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.

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.

1:50-4:15 - 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