We're pleased to present the latest issue of The Prospect (Issue 8), a CNDLS publication designed to highlight innovative teaching practice at Georgetown.
Download PDFs of past issues of The Prospect:
This semester, we’re keeping graduate student teaching at the center (for New Designs in Learning and Scholarship). Along with our normal busy slate of workshops and other offerings designed to help graduate students grow as teachers, participants in CNDLS’ Apprenticeship in Teaching (AT) Program will be in conversation with the ideas—and the authors themselves—of a… Read more »
Religious and spiritual identity is a complex, often invisible, and important element in the diversity of our students; our approach to this diversity can powerfully shape a student’s experiences in our courses. As we explore in the current episode of our podcast, What We’re Learning About Learning, some choices can help all of our students… Read more »
“I was surprised by many aspects of how the semester unfolded, so it seemed to require constant reassessment and readjustment,” shared GU Linguistics professor Marissa Fond during CNDLS’ December Digital Learning Days. In those plenary sessions, eight Georgetown faculty shared their experiences from this year’s anything-but-normal fall semester. Their insights—what they brought from virtual teaching… Read more »
Over the last year and a half in particular, we’ve learned a lot about the many barriers that can stand between our students and their education. Now that we’re back to mostly in-person learning, we need to keep finding ways to break down the barriers that our students face, especially in cases where students have… Read more »
As we get ready to return to in-person teaching, we have to remember that we aren’t returning to the same landscape we left in 2020. In the words of author and activist Sonya Renee Taylor, “We will not go back to normal. Normal never was….We should not long to return, my friends. We are being… Read more »
artwork by Clare Reid Graduate students occupy a complicated role in higher education. Situated between undergraduates and faculty, they are students—though they don’t always get the focus and attention that undergraduate students get—and many of them are simultaneously in instructional roles—as tutors, TAs, and instructors of record. In the latest episode of the CNDLS podcast… Read more »
illustration by Clare Reid Ideally our in-class discussions are a forum where all of our students can contribute and learn—but a recent study by Jennifer J. Lee and Janice M. McCabe (Gender and Society, 2021) found striking and meaningful differences between men and women in their amount and style of participation. Overall the picture is… Read more »
illustration by Clare Reid Becoming an anti-racist educator, as Kyoko Kishimoto emphasizes in her 2018 article “Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom” (Race Ethnicity and Education) is a lifelong process. It’s a process that asks us to examine ourselves and the structures that surround us, and to involve students… Read more »
Inclusive Pedagogy means designing the learning environment to be meaningful, relevant, and accessible for every student in your course or program. This approach to teaching is demanded by our Georgetown values and supported by a deep, broad, and ever-growing body of research. But how exactly do you do inclusive pedagogy? CNDLS has created the Inclusive… Read more »
infographic by Mindy McWilliams We’ve been talking a lot about cheating during the COVID era (including in our recent Higher Ed in the News Post). In fact, the statistics on academic integrity have long been disappointing—as others have noted, cheating has played a worrisome role in the educational experience for thousands of years—but the current… Read more »
