Teaching, Learning and Innovation Summer Institute

3:00-4:00 - One hour session
What are the goals for student writing in your department? Are students achieving these goals? As part of the revision to core writing requirements at Georgetown, all undergraduate programs have developed descriptions of the kinds of writing students should be able to do and identified how the programs will help students practice these forms of writing. Now that the Integrated Writing requirement has been in place for a couple of years, this is a good time to start asking how well it’s working, for faculty and for students. In this workshop, we’ll review our goals and discuss how well students are achieving them. The workshop will examine four questions:

What do we want students to know about writing in our fields?
What do we want students to be able to do as writers?
What are we doing to help them develop knowledge and skills as writers?
How do we know whether these strategies work?

The workshop will provide tools to help us examine the connection between our goals and the outcomes visible in students’ writing. Participants should bring a copy of their program’s Integrated Writing statement and a few student papers that represent different levels of performance.  

*Note: this session ends at 4:15pm. Listed as ending at 4:00 to allow registration for the Social hour.  

9:50-10:50 - One hour session
The workshop IRB at Georgetown: Beyond Compliance: Ensuring a Culture of Research Ethics will comprise an interactive discussion regarding the rationale for and basic principles that underlie regulatory requirements for protection of human subjects; the role of Institutional Review Boards (IRBs) in protecting human subjects; the relevant national (U.S.) and international regulations that pertain to protection of human subjects – including a discussion of the recently-issued revised Office of Research Integrity General Comments; the organization and roles and responsibilities of the Georgetown University IRB’s in the research review process; a detailed description of the application, review and approval process; the responsibility of faculty mentors for providing guidance to their student mentees; and helpful hints for preparation and submission of IRB applications.

The presenters – the director of the IRB, the chair of Committee C: Social and Behavioral Research, and the Coordinator of Committee C, will make individual and collective presentations, provide a packet of relevant documents, demonstrate the application process using the eRIC online application system, and engage in discussion with the participants. They will also have small group discussions during which participants will be invited to engage in discussion of their questions with the presenters; these questions and responses will be documented and presented to the full group of participants to engage in a broader discussion. This discussion will be documented and a set of questions and answers provided to participants within a month of the TLISI session.

9:50-12:00 - Two hour session
Our students are among the best and brightest in the world. They have amassed impressive records of academic and personal achievement, and engage in our academic community at the highest levels. Sometimes, they do so at a cost to their own health. So, who are the students populating our classrooms? What do they struggle with, how do they cope, and how worried should we be about their health and wellness?

This session will be an opportunity to dive into the data that shapes our understanding of our students’ health and related needs, especially around issues of depression, anxiety, extreme stress, suicidality, self-harm, and abuse of drugs and alcohol. As our Jesuit mission calls us to see, know, and serve our students as “whole people,” this session will explore that call as both an opportunity and a responsibility. Using the data as a guide, the session will provide insight into the Georgetown model of a “Safety Net” – a coordinated network of campus resources and services, systems of risk mitigation and management, and pointed effort to ensure compliance with ADA, Title IX, FERPA and HIPAA.  

11:00-12:00 - One Hour Session
This session will comprise an interactive discussion regarding: basic principles of social science research; commonly used quantitative, qualitative and mixed-methods; preparation of research proposals generally and examples of guidelines for public and private sector funding agencies; approaches to seeking funding for grants; evidence-based mentoring methods and faculty responsibility for mentoring of students; collaborative, interdisciplinary engagement in research: cross-campus and beyond; issues related to international research; and an introduction to responsible science.

The presenters will make individual and collective presentations, provide a packet of relevant documents, and engage in discussion with the participants. They will also have small group discussions during which participants will be invited to discuss: their ideas for research studies and receive guidance regarding preparation of research proposals; their experience with mentoring and receive guidance regarding strengthening their mentoring capacity; and discuss issues related to responsible science, including bioethics (e.g., protection of human subjects), publication/presentation of findings (e.g., adherence to international guidelines), and research integrity (e.g., plagiarism and validity of results). The questions raised and responses provide during the small group discussions will be documented and presented to the full group of participants to engage in a broader discussion. This discussion will be documented and a set of questions and answers provided to participants within a month of the TLISI session.

1:50-2:50pm - One hour session
First Generation Students at Highly Selective Universities
This panel, moderated by Jesse O'Connell from the Lumina Foundation, will include:

• Dr. Rachel Gable, recent graduate of Harvard's Ed School and co-author of an invited publication in process with Harvard's Ed Review, which details the experiences of first generation college students at both Georgetown and Harvard.
• Corey Stewart, Assistant Director and Student Advisor within the Georgetown Scholarship Program (GSP), a program for first gen GU students
• A Georgetown first generation student leader

We will discuss Dr. Gable's findings and share personal anecdotes on the first generation college experience at Georgetown.

