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:
illustration by Clare Reid In “Interpreting Students’ Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens” (2019, Teaching and Learning Inquiry), authors Rebecca Martin and Deborah Kennett describe their qualitative study of twenty college students who had experienced academic disappointments. Crucially, these students varied in terms of resourcefulness (defined here as the ability to… Read more »
The rise, prominence, and accessibility of social media undoubtedly has changed the way we communicate. “People have very strong opinions about issues, but then they feel they can’t talk about those in person—so they connect over social media to discuss. But in doing that these conversations are not happening in a personal way. They don’t… Read more »
Through a podcasting assignment, Kim Huisman Lubreski’s Engelhard course extends the concern for well-being beyond the immediate Georgetown community.
Seniha Ayse Kadayifci-Orellana (Conflict Resolution) teaches her graduate level Conflict Resolution Theory course with the Engelhard Project to help her students develop resilience and well-being skills before they enter the workplace.
For the most part, teachers at colleges and universities work in parallel, engaged with their students but not necessarily with one another. And yet, as we keep discovering at CNDLS, amazing things happen when you create spaces where faculty can come together to grow. We see this again and again in our work in… Read more »
At Georgetown, one of our core values is teaching in the Jesuit tradition. At this year’s TLISI, we focused one of our plenary lunches on these values and hosted a panel discussion titled “Educating the Whole Person for Beginners” on Tuesday, May 23. The panelists discussed themes of well-being, mindfulness, and reflection in the classroom,… Read more »
