Cynthia Brame is associate director of the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Biological Sciences. As associate director, Cynthia helps fulfill the Center’s mission to foster a university culture that supports effective teaching, in part by supporting faculty and graduate students as they develop foundational teaching skills and explore new ideas in teaching and learning. As part of these efforts, Cynthia leads Vanderbilt’s Junior Faculty Teaching Fellows program. She also developed and leads the BOLD Fellows program and the CFT’s Science Teaching Lunch series.
Brame’s scholarly interests focus on making findings from cognitive science and educational psychology accessible and relevant to college science faculty (see, for example, Effective Educational Videos and Test-Enhanced Learning). Her book, Science Teaching Essentials: Short Guides to Good Practice, was published by Elsevier’s Academic Press in 2019, and she is co-editor of the Evidenced-Based Teaching Guides feature of LSE.
Before coming to Vanderbilt, Brame was Associate Professor of Biology at Centenary College of Louisiana, where she served as PI on several educational enhancement grants from the Louisiana Board of Regents, including “Learning to think like a scientist: Using differential centrifugation and phase contrast microscopy in a multi-week, inquiry-based project” and “Proteomics in the undergraduate curriculum.” She also served as co-PI with Dr. Lucy Robinson on a National Science Foundation grant to support “Identification of substrates for the yeast Yck2 protein kinase,” a project that led to development of a course-based undergraduate research experience for all biology majors at Centenary. Brame received her Bachelor’s degree in Biochemistry and Molecular Biology from Centre College and has a PhD in pharmacology from Vanderbilt University.
About this site
One of the most exciting parts of my work is that I get to–and have to–learn constantly. When I have a faculty member come talk to me about their class, I have to try to understand that context and think about the ideas, papers, books, and other resources that may be helpful. To do that well, I need to be reading varied literature and thinking about how it can be adapted to different settings–and I find that writing is one of the best ways for me to do that kind of thinking. While I’ll continue to write teaching guides and articles, I’m exploring blogging as a means to do this processing in a way that is helpful for me and others.
The views and opinions expressed here are my own and not necessarily those of my employer Vanderbilt University.