What We're Learning About Learning: Recent Episodes
The Center for New Designs in Learning and Scholarship
At the Center for New Designs in Learning and Scholarship at Georgetown University, we support faculty in order to improve student learning at Georgetown University and we produce this podcast about teaching and learning in higher education. Through this resource, we hope to expand and share more broadly the conversations we’re having with students, faculty, and staff, and shed light on some of the most important issues and developments in higher education today.
Belonging is gaining increased attention on college campuses, likely due to factors such as the mental health crisis, pandemic-induced isolation, challenges to diversity, equity, and inclusion (DEI) initiatives, and debates on inclusivity versus free speech. Recognizing belonging as a universal human need has become paramount. In August 2022, we aired a highly popular episode featuring 13 faculty and staff discussing strategies for fostering belonging in classrooms. Building on its success, we delve deeper into the literature exploring the meaning and importance of belonging in academic success. In this initial episode of a two-part series, we tackle fundamental questions: What is the link between belonging and academic achievement? Why does it matter, and how can it be quantified and jeopardized? The subsequent episode will focus on practical interventions, both within and beyond the classroom, aimed at fostering belonging. Throughout both episodes, insights from three Georgetown University faculty and staff will be interspersed with relevant research findings to provide comprehensive perspectives on belonging and its impact on academic success.
To read more about this topic click here to go to our website where you will find an extensive bibliography and more information about our guests.
The onset of artificial Intelligence tools—like ChatGPT—continues to engender debate in higher education. It’s safe to say many faculty and students alike are concerned with the uncertain and far-reaching implications of using AI, especially as it relates to academic integrity. But as Andrea L. Guzman (Inside Higher Ed 2023) says, “knee jerk reactions” to new innovations may misconstrue the nature of these tools, and indeed how they’re being used in practice.
A BestColleges survey of over 1000 students provided insights on how students think about AI. Over half of college students (51%) believe that using artificial intelligence (AI) tools like ChatGPT to complete assignments and exams qualifies as cheating, and 41% believe doing this is morally wrong. On the other hand, only 27% of students believed that tools like ChatGPT should be prohibited in educational settings. So how do we balance allowing—or even encouraging, in some cases—students to use AI while ensuring their learning?
In this episode of What We’re Learning About Learning, we spoke with five students who offered their perspectives on AI and asked two faculty to respond to what the students had to say. Listen to the episode to learn more about:
- The many ways students use AI tools from ChatGPT to Snapchat’s “MyAI” to help them in courses.
- Conversations students want and need from faculty about AI.
- The possibilities for integrating AI tools in the classroom.
- The importance of fostering student and faculty dialogue around AI and its implications.
Explore more resources related to AI in higher education classrooms in the “Additional Resources” section. CNDLS has curated several resources on our Artificial Intelligence Tools page, including guidance on how to craft your course policies so you and your students are on the same page this semester.
At a recent forum we hosted on AI in the classroom, faculty shared their excitement, concerns and approaches to integrating AI into their teaching practice. In this episode, we'll bring you highlights from their conversation, as well as interviews and statements with other GU faculty. There have been so many chat GPT articles and insights that it's hard to remember why it's dominating the news cycle. We spoke with CNDLS' executive director, Eddie Mamloney; computer science professor, Grace Hui Yang; Nick Lovegrove from the McDonough School of Business; Georgetown Computer Science and Linguistics professor Nathan Schneider; and Andy Zeitlin from the McCourt School of Public Policy, as well as Camber Vincent, a junior in the School of Foreign Service at Georgetown, who serves as the president of the student body.
In this episode of What We’re Learning About Learning, you can expect to hear more about the ways Chat GPT is already integrated into daily processes, and is evolving. Topics include:
- The ways Chat GPT resembles human intelligence, as well as the ways it doesn’t;
- How Chat GPT affects students, especially in conversation with Georgetown’s Honor Code;
- How Chat GPT affects assignment design;
- What Chat GPT can be used for, as well as where it is not as successful;
- Considerations for Chat GPT’s use in language-building and idea generation.
