Posts Tagged: teaching approaches

Building a Course for Everyone

No two courses are ever the same, even if it’s one you’ve taught over and over again, even if you’re not planning to make any changes. That’s because every time you teach a class you’re teaching a new group of students. Each group comes with its own range of learning styles, abilities, experiences, motivations, and… Read more »

Inclusive Pedagogy Fall 2016 Wrap-Up: Difficult Discussions and Gender Identity

The semester-long Inclusive Pedagogy Series came to a close with workshops on best practices for talking about the election—a contentious topic—and gender identity in the classroom. In total, this fall’s series reached nearly 100 faculty members, staff members, and graduate students through eight workshops. In addition to the main CNDLS facilitators, our collaborators came from… Read more »

Finish the Semester Like You Mean It

This time of year, we can clearly begin to see our courses winding down. For some of us, it might be a shock—didn’t class just begin? For others, it might feel like we’re in the last quarter-mile of a very long hike up a very tall mountain. Either way, the end of the semester is… Read more »

Fall Inclusive Pedagogy Series Continues with Sessions on Syllabus Design and Student Identity Formation

Key to the design of any classroom is the syllabus that guides the course and the students that make up the classroom itself. CNDLS continued its Inclusive Pedagogy Series with a focus on each of those elements during two workshops in early November—”Syllabus Design for Inclusivity” and “Social Identity Formation and College Students.” Creating an… Read more »

Charged Learning Spaces: Teaching After the Election

In the aftermath of the 2016 election, many classrooms have become charged and fraught spaces. Regardless of the subject matter, students carry their feelings and opinions into the room. Some may be elated and others may be shaken, grieving, and fearful; any of these feelings (and more) might affect students’ ability to learn. In some… Read more »

Mid-Semester Doldrums? Get Active (Learning)!

This fall, we’re using the CNDLS blog to highlight the Teaching Commons, a compilation of resources and case studies designed to help faculty revitalize their courses and gain insights into practical issues in pedagogy at Georgetown. As a living resource, the site continually evolves to encompass new scholarship in teaching and learning, as well as technological innovations that are changing and enhancing… Read more »

Inclusive Pedagogy Series Brings Faculty Together in Learner-Centered Conversation

This fall, CNDLS is excited to launch the Inclusive Pedagogy Series, a set of workshops and discussions focused on bringing inclusive pedagogy to the forefront of teaching and learning at Georgetown. Drawing on the work of Doyle and Engelhard, these workshops invite faculty to discuss issues of teaching and learning through the lens of inclusive… Read more »

Faculty of Languages and Linguistics gather to discuss pedagogical approaches

CNDLS is excited to share the news of a new group of Faculty of Languages and Linguistics at Georgetown who are meeting together to discuss pedagogical approaches to teaching Foreign Language Business Culture courses. Currently, such courses are offered in a variety of languages, from Spanish (Héctor Campos) and Portuguese (Michael Ferreira) to Korean (Hei… Read more »