Teaching, Learning and Innovation Summer Institute

9:30-10:30 - One hour session
Click here to access the Zoom link for this session

This session will present an introduction to the interface and core functionality of Canvas to users who have not used the platform and/or want to understand how it works. Please bring your laptop. 

Participants will:

• Learn what the core Canvas tools are and how they can be used. Tools include the Calendar, the Inbox, Assignments, Grades, and Collaborations.
• Identify ways to organize a course in Canvas using Modules and Pages.
• Become aware of how students use Canvas to access course content and do course work.

10:45-11:30 - Forty five minute session
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This presentation is for faculty who want to explore ways to organize their course in Canvas and to optimize it for student learning, engagement, and assessment. Please bring your laptop with you.

The following topics will be addressed:

- How do you want students to navigate your course?
- How can you organize your course’s content?
- How can students do course work in Canvas?
- How can students collaborate in Canvas?
- How can you use Canvas to assess students’ work?

Participants will learn:

- How to use the home page and modules to present and organize course content
- How to use the Canvas Calendar and Inbox
- How to use Assignments and Grades.

12:00-1:40 - One hour forty minute 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. 

Professors Marcia Chatelain and Adam Rothman, both from Georgetown University's Department of History, will discuss their experiences on the Georgetown University’s Working Group on Slavery, Memory and Reconciliation. Learn about how they are bringing the research and deliberation process of the Working Group into courses and communities. Chatelain and Rothman will focus on their specific roles in helping the Working Group and situate this work among a history of universities grappling with their pasts and the way peer institutions have created similar initiatives recently.

1:50-2:50 - One hour session
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International students bring rich diversity to campus. With the benefits of this diversity, however, there also come challenges for the students themselves, their classmates, and their professors and advisors. Despite high admission standards and the tailored training and orientation opportunities that exist for Georgetown’s international students, professors may notice performance gaps such as hesitation to express critical commentary, limited class participation, writing assignments lacking clarity and/or originality, or email requests and office-hour interactions that seem pragmatically awkward.

In this session, teaching professors from the Center for Language Education and Development (who work exclusively with international students) and an Office of Global Services (OGS) Advisor/Programming Manager share insights for faculty who desire to better understand the challenges that their international students face. Panelists also share strategies and advice for capitalizing on the diverse perspectives that international students bring and for helping these students thrive. Finally, the panel elicits input from participants about additional challenges regarding international students and leads a discussion about ways that campus units can best share knowledge and support both our students and each other in dealing with the challenges of diversity.

9:50-12:00 - Two hour session
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This session includes a workshop plus a faculty panel.

First, you'll get hands-on with some of the newest technologies available at Georgetown. Featured technologies include Remark (a video annotation tool), Voicethread (a tool for having discussions around a variety of media), and PollEverywhere (polling software). We'll demonstrate some of the the most common and most engaging uses of these technologies both in and beyond the classroom.

Then, hear how faculty have incorporated these and other technologies into their courses to create a more active learning environment. The panel presentations ill be followed by a Q&A.

Panel presentations:

Blogs as Tools for Peer Critique, Reflection, and Learning In a Residency Program-- Jeanine Turner, Elise Morris, Michelle Roett, and Katherine Oberkircher
How can residents learn about their interaction with residents by watching each other? How do residents talk about patients with each other? How can we better understand health literacy? Over the past 4 years, the Family Medicine Program and the Communication, Culture, and Technology Program at Georgetown University have collaborated on a project to promote health literacy, explore peer feedback and learning, and integrate asynchronous (communication that does not happen in real time) technology solutions. We have instituted a password-protected blog where we upload doctor and patient interaction videos. Each resident is filmed once per year. Then, residents are able to view those videos and discuss and reflect on their doctor and patient interaction with each other within the blog space.

This project provides an asynchronous opportunity for communication between residents, physicians and communications specialists for training with a focus on communication and patient interactions. We have uploaded over 58 videos and have over 258 comments about these videos among approximately 30 residents. During this session, we would like to discuss the logistic challenges and initial findings.