4:00-5:30 - One and a half hour session
Join us for our "What's Working in the Classroom?" social hour, highlighting both faculty and student work:

The social hour will display faculty posters on successful classroom interventions, including:

• Flourishing in College and Community
• Soulful Leadership: Reimagining Leadership's Purpose
• Community-based Learning
• Master of Arts in Learning and Design
• CNDLS: New Technology-Enhanced Learning Resources & Opportunities

An American Studies student research exhibit will also feature proposals for memorials dedicated to marginalized 19th century communities.

9:50-12:00 - Two hour session

Members of the Georgetown community can access the live stream for this session here- please make sure you are signed in to your georgetown.edu account to access the link. 

The Georgetown Sexual Misconduct Survey: A Report on Survey Findings, our Task Force, and Our Work Going Forward- Laura Cutway, Rosemary Kilkenny, Todd Olson, Michael Tartaglia
This reporting session will provide participants with a more in-depth understanding of the institutional work and conversations about the critical issue of sexual misconduct. A group of administrators, faculty, and students have spent this academic year working intensively in response to the results of Georgetown's first Sexual Misconduct Climate Survey. The survey revealed a set of challenging facts about the impact of this phenomenon on our campus, and provided a call for us to strengthen and broaden our efforts to respond. The areas we have discussed include our campus culture, policy issues, support programs for survivors, reporting mechanisms, a range of educational programs and engagements, the role of alcohol and drugs, and the needs of several vulnerable populations. The intended audience is all faculty and administrators interested in engaging this topic more deeply. The outcome is simply to broaden awareness and help bring about positive change on the several dimensions of this complex problem.

Don't Build a Ladder, Tear Down the Wall: Reporting out from the Advisory Board for Affordability and Access- Andria Wisler
We will provide an overview of the Advisory Board for Access and Affordability and our year's community-building and work process towards the final outcome of a report presented to senior leadership. The report details the 35-member Board's vision and action plans for a Georgetown in which access and affordability are prioritized for all at a moment when parallel structures (work-arounds and special forms) footnote our processes and policies. The presenters, co-Chairs of the Board, will share how we stressed a vision that embodied a whole institution approach in order to displace the burden for coping away from the student. Such a transformational strategy encourages a commitment to further learning diverse educational histories and trajectories. It implicates all members of our community into a shared responsibility for creating a Georgetown experience, environment, and culture that uplifts the human dignity of all faculty, staff, and students. The paramount objective of the Advisory Board for Affordability and Access is to demolish barriers that prevent students from fully embracing all aspects of the Georgetown experience—and avoid building ladders, which workaround existing university policies and structures.

Undocumented Students Working Group Report- Angel Garcia
This session will highlight the experiences of undocumented students at Georgetown University and the ways in which faculty and staff can be allies to both undocumented students and students from mixed status families. We will share an overview of the national landscape in regards to undocumented students at universities nationwide, with a focus on what Georgetown is currently doing to support their respective journies. The Undocumented Student Task Force is comprised of students, faculty, and staff from across campus whose mission is to support undocumented students and the unique challenges they may face while at the university. The audience for this session is for anyone on campus - faculty, staff, administrator - who wants to learn more about supporting undocumented students at Georgetown. We strongly believe it is everyone's responsibility to be aware of the resources that exist on campus so that if a faculty or staff member becomes aware of a student's (or their family's) status, they are equipped with the necessary tools, knowledge and resources to support that student in a way that holds their humanity.

9:50-12:00 - Two hour session
The Georgetown Sexual Misconduct Survey: A Report on Survey Findings, our Task Force, and Our Work Going Forward- Laura Cutway, Rosemary Kilkenny, Todd Olson, Michael Tartaglia
This reporting session will provide participants with a more in-depth understanding of the institutional work and conversations about the critical issue of sexual misconduct. A group of administrators, faculty, and students have spent this academic year working intensively in response to the results of Georgetown's first Sexual Misconduct Climate Survey. The survey revealed a set of challenging facts about the impact of this phenomenon on our campus, and provided a call for us to strengthen and broaden our efforts to respond. The areas we have discussed include our campus culture, policy issues, support programs for survivors, reporting mechanisms, a range of educational programs and engagements, the role of alcohol and drugs, and the needs of several vulnerable populations. The intended audience is all faculty and administrators interested in engaging this topic more deeply. The outcome is simply to broaden awareness and help bring about positive change on the several dimensions of this complex problem.

