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As a trained neuroscientist, I began teaching traditional lab science courses at Champlain College in 1999. However, with the initiation of Champlain's Interdisciplinary Core Curriculum in 2007, I shifted roles and started teaching an array integrated and inquiry-based courses that are arguably dramatically different from my more traditional academic roots.
However, I have always been a person who is interested in everything, and based on the premise that everything is interconnected, unwilling to discount the possibility that just about anything can be meaningful and important if explored critically and seen through the right lens. Thus, this new trajectory has suited me well. As an academic professional, values which I believe permeate all my work include a desire to grow and stretch intellectually, a quest for greater understanding, a passion for sharing through inspired teaching, and a commitment to support those around me.
I love food-who doesn't? Cooking is one of my passions, and sharing food with the people I love is a big part of who I am. I think food is so central in my life because it represents a universally common experience, yet it connects me intimately with my family, my friends, my community, and my culture. In many ways, this picture of me holding a basket of "real" food speaks to my intersecting interests regarding those aspects of the human experience that really matter.
As a research scientist turned interdisciplinary teacher, I am particularly interested in the Scholarship of Teaching and Learning in general, and Interdisciplinarity and Integration in particular, with an eye towards fusing such seemingly disparate fields as the Sciences and the Humanities.
I am also engaged in thinking about innovative ways to deliver traditional academic content to contemporary students, from the undergraduate through the post-graduate level.
In addition, through my work over the past several years on institutional shared governance, I have become increasingly active in conversations about college and university governance at the national level. I am intrigued by both the challenges and opportunities that American Higher Education faces today, and I look forward to being an active participant in navigating these realities into the future.
Brandenburg, C. A., M. Kelly and G. Scudder. "The Genie is Halfway Out of the Bottle--Now What? The Challenges and Benefits of a Shifting Faculty Culture." American Association of University Professors (AAUP) Annual Conference on the State of Higher Education, June 2013.
Brandenburg, C. A. and M. Kelly. "Reclaiming Pragmatism in Shared Governance." American Association of University Professors Shared Governance Conference and Workshops, November 2011.
Brandenburg, C.A., R. Hunt, K.J. Thomas. "Bridging Disciplinary Divides: Curriculum that Fuses the Arts and Sciences." New England Faculty Development Consortium Conference on "Better Teaching--Better Learning: Reflective Practices for Faculty and Students," November 2010.
Brandenburg, C.A. and G. Scudder. "The Global Module Program: Using Technology to Promote International Dialogue." Champlain College, Summer Educator's Institute: "Reaching Today's Students: Integrating NEW Technology into the Classroom," July 2010.
Brandenburg, C.A., S.F. Cohen, K.J. Thomas. "Too Much Information! Helping Students Effectively Deal with Information Overload." Association for General and Liberal Studies, November 2008.
Brandenburg, C.A., R. Hunt, K.J. Thomas. Poster designers: Nathan Terrill and Tyler Wintringham, students, Graphic Design and Digital Media. "Science, Science Fiction, and Scientific Revolutions: A Humanistic Approach to Understanding the Role of Science and Technology in Society." NCSCE Washington Symposium and SENCER Capitol Hill Poster Session, 2010.
Brandenburg, C.A. Poster designer: Craig McKeon, student, Graphic Design and Digital Media. "Weaving Science into the Fabric of Higher Education." NCSCE Washington Symposium and SENCER Capitol Hill Poster Session, 2009.
Interactive Approaches to Delivering Nonclinical Curricular Content in a Post-Graduate Setting: Working in collaboration with the Director of the Internal Medicine Residency Training Program and Vice Chair for Education and Training at the University of Colorado, we are piloting pilot some innovative approaches for delivering core content to today's "Generation Y" post-graduate residents and assessing outcomes.