Introducing Digital Learning with Georgetown Domains Cohort Program

Georgetown Domains Pedagogical Strategies

Georgetown Domains Pedagogical Strategies image, a circle with community engagement, digital assignments, collaborative projects, interactive assignments.

WHO: Any GU faculty who are interested in integrating digital projects through GU Domains into their pedagogical practice

COMMITMENT: Six two-hour meetings, one per month during the 2021-2022 academic year

Moving to remote, online teaching and learning has highlighted the need for increased awareness of digital presence, fluency, and scholarship. Georgetown Domains is a CNDLS-supported initiative that enables GU faculty, students, and staff to create their own web domains, enabling the creation of public-facing digital projects that showcase work that benefits the greater GU community and beyond. The purpose of this cohort program is to work with 8-10 faculty through a structured curriculum that will lead to the development and implementation of a digital assignment using GU Domains.

Cohort Goals:

  • Become familiar with the possibilities afforded by the Georgetown’s Domain of One’s Own initiative
  • Develop a conceptual understanding of how the Web works
  • Begin to develop a working knowledge of how to build a site that represents you as a teacher and scholar
  • Explore the implications of digital scholarship and networks on your own teaching and disciplinary interests
  • Design and develop a digital assignment for one of your courses, including learning outcomes alignment, scaffolding, milestones, and an assessment plan or rubric

The first half of the programming will focus on understanding GU Domains, as well as digital fluency and digital identity. Participants will create their own GU Domain and learn the basics of WordPress. Once you are familiar with the affordances of GU Domains, you will begin to develop a digital assignment or project to be incorporated into your pedagogical practice. An iterative process, you will start with learning outcomes, move through the assignment description, then scaffolding, milestones, and then assessment. By the end of the six months, you will not only be familiar with GU Domains, but also have a ready digital assignment that uses GU Domains ready to go.

If you are interested in participating in this program, please fill out the following Google Form. Don’t worry if you don’t have a specific project you want to develop over the academic year – part of the purpose of the program is to help you to develop and implement your ideas for GU Domains. If you have any other questions, please contact Lee Skallerup Bessette at ls1335@georgetown.edu.

Announcing the Return of the Digital Learning Webinar Series

While the DL Webinar Series was put on hold during our remote pivot, we are back with our monthly series intended to help you to find out more about digital learning at Georgetown University. The sessions will take place on the third Thursday of every month during the semester, from 12:00-1:00pm. This year, we are focusing the webinars on active student engagement using the technology and tools at our disposal.   (more…)

What We’re Learning About Learning: Looking Back, Looking Forward

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 given the opportunity to stitch a new garment.” In the latest episode of the CNDLS podcast What We Are Learning About Learning, we look back at lessons learned from pandemic-era teaching in order to help us stitch that garment and start creating a new, better normal this fall. (more…)

Introducing Hypothes.is Groups!

When CNDLS introduced the social annotation tool Hypothes.is to GU, faculty were quick to see the advantages and uses of the tool. But one of the biggest drawbacks was the inability to have different groups of students, or individual students, annotate. 

GU faculty weren’t the only ones who were looking for that functionality in the tool, and Hypothes.is has launched a new Canvas Groups integration, just in time for the Fall 2021 semester! UIS and CNDLS have ensured that the feature is available to GU faculty in Canvas. 

What does this mean? You can now assign the same reading to different groups of students, rather than to the entire class all at once. Only the students in the smaller groups will be able to see each other’s annotations. You can also set a group to be just one student, making it possible for students to annotate individually. 

Hypothes.is has provided a helpful blog post on uses for the new integration, as well as detailed step-by-step instructions on how to begin using the integration, including how to set up Groups in Canvas. As always, you can come to CNDLS Office Hours for help on setting up your assignment, or contact us at cndls@georgetown.edu.

Higher Ed in the News: 7/20

Photo by Max Böttinger on Unsplash.

This week on Higher Ed in the News, retention data shows declines across higher ed and a push to make the famed U.S. News rankings more equitable.

The fall of 2020 saw “unprecedented” retention declines

A new report from the National Student Clearinghouse Research Center found that the rate of first-year students returning for a second year fell to 73.9%, its lowest since 2012, Natalie Schwartz of Higher Ed Dive writes.

(more…)

What We Are Learning About Learning: Teaching and Learning as a Graduate Student

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 What We Are Learning About Learning, we interviewed graduate students at Georgetown University about their experiences navigating this complicated situation. Given their particular vantage point, they have valuable things to tell us about teaching and learning. (more…)

What We’re Reading: All Racial Stereotypes Hurt STEM Students

illustration by William Cleaves

I am an Asian man in STEM. That identity carries a stereotype in this society; I am expected to excel academically within the discipline, expected to have an almost monastic focus on research in exclusion of other aspects of my life, and expected to be passive in demanding recognition for my work and career advancement. Aspects of this stereotype have affected my journey through the field and my career. (more…)

What We Are Learning About Learning: Anti-Racist Pedagogy in Practice

Artwork by Clare Reid

Higher education’s deep racial inequalities require more than just building awareness. To properly address these injustices, professors need to engage in anti-racist policies and teaching methods in order to change their classrooms and the campus environment for the better. In the latest episode of the What We’re Learning About Learning podcast, some Georgetown professors shared their perspectives and the ways they’re growing to make their classrooms more inclusive and equitable. (more…)

Higher Ed in the News: 6/7

Photo by Max Böttinger on Unsplash.

This week on Higher Ed in the News: the EEOC weighs in on vaccination requirements, a new bill underlines the Democratic stance on student athletes, and a state university system task force works to address inequality.

You can read previous editions of this series here. (more…)

Higher Ed in the News: 5/30

Photo by Max Böttinger on Unsplash.

This week on Higher Ed in the News, a look at the decision to remove standardized testing requirements, and data on Black female representation among tenured faculty in U.S. higher education.

You can read previous editions of this series here. (more…)