"My whole life I've wanted to be the kind of person anyone can lean on, and the more I look into each of the issues raised by the Engelhard Project, the more I am able to be that person." -Engelhard student

"This is quite possibly the best course I've ever taken at Georgetown." -Engelhard student

"In contrast to all of the other courses that I have taken during my college career, this course dealt with health and mental issues that are actually important to my friends, my peers, and me." -Engelhard student

"If only all courses could prove to be so relevant to my personal and educational growth….This class is truly reflective of what all courses in college ought to be." -Engelhard student

"I often left class invigorated and would go home to do more research on the matters we had focused on that day." -Engelhard student

"I appreciate that, even in a large class, I can feel a sense of personal gain and growth through the Engelhard Project." -Engelhard student

"This course really opened my eyes and gave me a new way of thinking." -Engelhard student

"This class made me think about my own life experiences and frame them in a more focused and thoughtful manner." -Engelhard student

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Site Visit for Engelhard Project and Doyle Program

Charles Blaich and Kathleen Wise, of Wabash College’s Center of Inquiry in the Liberal Arts, visited Georgetown at the end of the spring semester for a site visit about assessment of the Engelhard Project for Connecting Life and Learning and the Doyle Program for Engaging Difference.

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In the News: Technology and Contemplation

A recent article in The Chronicle of Higher Education questions the future of contemplation and long-form reading on university campuses filled with social media and multitasking. It features the work of David Levy, a professor in the Information School at the University of Washington, who argues that contemplation can be brought into students’ lives through education. In a class called “Information and Contemplation,” Levy asks his students to critically examine their technology use and to engage in reflective practices. With their new awareness of their multitasking, students write individual guidelines for themselves to use technology and time more productively — and more happily.

The article also recommends further reading, including Levy’s article “No Time to Think: Reflections on Information Technology and Contemplative Scholarship.”

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Engelhard Fellows and students publish study

Nurse Education Today has published a study by Kristin Reeve and Catherine Shumaker, recent alumnae of the School of Nursing and Health Studies (NHS), and Joan Riley and Edilma Yearwood, long-time Engelhard Fellows and faculty at NHS. Their article is titled  “Perceived Stress and Social Support in Undergraduate Nursing Students’ Educational Experiences.” In it, the authors explore the impact of stress on baccalaureate nursing students. They argue for the importance of faculty involvement in helping students to develop coping strategies: “Educators have the potential to impact the development of their students as they transition into nurses capable of handling the rigors of the profession.”

More about the study and its authors can be found on the NHS website. The abstract and full text of the article are available from Science Direct.

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Engelhard team presents at AAC&U meeting

Mindy McWilliams (CNDLS) and Joan Riley (NHS) presented data from the Engelhard Project at a session titled “Using Evidence to Promote Engaged Learning and Student Well-being” at the Annual Meeting of the American Association of College and Universities (AAC&U) in Atlanta on January 23–26. The session also featured colleagues from Tufts University, Wagner College, and SUNY Cortland who, along with Georgetown, participated in the Bringing Theory to Practice Project as demonstration sites from 2010-2012.

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In the News: “The Joy of Learning”

Ashley Finley has recently published an article, “The Joy of Learning: The Impact of Civic Engagement on Psychosocial Well-Being,” in Diversity and Democracy (Vol.15, Iss.3). Ashley is the national evaluator for the Bringing Theory to Practice Project (BTtoP), which provided long-term support to the Engelhard Project, and she was a guest speaker at Georgetown’s Student Learning Summit last summer.

The article explores how students’ intellectual achievement is tied to their emotional well-being. Providing evidence from universities with BTtoP grants, it argues that civic engagement in particular contributes to student flourishing. The full article is available online or as a downloadable pdf here.

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Engelhard Fellow receives IBM Faculty Award

Betsy Sigman, an Engelhard Faculty Fellow and a professor at Georgetown University’s McDonough School of Business, recently was awarded a 2012 Faculty Award by IBM.

The Faculty Awards is an annual worldwide program intended to foster collaboration between researchers at universities and those in IBM research, development, and services organizations. This year, 90 professors from around the world were chosen to receive the award, which also includes a grant to promote courseware and curriculum innovation in strategic disciplines and geographies, encourage industry adoption of emerging technologies, and create continuous opportunity to attract and hire exceptional technical and business talent.