To take a deeper dive into both emerging and longstanding literature, see our Resources and Additional Research sections below. There, you’ll find links to various resources and articles cataloging Chat GPT experiences and proposing best practices. For an even more extensive collection, see this Zotero Library curated by CNDLS staff.
Bios
Featured in this episode:
+ Grace Hui Yang, Associate Professor in the Department of Computer Science
+ Nick Lovegrove, Professor of the Practice at Georgetown University’s McDonough School of Business
+ Nathan Schneider, Associate Professor in the Departments of Linguistics & Computer Science
+ Andy Zeitlin, Associate Professor at the McCourt School of Public Policy
+ Camber Vincent, SFS, ‘24 Georgetown University Student Association President
+ Eric Saldanha, graduate student representative from Georgetown's GradGov
Show Notes:
Opportunities for undergraduate students to engage in research can be profoundly impactful for learning and mentorship experiences, while also providing opportunities for institutions to further scholarship and research in various fields (Adebisi, 2022; Blanton, 2008; Knight et al, 2021). While there are several ways for students to get involved in undergraduate research at Georgetown, many students are not aware of the opportunities; or if they are, they may not know how to get involved. A recent study described undergraduate research as “a treasure trove that has yet to be fully tapped” (Adebisi, 2022).
In this episode of What We’re Learning About Learning, we spoke with Lauren Tuckley, Director for Georgetown’s Center for Research and Fellowships, who describes research experience as an undergraduate student “part of the hidden curriculum.” Faculty and students being aware of the research opportunities available at Georgetown can make this hidden curriculum more visible. We also spoke with Georgetown undergraduate students Zachariah John, Sarah Watson, and Dominic Pham who each share their takeaways from working in research positions.
Bios:
- Lauren Tuckley, the director of the Center for Research and Fellowships
- Zachariah John, a sophomore in the School of Foreign Service studying science technology and international affairs
- Dominic Pham, a senior double majoring in biochemistry and comparative literature
- Sarah Watson, a senior in the School of Foreign Service studying regional and comparative studies
Georgetown Resources:
- Undergraduate Research Opportunities Program (GUROP)
- Center for Research and Fellowships at Georgetown
- Undergraduate Research Resources at Georgetown
- Georgetown’s Mission and Information about Cura Personalis
- Center for New Designs in Learning and Scholarship (CNDLS)
- The Prospect blog
Research:
- Adebisi, Yusuff Adebayo. “Undergraduate Students’ Involvement in Research: Values, Benefits, Barriers and Recommendations.” Annals of Medicine and Surgery, vol. 81, 2022, pp. 104384–104384,
- Belanger, A. L., Joshi, M. P., Fuesting, M. A., Weisgram, E. S., Claypool, H. M., & Diekman, A. B. (2020). Putting Belonging in Context: Communal Affordances Signal Belonging in STEM. Personality and Social Psychology Bulletin, 46(8), 1186–1204. https://doi.org/10.1177/0146167219897181
- Blanton, Richard L., et al. Creating Effective Undergraduate Research Programs in Science : the Transformation from Student to Scientist. Teachers College Press, 2008.
- Carpi, Anthony, et al. “Cultivating Minority Scientists: Undergraduate Research Increases Self‐efficacy and Career Ambitions for Underrepresented Students in STEM.” Journal of Research in Science Teaching, vol. 54, no. 2, 2017, pp. 169–94, https://doi.org/10.1002/tea.21341.
- Estrada, M., Hernandez, P. R., & Schultz, P. W.. (2018). A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers, CBE—Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.17-04-0066
- Foster, Nancy Fried. Studying Students : a Second Look. Edited by Nancy Fried Foster, Association of College and Research Libraries, a division of the American Library Association, 2013.
- Hensley, Merinda Kaye, and Stephanie Davis-Kahl. Undergraduate Research and the Academic Librarian : Case Studies and Best Practices. Edited by Merinda Kaye Hensley and Stephanie Davis-Kahl, Association of College and Research Libraries, a division of the American Library Association, 2017.
