The Formation by Design Project, a collaboration between the Office of the Provost and CNDLS and part of the Designing the Future(s) of the University Initiative, held a symposium from June 30 to July 2 to advance a vision and framework for measuring the characteristics and dispositions of whole person learning in a… Read more »
Posts Categorized: Innovation
March 15 marked the start of the Teletandem project for students in Andrea Echeverria’s Intensive Intermediate Portuguese class, connecting Georgetown students with students at the State University of São Paulo.
A recent article in The Chronicle of Higher Education explored what the future of the traditional college course might look like.
Susan Pennestri, Instructional Technologist at CNDLS, shares this update on a conference she attended recently.
The Hoya recently published an article exploring how blogs are integrated into Georgetown courses. Author Jonathan Gills interviewed several students and faculty members, including CNDLS’ Eddie Maloney, about their perceptions of course blogs.
In a column in Inside Higher Ed, Diana Chapman Walsh, President Emerita of Wellesley College, describes a recent trend in higher education: “At colleges and universities that are solidly grounded in a commitment to teaching, groups of creative faculty are mobilizing around learning as a collective, and intriguing, intellectual inquiry.”
Recently, many of us at CNDLS have been reading Teaching with Classroom Response Systems: Creating Active Learning Environments. The author, Derek Bruff, who is visiting Georgetown on Feburary 7 and 8, is an assistant director at the Vanderbilt University Center for Teaching.
In an article titled “The Web of Babel,” Inside Higher Ed recently presented several examples of how new media can enhance foreign language teaching.
In a recent Science article entitled “Changing the Culture of Science Education at Research Universities,” biologists from 11 research universities call for a significant shift in attitudes toward teaching and research.
In their recently published book, co-authors Douglas Thomas and John Seely Brown point out that our current educational models are no longer suitable for the complexities of the world around us.