[Reposted from the MSB Newsroom]

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In the News: The Sophomore Experience

At Georgetown’s Student Learning Summit, sponsored by the Engelhard Endowment, participants discussed ways in which to improve the learning experience for students across all four years. One area that participants particularly focused on, however, was how to engage sophomores. In their second year, many undergraduates go through a difficult period between the orientation and recruitment activities aimed at freshmen and the involvement in a major expected of juniors and seniors. The Engelhard Project, as a program that targets the well-being of lower-level undergraduate students, is one of Georgetown’s ways to bridge this gap.

Another example of such a program is the Sophomore Year Experience at Belmont University in Nashville, TN. Belmont has implemented this targeted plan to address the “sophomore slump.”  The result is a program designed to help students “engage in a focused exploration of themselves and their places in the world,” according to the program’s prospectus. Belmont has made an effort to address all aspects of students’ experience by including academic, social, and spiritual components in their plan.

Read about Belmont’s program and more in the AAC&U’s September Newsletter. Belmont University also offers a detailed prospectus.

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Engelhard TA Fellows awarded PhDs

Two Engelhard TA Fellows from the Georgetown Philosophy Department recently earned their doctorates.

Luke Maring successfully defended his doctoral dissertation, “Political Obligations Without Authority,” on June 21, 2012. Luke was an Engelhard TA Fellow in Fall 2010 in Introduction to Ethics with Faculty Fellow Alisa Carse and Health Professional Fellow Jen Schweer.

Nate Olson successfully defended his doctoral dissertation, “Ties that Bind: Respect and Relationship-Based Responsibilities,” on July 26, 2012. Nate first joined the Engelhard Project as a TA Fellow for Alisa Carse’s Ethics course in 2006. He most recently helped to teach Ethics with Faculty Fellow Terry Pinkard and Health Professional Fellow Patrick Kilcarr.

Congratulations to Luke and Nate!

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Student Learning Summit

From May 30th through June 1st, CNDLS co-hosted with Student Affairs “A Student Learning Summit: Toward an Integrated Georgetown Undergraduate Experience.” The Learning Summit brought together students, faculty, and campus leaders to strengthen the Georgetown learning experience both in and out of the classroom.

Special presentations were given on:

* Georgetown’s Student Life Report, by Shuo Yan Tan, SFS ’12, Clara Gustafson, SFS ’13, and Jack Appelbaum, COL ‘14

* High impact educational practices, by Ashley Finley, AAC&U

* Georgetown’s General Education survey, by Bill Hayward, Slover Linett Strategies

The Learning Summit provided an opportunity for participants to have fruitful discussions with other members of the University from across schools, departments, and specializations. Three working groups were convened during the Summit. The first focused on creating a Center for Undergraduate Research and Inquiry. The second worked on developing curricular/co-curricular pilot projects to bridge the gap between students’ experiences in the classroom and outside it.  The third planned a roadmap for undergraduate learning that will communicate to students the opportunities they have during their four years at Georgetown and offer them ways to integrate their experiences. All three working groups will continue to meet over the summer and into the fall semester.

The Learning Summit was supported by the Engelhard Endowment for Engaged Learning, which is made possible by a generous gift from the Charles Engelhard Foundation. The Endowment enables ongoing inquiry into transformative educational practices. In 2011, the Endowment launched the Institute for the Study of Engaged Learning, a three-day meeting with faculty and staff. This year, the Learning Summit added undergraduate students as participants and presenters.

For more information, or to get involved, contact Randy Bass.


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Engelhard course helps food bank

In Biology of Global Health, an Engelhard course led by Anne Rosenwald and Heidi Elmendorf,  students learn to communicate and apply their knowledge to the wider community. This spring, the class filmed a series of public service announcements for Capital Area Food Bank to advertise programs aimed at bringing fresh produce into the city and feeding children on the weekends. Students were inspired by the United Nations’ Millennium Development Goals, which emphasize nutrition. Anne Rosenwald, a returning Engelhard Fellow, explains that students majoring in global health can “put their science training in the context of societal issues – law, policy, implementation, communication, [and] bioethics.”

Read more about the course here.

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