- Kilgo, C.A., Ezell Sheets, J.K. & Pascarella, E.T. (2015). The link between high-impact practices and student learning: some longitudinal evidence. High Educ, 69, 509–525. https://doi.org/10.1007/s10734-014-9788-z
- Knight S.L., Hale R.L., Chisholm L.J., Moss P., Rolf C., Wenner L. Increasing student involvement in research: a collaborative approach between faculty and students. Int. J. Nurs. Educ. Scholarsh. 2021 Nov 3;(1):18. doi: 10.1515/ijnes-2021-0047. PMID: 3473193
BiosFeatured in this episode:
- heath pearson, Assistant Professor, Department of Anthropology
- Amanda Phillips, Associate Professor, Departments of English, Women’s and Gender Studies, Film & Media Studies, and American Studies
- Sivagami Subbaraman, Adjunct Professor, Department of Performing Arts; Former Founding Director for LGBTQ Resource Center (2008-2021)
- Elizabeth Velez, Adjunct Professor, Prisons and Justice Initiative; Professional Lecturer, Women's Studies Program
Georgetown Resources LGBTQ Resource Center at Georgetown * Women’s and Gender Studies ResearchGuide- GU Library * LGBTQ+ & Queer Studies Research Guide - GU Library * LGBTQ History at Georgetown - GU Library * Center for New Designs in Learning and Scholarship (CNDLS) * The Prospect* blog
Additional Research/Scholarship Berheide, C. W., Carpenter, M. A. & Cotter, D. A. (2022). Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor. Sex Roles, 86, 441–455. * Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060. http://dx.doi.org/10.1037/a0016239 * Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes. Educational Researcher, 49(8), 566–578. https://doi.org/10.3102/0013189X20937240 * Davis, H.F.. (2017). Beyond trans: Does gender matter? New York: NYU Press. * Good, C. , Rattan, A. & Dweck, C. S. (2012). Why Do Women Opt Out? Sense of Belonging and Women's Representation in Mathematics. Journal of Personality and Social Psychology, 102(4), 700-717. doi: 10.1037/a0026659. * Harbin, B. (2016). Teaching beyond the gender binary in the university classroom. Updated by Roberts, L.M. et al., (2020). Vanderbilt Center for Teaching.* Retrieved [2/9/23] from: https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/
For more research, visit our episode webpage.
Following the publication of Susam Blum’s book Ungrading: Why Rating Students Undermines Learning (2020), many faculty across higher ed have reflected on their grading practices and their inherent tie to learning. Grading practices and techniques range from strict policies, to contract-based grading, to assigning no grades at all. Wherever they find themselves on the continuum, in this episode, we hear Georgetown faculty wrestle with the nuances and complexities of assigning grades, and thoughts about their impact.
Show Notes
We’re kicking off our third season with a deep dive into how faculty inspire academic excellence in students. Listen to this episode to hear questions about how faculty support students in succeeding in and outside classrooms, how to design curriculum that brings out their best work, and what excellence means in the current era.
_______________
Bios
- Mun Chun (MC) Chan, Assistant Teaching Professor, Biology Department and Faculty Fellow at CNDLS
- Charisma X. Howell, Visiting Associate Professor and Street Law Director, Georgetown Law
- Abigail Marsh, Professor, Department of Psychology and the Interdisciplinary Program in Neuroscience
Georgetown Resources * Georgetown’s Street Law Program website * Understanding Student Learning, resources from CNDLS * Center for New Designs in Learning and Scholarship website (C * The Prospect blog
Additional Resources * Brockman, A.J. (2021). “‘La Crème de la Crème’: How Racial, Gendered, and Intersectional Social Comparisons Reveal Inequities That Affect Sense of Belonging in STEM.” Sociological Inquiry, 91(4), 751–777. * Cardamone, C. (2021). “Balancing Flexibility and Rigor to Advance Equity in Course Design.” Teaching@Tufts. * Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). “States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit.” Neuron (Cambridge, Mass.), 84(2), 486–496. * Holstead, C.E. (2022). “Why Students Are Skipping Class So Often, and How to Bring Them Back.” The Chronicle of Higher Education. * McMurtrie, B. (2022). “Teaching: Staying Flexible Without Becoming Overwhelmed.” The Chronicle of Higher Education. * Mathews, J. (2022). “Should we be easy on students after the pandemic? Maybe not.” Washington Post. * Newman, J., & O’Brien, E. L. (1973). Street law. District of Columbia Project on Community Legal Assistance, Georgetown University Law Center * Pryal, K.R.G. (2022). ““When ‘Rigor’ Targets Disabled Students.” The Chronicle... * Saul, S. (2022). “At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?” ProQuest.