Games & Active Learning Techniques to Help Students Understand Chemistry-- Milena Shahu and Yong Lee
Games and polling can be used to engage and challenge students in the classroom. The instructor incorporated a Jeopardy! online game into the General Chemistry II for Majors course in place of a traditional review session before each exam. In addition, throughout the semester instructor tested students on concepts and problems introduced in lecture using the Poll Everywhere mobile polling application. The presenters will discuss the goals and benefits of incorporating these active learning activities, results from student feedback, the process for creating the game and the poll questions, and the experience of participating in a faculty cohort.  

From Perception To Production: An Innovative Teaching Practice In Arabic Heritage Classroom-- Yehia A Mohamed
The influence of globalization and Western culture on the Arab world has become especially notable in Arab students of contemporary generations, as a growing number of supposedly native Arabic speakers living in Arab countries are now identified as heritage speakers. In modern-day Arab societies, affluent families predominantly choose to send their children to private and international schools where English is the primary language of instruction. Although English education is essential for daily communication, the growing emphasis on English is currently developing at the expense of the Arabic language.

This aforementioned category of students has varying levels of language skills, as their language perception skills tend to be much stronger than their language production skills. Our Arabic Heritage Program teaching approach aims to improve students’ language production skills through shifting focus from listening to speaking and from reading to writing. In doing so, the program uses a variety of innovative and creative teaching practices and strategies.

Using Technology to Easily Implement Testing-Enhanced Learning-- Paul Merritt
In this presentation I will review some of the literature on testing-enhanced learning as well and present data from my own courses showing that frequent quizzing is related to improved outcomes for students, as well as data showing that students believe frequent quizzing is helpful to them and that they prefer courses which implement frequent low-stakes quizzes. Finally, some discussion of how to use available technology to easily implement low-stakes quizzing.

12:10-1:40 - One and a half 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. 

When students come into our classrooms, they bring more than their intellects; they bring their past experiences, their fears and hopes, their current struggles and passions, and a range of identities, all of which shape their learning. These aspects of your students can shape your teaching, too—and it doesn't have to be a daunting task. Recognizing students as whole human beings and taking their well-being into consideration doesn't require a huge course overhaul. In this session, we'll talk about the benefits of small adjustments, brief exercises, and mini-conversations aimed at student well-being. We'll also share and play with ideas that teachers can implement in any course.

1:50-2:50 - One hour session
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This session will be live-streamed!
Designing digital learning spaces with accessibility in mind can benefit all learners. As the number of online learning spaces for both online and on ground courses continues to grow, so does the importance of web accessibility. Presenters will help participants understand the need for accessibility, learn about current guidelines and best practices, and introduce methods for improving equal access to digital learning spaces across campus.

This session considers accessibility broadly but will demonstrate practices developed for visual and auditory impairments. Participants will have the opportunity to practice accessible web design standards including font, format, color, links, images, tables, and audio/video standards in various learning spaces, so please bring a laptop!

1:50-4:00 - Two hour session
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This session will be live-streamed!
In any discipline or field, a key goal (and challenge) is supporting the learning of all students despite their many differences. Drawing from Georgetown’s core mission of Educating the Whole Person, we strive to create learning environments where students of all identities and backgrounds can flourish. Inclusive Teaching refers to the ways in which pedagogy, curricula, and assessment are designed and delivered to engage students in learning that is meaningful, relevant, and accessible to all. It means creating a learning environment where students, irrespective of their backgrounds, can maximize their own learning and the learning of others.

This session will provide a space to discuss and explore principles and practices connected to inclusive teaching and learning, share strategies for applying these ideas to the classroom or other educational spaces, and think about who our students are, who we are, and how that informs what and how we teach. We will focus on pedagogical approaches that productively engage student identity and experience in the learning process and incorporate active learning techniques. This session is for faculty and staff both new to inclusive pedagogy and those looking to engage more deeply and intentionally.

1:50-4:00 - Two hour session
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Online session description: 
Those joining via Zoom, will be joining short, focused webinars to get you up and moving in Canvas. The webinar schedule is below; you may join for all or just some of the webinars.