Don't Build a Ladder, Tear Down the Wall: Reporting out from the Advisory Board for Affordability and Access- Andria Wisler
We will provide an overview of the Advisory Board for Access and Affordability and our year's community-building and work process towards the final outcome of a report presented to senior leadership. The report details the 35-member Board's vision and action plans for a Georgetown in which access and affordability are prioritized for all at a moment when parallel structures (work-arounds and special forms) footnote our processes and policies. The presenters, co-Chairs of the Board, will share how we stressed a vision that embodied a whole institution approach in order to displace the burden for coping away from the student. Such a transformational strategy encourages a commitment to further learning diverse educational histories and trajectories. It implicates all members of our community into a shared responsibility for creating a Georgetown experience, environment, and culture that uplifts the human dignity of all faculty, staff, and students. The paramount objective of the Advisory Board for Affordability and Access is to demolish barriers that prevent students from fully embracing all aspects of the Georgetown experience—and avoid building ladders, which workaround existing university policies and structures.

Undocumented Students Working Group Report- Angel Garcia
This session will highlight the experiences of undocumented students at Georgetown University and the ways in which faculty and staff can be allies to both undocumented students and students from mixed status families. We will share an overview of the national landscape in regards to undocumented students at universities nationwide, with a focus on what Georgetown is currently doing to support their respective journies. The Undocumented Student Task Force is comprised of students, faculty, and staff from across campus whose mission is to support undocumented students and the unique challenges they may face while at the university. The audience for this session is for anyone on campus - faculty, staff, administrator - who wants to learn more about supporting undocumented students at Georgetown. We strongly believe it is everyone's responsibility to be aware of the resources that exist on campus so that if a faculty or staff member becomes aware of a student's (or their family's) status, they are equipped with the necessary tools, knowledge and resources to support that student in a way that holds their humanity.

1:50-2:50 - One hour session
Foreign language programs are major contributors to the humanities learning mission of colleges and universities, and as the value of humanities learning has become increasingly challenged, it is important to show what foreign language programs contribute to humanities learning.

This presentation reports on a project from the literacies-oriented, integrated curriculum of the German department, in which the humanities learning of second-year (i.e., intermediate) students was assessed. During our talk, we will outline our conceptualization of “humanities learning,” the process we used to specify humanities learning goals at the intermediate level, and the assessment instruments we developed in order to measure students’ humanities learning. We will then present the results of the assessment and offer an analysis and interpretation of those results.  In so doing, we seek to demonstrate how any department or program that values the teaching and learning of humanistic knowledge can meaningfully assess this learning and present the results of this assessment to internal and external stakeholders.

1:50-4:15 - Two hour and fifteen minute session
In this session, Georgetown faculty and instructors will begin conceptualizing, designing, and developing a hybrid learning model. We will discuss what hybrid design means and present the wide spectrum of hybrid approaches, including evidence-based approaches to hybrid design and the advantages and disadvantages of the various approaches.

In addition, the session includes a hands-on segment where participants begin brainstorming and designing their own hybrid solutions to particular learning challenges. Participants are encouraged to bring their laptops and a course syllabus. Participants will begin the preliminary steps to achieve the following learning goals:

• Describe the range of approaches to hybrid learning
• Explain the benefits and challenges of hybrid learning (in general and course-specific)
• Identify appropriate hybrid model for current learning challenges of f2f course
• Select relevant technological solution to address learning challenges
• Explore tools and pedagogical strategies to integrate online and f2f components of hybrid design
• Identify how the online and f2f components will be integrated

3:00-4:15 - One hour and fifteen minute session
Play the “TEL Arcade!” There is a room full of presenters, and each presentation is 20-minutes long. Which 3 do you pick?? Choose your own adventure and hear more about technology-enhanced learning (TEL) projects at GU!

Presentations include the following:

Replacing Rollover with Click-and-Reveal Interactions for Mobile Learning-- Taeyeol Park
Rollover objects allow instructors to add interactivity to their learning projects. These objects are initially hidden and are revealed when students hover over a particular area with a mouse. However, rollovers are not mobile friendly. This session will demonstrate how to create rollover interactions and replace rollover objects with advanced actions based on tap events using Adobe Captivate, an e-learning authoring tool. Participants will also learn how to publish their Captivate projects as HTML5 content for mobile learning and set up a plan for developing a downloadable app. This session is intended for those who are interested in creating online interactive learning tools and making the tools mobile friendly. 