We wrap up our second season with a closer look at a theme that has come up repeatedly in our podcast: belonging. Our interviews with faculty have focused on a wide range of topics, including antiracist pedagogy, accessibility, experiential learning, well-being, and religious diversity. But, in conversation after conversation, the faculty, staff, and students we talked with emphasized the importance of the feeling of belonging in the learning experience. In this episode, we pulled together these conversations to highlight patterns, insights, and key takeaways. Episode webpage.
Featured in this episode:
- Bob Bies, Professor, McDonough School of Business
- Donna Cameron, Professor, Dept. of Family Medicine
- Alisa Carse Associate Professor of Philosophy and Faculty Affiliate of the Kennedy Institute of Ethics
- Carol Day, Director of Health Education Services and Adjunct Assistant Professor in Nursing & Health Studies
- David Ebenbach, Assistant Director for Graduate Student and Faculty Programming at CNDLS and the Center for Jewish Civilization
- Allyson Even, a history teacher at KIPP University Prep in San Antonio, Texas
- Rabbi Rachel Gartner, most recent Director for Jewish Life
- Imam Yahya Hendi, Director for Muslim Life
- Amrita Ibrahim, Assistant Teaching Professor, Dept of Anthropology
- Amena Johnson, Associate Director of the LGBTQ Resource Center
- Mimi Khuc, Adjunct lecturer in the Disability Studies program
- Durriya Meer, Director of Counseling and Psychiatric Service (CAPS)
- Libbie Rifkin, Teaching Professor in the Department of English, founding Director of the Program in Disability Studies
- Javier Jimenez Westerman, Assistant Dean of Undergraduate Programs at Georgetown College
Explore our episode webpage for additional research. And check out the What We’re Learning About Learning: A CNDLS Podcast and for more episodes!
Call to mind an occasion when you felt out of your depth or unsure what to do in an encounter or engagement with religious or spiritual diversity inside or outside the classroom. What did you do in that situation? What do you wish you had done in that situation? We asked these same questions of three clergy from Georgetown University’s Campus Ministry. In CNDLS’ latest podcast episode of What We Are Learning About Learning, Rabbi Rachel Gartner, Imam Yahya Hendi, and Brahmachari Sharan talk about the good and bad experiences students regularly share with them, and how faculty can listen, reflect, and grow to better serve students.
Bios Interviewed for this episode:
- Rabbi Rachel Gartner, most recent Director for Jewish Life
- Imam Yahya Hendi, the Director for Muslim Life
- Brahmachari Sharan, the Director for Dharmic Life and Hindu Spiritual Advisor for Campus Ministry
- David Ebenbach, Professor of the Practice at CNDLS and the Center for Jewish Civilization
Resources Georgetown Resources Campus Ministry
Your Guide to Religious Services at Georgetown University
Center for New Designs in Learning and Scholarship (CNDLS)
Georgetown’s Student Outreach and Support (SOS Care Team)
Georgetown’s Mission and Information about Cura Personalis
The Doyle Engaging Difference Program
The Prospect blog
Additional Resources & Research “‘I think it, therefore it's true'’: Effects of Self-perceived Objectivity on Hiring Discrimination” (Organizational Behavior and Human Decision Processes, 9/7/07)
“To fight hate and stereotypes, students and parents turn to textbooks” (The Washington Post, 6/15/19)
No Longer Invisible: Religion in University Education (Oxford Scholarship, 2012)
“Spiritual and Religious Diversity,” teaching tips from the University of Denver’s Teaching Center
“Religious Literacy,” (Inside Higher Ed, 8/24/20)
Cuyjet, M. J., Howard-Hamilton, M. F., Cooper, D. L., & Linder, C. (Eds.). (2016). “Religious and Spiritual Diversity Among College Students” in Multiculturalism on campus : Theory, models, and practices for understanding diversity and creating inclusion. Stylus Publishing, LLC.
