CFDE Course Design and Pedagogy Fellows Program

The Course Design & Pedagogy Fellows Program is a Fellowship program that provides instructors with intensive professional development in learner-centered pedagogies, course (re)design best practices, instructional strategies, and reflective teaching practice. The program provides funding to support each Fellow’s course and teaching effectiveness redesign. This program is especially useful for teaching projects that focus on developing or enhancing teaching practices in large-enrollment courses, engaging students in active learning (e.g., collaborative learning, project-based learning), enhancing alignment between learning outcomes, learning assessments, and learning activities, scaffolding the learning process, and supporting learning experiences for diverse students (e.g., First Generation, English learners, and international students.) New instructors, STEM instructors interested in active learning, and instructors redesigning a course are especially encouraged to apply for this program. 

2024 COURSE DESIGN AND PEDAGOGY FELLOWS

  • Emma Davenport (Assistant Professor, Emory College, English)
  • Manuela Manetta (Associate Teaching Professor, Emory College, Mathematics)
  • Miranda Hawks (Assistant Professor, Nell Hodgson Woodruff School of Nursing, Pre-Licensure, MN)
  • Meredith Farmer (Assistant Professor, Nell Hodgson Woodruff School of Nursing, Neonatal Nurse Practitioner Program)
  • Heather Boldt (Director and teaching faculty, Laney Graduate School, English Language Support Program)
  • Sam Cherribi (Teaching Professor, Emory College, MESAS and Economics)
  • Bamba Ndiaye (Assistant Professor, Oxford College, Humanities Division)
  • Garrett Waters (Assistant Teaching Professor, Emory College, French and Italian)

2023 COURSE DESIGN AND PEDAGOGY FELLOWS

  • Allison Cuttner (Assistant Teaching Professor, Emory College, Quantitative Theory and Methods)
  • Leyla Eghbalzad (Assistant Professor, Oxford College, Psychology)
  • Andrea Fitzroy (Assistant Teaching Professor of Health Equity, Emory College, Center for the Study of Human Health)
  • Elizabeth Kim (Director of Undergraduate Outreach and Pedagogy, Associate Teaching Professor, 
    Emory College, Psychology)
  • Jin Kim (Interim Director of Undergraduate Studies, QTM Faculty Lead of Diversity, Equity, and Inclusion, Assistant Teaching Professor, Emory College, Quantitative Theory and Methods)
  • Sean Mo (Associate Teaching Professor, Oxford College, Chemistry)
  • Kenneth Mueller (Assistant Professor, Clinical Track, Nell Hodgson Woodruff School of Nursing)
  • LaDonia Patterson (Assistant Professor, Clinical Track, Nell Hodgson Woodruff School of Nursing)
  • Laurie Ray (Assistant Professor, Clinical Track, Nell Hodgson Woodruff School of Nursing)
  • Marta Rowh (Assistant Professor, School of Medicine)
  • Marissa Terry (Assistant Clinical Professor, Nell Hodgson Woodruff School of Nursing)

Aims

  • Support faculty from across campus as they design or redesign a course for learner-centeredness and engagement  
  • Support new faculty with best practices around course design and teaching effectiveness  
  • Collaborate with colleagues in a five-session workshop series (workshops held during Fall 2024 and Spring 2025 semesters.) Workshop topics are:  
    • W1: How students learn 
    • W2: Principles of course design & of scaffolding instruction 
    • W3: Assessing student learning  
    • W4: Designing learning activities 
    • W5: Planning for active learning  
  • Receive individualized feedback from CFDE’s consultants  
  • Share their projects with the campus community through a CFDE Fellows Showcase (e.g., a CFDE event, a CFDE SoTL talk or poster)  
  • Expand the university’s Teaching and Learning training curriculum, as faculty add new material to existing offerings and/or lead workshops on discipline-specific, teaching and learning issues 

Program

  • 2 semesters long: September 2024 - May 2025 and additional time during the summer to finalize deliverables  
  • $2,000 stipend dispersed in three payments into a research or departmental account (it cannot be as salary)   
  • Applicants must have a speedtype account to which money can be disbursed   
  • Program sessions: Friday mornings (e.g., 10:00-11:30 am) on Zoom or best times for the cohort 

Eligibility

  • All full-time faculty and instructors across Emory University. New instructors, STEM instructors, and instructors redesigning a course are especially encouraged to apply for this program.  
  • Please note: graduate students and postdoctoral scholars are not eligible for this program at this time.   

Program Timeline

  • August 16-September 20, 2024: Application period  
  • Fall 2024: 2 workshops 
  • Spring 2025: 3 workshops  
  • Fall 2025-Spring 2026: CFDE Fellows Showcase (or similar faculty event) 

The Course Design & Pedagogy Fellows will be expected to 

  • Participate in a five-part workshop series, engaging with other Fellows and with foundational concepts related to learner-centered teaching. 
  • Collaborate with CFDE’s consultants throughout the term of the program   
  • Participate in a Mid-Semester Inquiry survey (template provided by CFDE) during the Fall or Spring term of their fellowship year, to gather anonymous student feedback on the course that they are redesigning  
  • Submit all program deliverables by their due dates   
  • Share their projects with the campus community in a Fellows showcase or similar event (e.g., a faculty workshop or faculty presentation)  
  • Create an annotated bibliography on the scholarship of teaching and learning (SoTL) connected with their topic or with an aspect of their course (re)design 

Please direct questions about this program to Cecilia Gómez (maria-cecilia.gomez@emory.edu) 

Consider how the different CFDE Faculty Fellowship programs compare (.pdf)

The CFDE Teaching Fellows Research program offered in 2018-2019 is no longer available. As part of their fellowship, Teaching Fellows were asked to gather the scholarship of teaching and learning (SoTL) research on their project topic over the summer. Here are the annotated bibliographies of that research from that cohort of Fellows: