and Mexico. This work outlines its legislative formation and evolution then discusses the various methods in which bracero workers were both bound to the land they worked and isolated from the national labor market
Lenn Goodman on Judaism: A Contemporary Philosophical Investigation
No full textIn this podcast, Chris Benda, theological librarian at Vanderbilt Divinity Library, interviews Professor Lenn Goodman about his book Judaism: A Contemporary Philosophical Investigation