Students everywhere have experienced the brunt of the pandemic not only through learning loss but also through extended, well-documented mental health issues. Research has found that that students struggle to cope with coursework and the pressure to excel in school, especially as their priorities have shifted to maintaining personal relationships and mental health. In CNDLS’ latest podcast episode of What We Are Learning about Learning, hear how staff and faculty at Georgetown have fostered trust and belonging and motivated students by opening up to those students and creating a shared space of vulnerability and whole-person learning in the classroom.
Bios Interviewed for this episode:
- Durriya Meer, Director of CAPS and Licensed Psychologist
- Carol Day, Director of Health Education Services and Adjunct Assistant Professor, School of Nursing and Health Studies, Human Science
- Huaping Lu-Adler, Associate Professor, Department of Philosophy
- Sarah Stiles, Teaching Professor, Department of Sociology
- Andreas Kern, Associate Teaching Professor, McCourt School of Public Policy
Statements from “The Engelhard Project 2005 - 2015: Voices From a Decade of Connecting Life and Learning” (video):
- President John J. DeGioia, 48th President of Georgetown University
- Heidi G. Elmendorf, Associate Professor, Department of Biology and Senior Advisor to the President for Equity in Education, Director of the Regents Science Scholars Program
- Edilma Yearwood, Associate Professor, Professional Nursing Practice Academic Department
- Jason Tilan, Associate Professor, Human Science Academic Department
- Alisa Carse, Associate Professor, Department of Philosophy and Faculty Affiliate of the Kennedy Institute for Ethics
- John Wright, Director of Student Life, Georgetown University Qatar
During this pandemic, faculty and students alike have had to continually pivot between virtual and in-person learning. This has caused much stress — for students who have to miss class due to contraction or exposure and for faculty, who are struggling to find ways to teach students who cannot physically be there. One solution is for faculty to teach to students in person and over Zoom simultaneously. This can be daunting, but it really is doable! In this episode you’ll hear from three faculty and one of their TAs who will share their insights about how to prepare, deliver, and problem-solve in the hybrid classroom.
Bios
- Mark Carl Rom, PhD, Associate Professor of Government and Public Policy at the McCourt School of Public Policy and the Department of Government
- Shannon Mooney, PhD, Senior Data Scientist and Linguist
- Mimi Khúc, PhD, Instructor in Disability Studies at Georgetown University
- Alex Chugunova, MA, Communications and Media Specialist
Resources
- Hybrid Modality: Hyflex Teaching
- Hybrid Modalities and Strategies
- Video on Setting Up the Classroom for Hybrid Teaching
- The Prospect blog
- Center for New Designs in Learning and Scholarship (CNDLS)
This two-part episode features conversations among faculty at Georgetown University about some of the most pressing challenges they faced while teaching during the Fall 2021 semester. Part I features three faculty who discuss ways in which they fostered inclusivity and equity in their classes by leveraging technology and other strategies. In Part II, five faculty share assessment strategies that they used for reducing student stress and anxiety among their students.