Simple Techniques for Creating and Using Video in Canvas-- Mark Wiest
This show-and-tell session will allow attendees to learn simple ways to incorporate video in to their Canvas courses beyond just using classroom lecture capture. Using Georgetown supported video capture and upload tools this demonstration will show how to easily post and embed video into Canvas courses without the need of a studio or sophisticated software and equipment. And, since this is a hands on session, attendees may even have the chance to record and post their own short videos in Canvas. 

Teaching Arabic Alphabet using E-Book Widgets-- Hany Fazza
The main goal of this project is to develop new technique for teaching the Arabic alphabet for beginner non-native speakers, by creating interactive drills using e-book widgets. Widgets were designed to help students recognize and learn the alphabet. This is followed by a set of widgets as a controlled practice of the alphabet. Then, students use these alphabets to produce words and take a quiz after each unit. The E-book widgets include flash cards, split worksheets, quiz, hangman game, jigsaw puzzle, randomness, and word search, crossword and memory game. Additionally, videos explain the writing system for each single letter in Arabic.

Flipping the Sophomore Level Mathematical Physics Class with the EdX platform-- Jim Freericks
In the Spring 2017 semester, we created a flipped classroom experience for students enrolled in Physics 155 "Mathematical and Computational Methods in Physics". The lectures have been replaced by voice-over powerpoint slides and the class room experience is based entirely on students working through self-guided problems that cover the material. The advantage is providing significantly more student engagement with using the techniques they are learning, helping with retention of the ideas and methods for use in later classes.

M.A.P. - Flipping the Classroom in Academic Advising-- Kelly Grady
The MAP, My Academic Plan, is an innovative advising tool developed as part of orientation for graduate distance nursing students with application to undergraduate and campus-based students. The MAP flips the advising model in that students take stock and build a plan for success without individual or group advising sessions. Students complete a self reflection exercise that prompts them to consider the elements of previous academic successes, the demands of their current life circumstances, the rigors of their new academic program and how to prepare for academic success. The MAP is valuable independently for the reflection and planning it prompts for students, however, advisers can incorporate it when individually meeting a student and as a vehicle to conduct needs assessments.

Wikipedia, Pedagogy, and Georgetown's Community of Practice- Megan Browndorf, Lisa Strong, and Lisbeth Fuisz
At last year’s TLISI, a group of faculty and librarians participated in a Productive Open Design Space (PODS) on Wikipedia editing in the classroom. This three-day intensive working period revealed common goals and created a level of trust and camaraderie that inspired us to create a formal Community of Practice (COP). This session will report on the work of teaching faculty from this community of practice who incorporate Wikipedia editing assignments into their work. Faculty will describe their experiences, discuss the successes and pitfalls of their Wikipedia classroom projects, and the role of the community of practice in supporting their ability to experiment with a Wikipedia project. The COP’s goal is to help promote and sustain the use of Wikipedia-based classroom assignments at Georgetown.The group is meant to be a center of support for faculty that want to experiment with a Wikipedia editing project, but may be concerned about the practicalities of implementation. Learn about using Wikipedia in your pedagogy and the community of support we have at Georgetown to help you on your way.  

11:00-12:00 - One hour session
Click here to access the Zoom link for this session

The School of Continuing Studies Faculty Directors who have been involved in the development of online courses and taught traditional face-to-face courses will discuss the following topics:

• How their program’s experience of designing, developing and teaching online courses has impacted how the program designs, develops, and teaches face-to-face courses
• Descriptions of tools and teaching techniques that faculty directors have experimented with to facilitate student and teacher interaction in online courses
• A framework that the school uses to encourage faculty to think about infusing Georgetown Values into the design and development of online courses
• Illustrations of how faculty directors and the online team have attempted to integrate Georgetown values into the design and development of online courses

11:00-12:00 - One hour session
The School of Continuing Studies Faculty Directors who have been involved in the development of online courses and taught traditional face-to-face courses will discuss the following topics:

• How their program’s experience of designing, developing and teaching online courses has impacted how the program designs, develops, and teaches face-to-face courses
• Descriptions of tools and teaching techniques that faculty directors have experimented with to facilitate student and teacher interaction in online courses
• A framework that the school uses to encourage faculty to think about infusing Georgetown Values into the design and development of online courses
• Illustrations of how faculty directors and the online team have attempted to integrate Georgetown values into the design and development of online courses