Recap: Institute for the Study of Engaged Learning

Alexis Hendrix, a graduate student from Colorado State University who is working on the Engelhard Project this summer, shares the following update on this summer's Institute for the Study of Engaged Learning. This year’s first annual Institute for the Study of Engaged Learning (ISEL) brought together 22 Georgetown faculty members and Student Affairs professionals to examine evidence of student engagement and high-impact practices across curricular and co-curricular student experiences at Georgetown.  Participants worked to identify effective practices on campus, and areas where new practices or curricular/co-curricular designs might benefit from development. Ashley Finley, National Evaluator for the Association of American Colleges and Universities (AAC&U), discussed the importance of defining student learning for Georgetown students to best create and develop high-impact practices rich in intentionality, interaction, and reflection. To evaluate students’ work as evidence of transformative learning, Randall Bass, Mindy McWilliams, Joselyn Schultz Lewis, and Joan Riley led participants through foundational frameworks including Carol Rodgers’ reflective cycle, Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics on integrative learning, and Jesuit reflections of Georgetown education. At the close of the institute, several initiatives to foster high-impact practices at Georgetown were identified, including but not limited to:

  • The formation of a planning group to carry forward future initiatives comprised of curricular and co-curricular stakeholders
  • Comprehensive assessment of current high impact practices effecting Georgetown Students now through partnerships with the Institutional Research office
  • A commitment to mapping a four-year compass for students at Georgetown
We are thankful for the participation of all institute attendees and are looking forward to implementing the numerous curricular and co-curricular initiatives shared to continue to foster engaged learning through high-impact practices at Georgetown. 

Alexis Hendrix, a graduate student from Colorado State University who is working on the Engelhard Project this summer, shares the following update on this summer's Institute for the Study of Engaged Learning.

Alexis Hendrix, a graduate student from Colorado State University who is working on the Engelhard Project this summer, shares the following update on this summer’s Institute for the Study of Engaged Learning.

This year’s first annual Institute for the Study of Engaged Learning (ISEL) brought together 22 Georgetown faculty members and Student Affairs professionals to examine evidence of student engagement and high-impact practices across curricular and co-curricular student experiences at Georgetown.  Participants worked to identify effective practices on campus, and areas where new practices or curricular/co-curricular designs might benefit from development.

Ashley Finley, National Evaluator for the Association of American Colleges and Universities (AAC&U), discussed the importance of defining student learning for Georgetown students to best create and develop high-impact practices rich in intentionality, interaction, and reflection.

To evaluate students’ work as evidence of transformative learning, Randall Bass, Mindy McWilliams, Joselyn Schultz Lewis, and Joan Riley led participants through foundational frameworks including Carol Rodgers’ reflective cycle, Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics on integrative learning, and Jesuit reflections of Georgetown education. At the close of the institute, several initiatives to foster high-impact practices at Georgetown were identified, including but not limited to:

  • The formation of a planning group to carry forward future initiatives comprised of curricular and co-curricular stakeholders
  • Comprehensive assessment of current high impact practices effecting Georgetown Students now through partnerships with the Institutional Research office
  • A commitment to mapping a four-year compass for students at Georgetown

We are thankful for the participation of all institute attendees and are looking forward to implementing the numerous curricular and co-curricular initiatives shared to continue to foster engaged learning through high-impact practices at Georgetown.