Bios
Part I:
- Dr. Chandra Manning, Professor in the Department of History
- Dr. Jennifer Fox, Teaching Professor in the Department of Biology
- Dr. Marissa Fond, Assistant Teaching Professor in the Department of Linguistics
Part II:
- Dr. Karen Shaup, Associate Teaching Professor in the Department of English and Adjunct Faculty in the Writing Program
- Dr. MC Chan, Assistant Teaching Professor in the Department of Biology
- Mokoto Omori, Assistant Teaching Professor in the Department of East Asian Languages and Cultures
- Kumi Sato, Assistant Teaching Professor in the Department of East Asian Languages and Cultures
- Dr. Yoshiko Mori, Associate Professor in the Department of East Asian Languages and Cultures
Resources
- The Prospect blog
- Center for New Designs in Learning and Scholarship (CNDLS)
- Hypothes.is
- Professor Shaup’s Grading Agreement
- Alternative Modes of Grading
- Inclusive Pedagogy Toolkit
This two-part episode features conversations among faculty at Georgetown University about some of the most pressing challenges they faced while teaching during the Fall 2021 semester. Part I features three faculty who discuss ways in which they fostered inclusivity and equity in their classes by leveraging technology and other strategies. In Part II, five faculty share assessment strategies that they used for reducing student stress and anxiety among their students.
Bios
Part I:
- Dr. Chandra Manning, Professor in the Department of History
- Dr. Jennifer Fox, Teaching Professor in the Department of Biology
- Dr. Marissa Fond, Assistant Teaching Professor in the Department of Linguistics
Part II:
- Dr. Karen Shaup, Associate Teaching Professor in the Department of English and Adjunct Faculty in the Writing Program
- Dr. MC Chan, Assistant Teaching Professor in the Department of Biology
- Mokoto Omori, Assistant Teaching Professor in the Department of East Asian Languages and Cultures
- Kumi Sato, Assistant Teaching Professor in the Department of East Asian Languages and Cultures
- Dr. Yoshiko Mori, Associate Professor in the Department of East Asian Languages and Cultures
Resources
- The Prospect blog
- Center for New Designs in Learning and Scholarship (CNDLS)
- Hypothes.is
- Professor Shaup’s Grading Agreement
- Alternative Modes of Grading
- Inclusive Pedagogy Toolkit
In this episode, GU History professor Adam Rothman talks with us about his work studying and teaching about the history of slavery at Georgetown and draws on his teaching and research expertise on the history of the United States from the Revolution to the Civil War andthe history of slavery and abolition in the Atlantic world. He teaches undergraduate and graduate courses in Atlantic history, 19th century U.S history, and the history of slavery. Adam was the principal curator of the Georgetown Slavery Archive — a repository of materials relating to the Maryland Jesuits, Georgetown University, and slavery. In his comments, Rothman also shares why it’s important for faculty and students to know and grapple with the history of their own institutions.
Show Notes
Bios
- Dr. Adam Rothman, Professor in the Department of History and American Studies Program
- Elsa Barraza Mendoza, a former PhD student at Georgetown
Resources
- Rothman, Adam & Elsa Barraza Mendoza (Eds.) 2021. Facing Georgetown's History: A Reader on Slavery, Memory, and Reconciliation. Georgetown University Press.
- GU272 Memory Project
- Curran, R. E. (1993). The bicentennial history of Georgetown University. Amazon. Retrieved November 19, 2021, from https://www.amazon.com/Bicentennial-History-Georgetown-University-1789-1889/dp/0878404856.
- QUALLEN: On Georgetown’s Slaveholding History. The Hoya Newspaper. May 16, 2018.
- 272 Slaves Were Sold to Save Georgetown. What Does It Owe Their Descendants? (Published 2016)
- Episode 766: Georgetown, Louisiana, Part One : Planet Money
- Episode 767: Georgetown, Louisiana, Part Two : Planet Money
- Booth Family Center for Special Collections
- Archives of the Maryland Province of the Society of Jesus
- Georgian Slavery Archive
- The Georgetown Memory Project
- Thinking About Archives Graduate Course
- Artwork by Joy Kang, GU SFS '24
Featuring faculty and staff who build awareness of best practices and advocate for students with disabilities, this episode focuses on accessibility and practices that meet the needs of all learners. While we learn that there are more students with learning disabilities or differences, or other forms of 'neurodivergence,' than many faculty assume, these ideas also provide ways to meet the new normal where we all need some flexibility! Tune in for helpful info and strategies on how to design your courses and policies to support all your students. Click here for the episode's show notes or see below.
Show Notes
Episode transcript (coming soon)
Links to Faculty/Staff Bios
- Joseph Fisher, Executive Director of the Academic Resource Center at Georgetown
- Libbie Rifkin, Founding Director of the Program in Disability Studies at Georgetown and a Teaching Professor in the Department of English
- Mimi Khúc, Scholar/Artist/Activist in Residence in Disability Studies at Georgetown University
Resources
- National Center for Learning Disabilities: Life with LD and Navigating the Transition to College
- The Academic Resource Center at Georgetown University
- The ADA Amendments Act of 2008
- Access Intimacy: The Missing Link (Mia Mingus, 2011)
- The Spoon Theory (Christine Miserandino)
- Center for New Designs in Learning and Scholarship (CNDLS)
In the latest episode, we look back at lessons learned from pandemic-era teaching in order to start creating a new, better normal this fall. We gathered ideas from two groups of educators: Georgetown University staff and administrators, whose experience with our students last year demonstrated what our continuing students are going through and what they’ll need, and a panel of high school educators who have a lot to teach us about the first-year students we’ll be welcoming into the community this year. Click here for the episode's show notes.
Graduate students are in a unique position in higher education, both teachers and students, mentors and mentees. Their dual roles come with challenges, tensions, and competing demands, but the proximity of these differing roles of graduate students leads to important revelations, insights, and personal growth. This episode features their unique perspective on what students want and need from their professors, as well as how professors can approach their teaching in order to promote greater learning. They also offer a compelling reminder about why teaching is so important. Click here for the episode's show notes.
This episode, we feature faculty who engage active strategies to create inclusive, anti-racist classrooms. We grounded this episode in the events of the past year on the Georgetown campus and across the country, as well as the results of our Campus Climate Survey. The goal is to learn from colleagues how to foster a sense of belonging for all students, even when the conversations get tough. Click here for the episode's full show notes.
Show Notes
Episode transcript
Special thanks to the Georgetown students who contributed to the “I Can’t Breathe” Video:
Lara Adakunle, Eni Akinniyi, D’Andre Barriffe, Wes Bowers, Anthony Childress, Theron Cooper, Cameron Crayton, Sari Cureton, Aniella Delafosse, Maya Drayton,Max Edwards, Tony Gyimah, Jaz Harmon, Rio Hope-Gund Jewell Johnson, Josiah Laney, Stanford Maison, Kai Nelson, Yasmin Ott, Ruach Padhal, Cassidy Palmer, Allen Paul, Tiy Reed, Tamiya Roberts, Alexis Smith, Margo Snipes, Symone Speech, Sherman Steptoe, Joshua Stevens, Jordan Wells, Ahmad Wilson, Quincy Wilson, and Shanniah Wright. Additional thanks to Daelyn Waters, the producer of the “I Can’t Breathe” video.
Resources
- The Prospect blog
- CNDLS Inclusive Pedagogy Toolkit
- Center for New Designs in Learning and Scholarship (CNDLS)
- Center for Multicultural Equity and Access
- Center for Social Justice
- Georgetown Campus Cultural Climate Survey
- Georgetown Black Student-Athlete Coalition
- “I Can’t Breathe” Video
- Red House
- The Georgetown Voice: Social Unrest Prompts Georgetown’s First Black Student-Athlete Coalition by Daelyn Waters
This episode, we share the stories of several faculty and students who have engaged with experiential assignments. We focused particularly on learning activities that required students to get away from their screens and interact with the physical world around them—wherever that may be. Click here for the episode show notes or see below.