• 2:00-2:20 pm: Migrating Content from Blackboard and Combining Sites in Canvas

• 2:25-2:45 pm: Customizing the Course Menu, Modules, and Media Delivery

• 2:50-3:10 pm: Communicating with Students in Canvas

• 3:15-3:35 pm: Assessing Students in Canvas

• 3:40-3:55 pm: Users and Groups in Canvas

Full (face-to-face) session descrition:
This workshop is a hands-on opportunity for participants to build or revise a course in Canvas. Choose your own learning path! For those who like to learn step-by-step, and especially those new to Canvas, there will be a series of instructor-led webinars to get you up and moving with Canvas. For those of you who prefer to set your own pace and direction, there will be guides to help you navigate both beginner and advanced Canvas resources. And for those of you who love to just dive in, you'll have time, space, and support. Staff from UIS and CNDLS will be on hand to answer questions that come up as you work. Join us to get a solid jump start on your summer or fall courses! We encourage participants who have a laptop to bring one.

9:50-12:00 - Two hour session
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As Georgetown students prepare to transition into life after graduation, many struggle to “connect the dots” between transformative experiences inside and outside the classroom in a way that allows them to thrive professionally.

In this three-part presentation, staff from two campus career centers will share information on where graduates are going with their degree, an intervention to help students make sense of their experiences, and a core competency model to address the gap between academic skills and soft skills. During this interactive presentation, attendees will be asked to share perspectives, participate in reflective activities, and consider future collaborations to support students as they integrate their academic and professional selves.

• First Destination Outcomes for Georgetown Undergraduates: What Does the Data Tell Us? – Matt Maples, Cawley Career Education Center
• Career Contemplation in Action: Do Students Know Why? – Beth Harlan & Kendra Northington, Cawley Career Education Center
• 9 Core Competencies to Engage Millennials: Are They Prepared? - Rebecca Bonco, SFS Graduate Career Center

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.

12:10-1:40 - One and a half 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. 

Join us for for a lunch keynote, featuring Brad Johnson, Professor of psychology in the Department of Leadership, Ethics and Law at the United States Naval Academy, and a Faculty Associate in the Graduate School of Education at Johns Hopkins University.

Dr. Johnson is also a clinical psychologist and former Lieutenant Commander in the Navy's Medical Service Corps. He is a fellow of the American Psychological Association and recipient of the Johns Hopkins University Teaching Excellence Award. Author of numerous publications and 13 books, his most recent titles include:

• Athena Rising: How and Why Men Should Mentor Women (2016) Bibliomotion

• On Being a Mentor: A Guide for Higher Education Faculty (2nd ed., 2015) Routledge

• The Oxford Handbook of Education and Training in Professional Psychology (2014) Oxford University Press

This practical keynote session draws directly on Dr. Johnson’s and others’ research on mentorship to share ways to develop high-impact mentoring relationships in higher education using evidence-based rules of engagement. Topics include techniques for forming effective mentorships, the interpersonal qualities and behavior strategies of highly-effective mentors and mentees, and key ethical obligations and considerations. There will be a strong focus on using mentorships to nurture an inclusive, diverse campus. This session is dedicated to helping the Georgetown community think in an informed way about the key ingredients to a strong mentoring culture, including structures for increasing both the prevalence and efficacy of mentoring within the university.

Thank you to our supporters, HeForShe Campaign and Georgetown Women's Alliance. 

1:50-2:50 - One hour session
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This roundtable discussion will highlight the ways in which humanities scholars can add value to firms and organizations outside the academy, and the value humanities scholars can find in careers beyond academia. The roundtable will feature the perspectives of university administrators, humanities scholars working beyond the academy, and employers who have hired humanities scholars.

3:00-4:15 One hour fifteen minute session 
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The Georgetown University Scholarly Communication Committee, in collaboration with University Information Services, is hosting a faculty workshop, Introducing GUFaculty360: Enhancing Your Public Intellectual Presence. In this workshop, you will learn more about GUFaculty360, Georgetown’s new faculty portal which will replace Explore later this year. We will have a preview of GUFaculty360 from UIS. The Scholarly Communication Committee will highlight how you can use GUFaculty360 to extend the reach of your research and scholarship. Topics include: promoting yourself as an author; negotiating publication contracts; open access publishing; and submitting works to our institutional repository.

