Posts Tagged: TLISI

Video Series: TLISI Stories

This year’s Teaching, Learning, and Innovation Summer Institute (TLISI) featured a host of new events including PODS (Productive Open Design Spaces), the SoTL (Scholarship of Teaching and Learning) Series, daily wellness activities, and keynote talks by Jeff Selingo and President DeGioia. The event also brought together over 250 faculty and staff from 43 departments representing… Read more »

Disability Justice: Designing for Access at TLISI 2015

Libbie Rifkin (English) and Sylvia Önder (Anthropology and Turkish) co-led the session “Designing for Access: Disability in the Classroom” on Wednesday during TLISI. They are both members of the Disability Studies Working Group, which is working to create a Disability Studies academic minor at Georgetown. The session focused on the issue of access in the classroom…. Read more »

Brainstorming a Model for a Digital Humanities Network at Georgetown

Adam Rothman (History) led a discussion with faculty from various humanities departments and Lauinger staff about creating a network for collaborating on digital humanities projects on the final day of TLISI. Adam gave examples from his own class, including a digitized journal of a Jesuit priest during the Mexican War of 1848, and this visualization… Read more »

TLISI Recap – SoTL Series 3: Going Public: Why—and How—Should You Share Your Insights on Student Learning?

In the final workshop of a three part series exploring topics in Scholarship of Teaching and Learning (SoTL), Sherry Linkon (English) and University of Kansas professor Dan Bernstein explored how and why a professor can share experiences with broader educational and professional communities. Traditional avenues for sharing academic work, such as publishing to well known,… Read more »

Moving toward a Learning Launch with PODS

The last meeting of TLISI’s Productive Open Design Session covered the “What works?” step to designing, and kicked-off with a session on feedback. Participants moved through groups to act as key stakeholders for each of the projects to deliver focused and intensive feedback within a ten minute window. After two rounds of feedback, the teams… Read more »

Designing Assignments around Formational Outcomes

Georgetown’s Jesuit mission has an explicit, “formational” focus—looking beyond mere factual recall and toward the student as an interconnected whole. How do we design assignments that can effectively implement formational goals? Dan Bernstein, Director of the Center for Teaching Excellence at the University of Kansas, shared his experiences experimenting with formational goals in his own… Read more »

Who is the Georgetown Student?

Georgetown students are often characterized as “high achieving.”  The stereotypical undergraduate is juggling 5-8 extracurriculars, a full course load, and a job.  But where do these young individuals come from, and why is the Georgetown student so high achieving? What do students juggle in their interior selves, and how does that impact what they produce… 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 »

Tasting, Creating, and Packaging an Online Environment

Yianna Vovides, the Director of Learning Design and Research at CNDLS, kicked off “Chocolate by Design” by announcing her flexible approach to online classroom design. Having worked with online design workshops for fifteen years, she then confessed that she quickly grew bored of the “traditional” workshops for online design. This boredom prompted the CNDLS team… Read more »

Scholarship of Teaching and Learning: Diversity of Method in Capturing and Analyzing Student Data

In the second of three workshops exploring topics in Scholarship of Teaching and Learning (SoTL), Sherry Linkon (English) and Dan Bernstein (University of Kansas) explored the tricky question of how to capture and analyze student learning. Both Dan and Sherry shared personal stories from their own research, highlighting their own unique ways of carrying out research…. Read more »