Posts By: Shannon Mooney

Inclusive Pedagogy Take-Aways

The final gathering of the Doyle IPC offered participants the chance to use the full day to think through what they had learned and experienced throughout the week. The day began with a discussion of how participants are atypical and how they are surprising practitioners in their field. This discussion provided some groundwork for the… Read more »

Bias and Intersectionality of Student Identities in the Classroom

Daviree Velázquez facilitated a second session in the Social Room Wednesday on self-awareness and implicit bias in the higher ed context, leading off with establishing “conditions for success” for the discussion among attendees of the workshop—a tie-in to a practice learned earlier in the day during the Facilitating Difficult Discussions workshop. These conditions emerged from… Read more »

Avoidance of a Difficult Discussion Has Consequences for Students

Facilitating Difficult Discussions began with a question posed by Joselyn Lewis, the workshop co-facilitator (along with James Olsen): “What does it mean to you as an individual when I say ‘avoidance has consequences’?” All at the workshop were invited to respond to this question during their introductions. At their tables, attendees shared scenarios of difficult… Read more »

Thriving, Struggling, and Suffering in Well-Being

Directly following the plenary talk from Brandon Busteed of Gallup on May 24, his colleague Jade Wood facilitated a workshop around well-being in the higher education context, introduced by Joan Riley as part of the yearlong Engelhard workshop series on Educating the Whole Person. Wood, an expert on implementing holistic approaches to well-being within organizations,… Read more »

Brandon Busteed: “Making a Hard Case for Soft Measures”

Brandon Busteed, Executive Director of Education and Workforce Development at Gallup, joined the second day of TLISI 2016 to present “We Are What We Measure,” a passionate argument for the utility of tracking non-traditional measures of student success after graduation from college, and using these numbers to evaluate student outcomes. The presentation began from the… Read more »

Altering Syllabi for Transparency Around Participation

The first Tuesday IPC sessions, Syllabus Design for Engaging Diversity, was led by Michelle Ohnona from the Office of the Provost and David Ebenbach, Postdoctoral Researcher at CNDLS. Many attendees of the session were particularly interested in whatever information they would be able to obtain surrounding the new Engaging Diversity core requirement slated to come… Read more »

Intersectionality and Students of Color at Georgetown

In “Who Are Georgetown Students,” led by Daviree Velázquez and Devita Bishundat of the Center for Multicultural Equity and Access, what began as an overview of statistics surrounding Georgetown undergraduate students of color, captured through admissions data, was re-illuminated through a lens of critical social theories, supplemented by personal narratives. Populations such as first generation… Read more »

Designing for Learning: Assignments that Work

This morning’s session, led by Matt Pavesich and David Lipscomb from the Writing Program and the Writing Center respectively, shared structured techniques for improving assignments. Matt and David initially offered the audience the opportunity to meditate on an assignment assigned in a previous semester that, for whatever reason, needed to be re-explained to students at the… Read more »

Gaming! Tablets! ITEL! Smoothies!

After a busy second day at TLISI 2015 comprising morning and afternoon concurrent sessions and a lunch presentation, TLISI participants circled back to Copley Formal Lounge for a social hour with smoothies provided by Maui Wowie in keeping with the wellness theme of this year’s TLISI. The smoothies were not the only draw, as some of… Read more »