Show Notes
Featured Faculty
- Dr. Edward Barrows, Professor of Ecology in the Department of Biology and Director of the Center for the Environment
- Dr. Min-Ah Cho, Assistant Teaching Professor in the Department of Theology and Religious Studies
- Dr. Sylvie Durmelat, Associate Professor in the Department of French and Francophone Studies
- Dr. David Ebenbach, Professor of the Practice in the Walsh School of Foreign Service Center for Jewish Civilization and at the Center for New Designs in Learning and Scholarship
- Dr. Yuki Kato, Assistant Professor of Sociology and Food Justice Fellow at the Center for Social Justice
- Dr. Chandra Manning, Professor of United States History in the Department of History
- Dr. Sylvia Ӧnder, Teaching Professor in the Department of Anthropology and Turkish Language and Culture; Small Program Languages Coordinator
- Dr. Libbie Rifkin, Teaching Professor in the Department of English
- Dr. Jessica Smith, Research and Policy Manager at the Georgetown Institute for Women, Peace and Security
- Dr. Martha Weiss, Professor in the Department of Biology and Co-Director of Environmental Studies
Featured Students
- Aiyanna Maciel, School of Foreign Service Class of 2021, MA in Latin American Studies with concentration in Government & Leadership
- Isabel McHenry, Georgetown College Class of 2024, BS in Spanish and Management
- Maya Silardi, Georgetown College Class of 2021, BS in Sociology and Women’s & Gender Studies
Resources
- Sample assignments
- Photovoice
- Storymap
- The Prospect blog (Georgetown University publication)
As we head into another semester of virtual learning, hone your teaching practice with this podcast. While last episode featured students, this episode features a conversation among faculty at Georgetown University who share what worked well to keep students engaged, motivated and connected. Click here for the episode show notes or see below.
Show Notes
Episode transcript
Links to Faculty Bios
- Dr. Daniela Brancaforte, Senior Assistant Dean and Director of Strategic Initiatives & Interdisciplinary Programs in the McDonough School of Business
- Dr. Rhonda Dzakpasu, Associate Professor in the Department of Physics
- Dr. Thomas Kerch, Associate Director of the Tocqueville Forum for Political Understanding and Adjunct Lecturer in the Department of Government
- Dr. Shelbi Nahwilet Meissner, Assistant Professor in the Department of Philosophy
- Dr. Alphonso Saville, Andrew W. Mellon Postdoctoral Fellow for American Religion and Slavery in the Department of Theology and Religious Studies
Resources
- Digital Learning Days Programming
- The Prospect blog
- Center for New Designs in Learning and Scholarship (CNDLS)
As we head into another semester of virtual learning, hone your teaching practice with this podcast. This conversation with students at Georgetown University provides insight into what's working to keep students engaged, motivated and connected. Click here for the episode show notes or see below.
Show Notes
Student Bios
- Becky Choi, School of Foreign Service Class of 2022, BSFS in International Politics
- Margaret Gleason, Georgetown College Class of 2022, BA in Theater and Performance Studies, minors in Music and Justice and Peace Studies
- Justin Goldstein, Georgetown College Class of 2024, BS in Computer Science and BA in Economics
- Matthew Hua, Georgetown College Class of 2022, BA in Government and American Musical Culture
- Nie J., Georgetown College Class of 2021, BS in Philosophy and Cognitive Science
- Aiyanna Maciel, School of Foreign Service Class of 2021, MA in Latin American Studies
- Isabel McHenry, Georgetown College Class of 2024, BS in Spanish and Management
- Varsha Menon, School of Foreign Service Class of 2021, BS International Political Economy in BS/MSFS Dual Degree program
- Gwyneth Murphy, School of Foreign Service Class of 2023, BS in International Security
- Aiai Prince-Smith, Georgetown College Class of 2024, BS in Biology on Pre-Med track
- Maya Silardi, Georgetown College Class of 2021, BA in Sociology and Women’s & Gender Studies
- Gaby Jazmin Tumbaga, Georgetown College Class of 2021, BS in Government Women’s & Gender Studies
Resources
The Prospect blog
Center for New Designs in Learning and Scholarship (CNDLS)
Photovoice
Storymap