9:50-10:50 - One hour session
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How can Jesuit spirituality serve as a bridge for undergraduate and graduate students to serve the common good in professional life? How is the Catholic and Jesuit tradition a resource to realize cross-disciplinary learning goals? How can educators at Georgetown become more aware of the transformation that occurs in students and in themselves?

This workshop will address these questions by introducing teaching methodologies inspired by Jesuit values and practices, particularly individual and group reflection, that can be used in a variety of class settings. Based in part on the inaugural offering of “Jesuit Values in Professional Practice,” a Community-Based Learning elective offered at the School of Continuing Studies for the first time in fall 2016, this session will provide a brief overview of the Jesuit approach to education, share teaching lessons from “Jesuit Values in Professional Practice,” and provide encouragement and tools for incorporating Jesuit values in courses across the campus. Participants will walk away with practical insights about how to go beyond academic mastery to form students who lead lives of meaning and purpose. This session is especially useful for anyone who wants to know more about Georgetown’s Jesuit mission and identity and its broad applicability. 

9:50-10:50 - One hour session
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Navigating the complexities of copyright law can add time, trouble, and frustrations to sharing work broadly, either online or in print. If you would like to avoid those turbulent waters by finding, using, and contributing materials with few to no copyright restrictions, this workshop is for you. In this workshop you will learn:

• The value of using materials with few to no licensing restrictions in your teaching and scholarship
• How the Creative Commons, GPL, and other open source licensing systems work
• How to find public domain and openly licensed teaching materials online, including images, audio, video, textbooks, and other educational resources
• How you and your graduate students can archive your works in DigitalGeorgetown, the University’s open access digital repository offered by the Library, so that they are accessible and preserved for the long-term.

Bring your laptop to this session so you can search for Open Access materials that support your research and teaching. The workshop instructors will be available to assist you and answer your questions.

11:00-12:00 - One hour session
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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
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In recent years, Georgetown students have begun to talk of an increase in the exclusivity of co-curricular organizations and experiences. Students are faced with increasing opportunities for engagement, yet many are gated by applications, interviews, and ultimately selection by their slightly older peers at rates that rival the Georgetown admission rate. Some selectivity is necessary; there are very real constraints on resources that create boundaries for participation. Similarly, students should be discouraged from spreading their time and attention across too many experiences. However, the selectivity models seen in both university-sponsored programming and student-created organizations may contribute to the perception that engagement on campus is exclusionary. For students, notably those in their first or second year at Georgetown, the backdrop of this narrative creates another level of insecurity and hyper-activity that may be detrimental to their early adjustment experiences and academic success.

What is actually happening with exclusionary co-curricular experiences? Does this impact students’ classroom experiences and learning outcomes? How do students make sense of this phenomenon? And what can be done about it? This round table discussion is structured to provide context for a conversation about student experiences with exclusionary structures at Georgetown, consider the impact on academic success, and explore the strategies to address this phenomenon.  
 

1:30-3:00 - One and a half hour session
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One size does not fit all. This saying is so relevant in higher education. In this presentation we will share some case studies, interesting pedagogical challenges intersecting with learning technologies, new and better way of doing things that does not always involve buying new or expensive tools/licensing at Georgetown Qatar. We will highlight ideas, technology, use case scenarios in the areas of Learning Management Systems, Eportfolios, Instructional Continuity, Survey software, Digital Clickers, Digital Rubrics and Media Collaboration Tools. We will also highlight examples of current and future potential collaboration between Georgetown DC and Doha campus in relevant areas of Educational Technology.

Intended Audience: Instructional Designers, IT, Faculty
Outcomes: 

• Generate new ideas for building the right Education Technology Ecosystem 
• Analyze and evaluate alignment between existing learning technology tools and culture of teaching and learning 
• Evaluate and adopt best practices to connect right learning technology tool for right pedagogical need.