Listed below are the main themes for the institute. Specific workshop descriptions, times and locations can be found by clicking either on the linked title or on the link "view all sessions in this theme." In general, participants may attend seminars and workshops of one theme, or choose to go to a variety of sessions from different themes. However, both the Campus Community Connections theme and the Mentoring theme require multiple-day attendance.
Assessment: The Elephant in the Room
This theme deals with concepts and practices in student and curricular assessment. At its core, this theme will address the question of "how do we know what and when students are learning?" Specific sessions within the theme will provide approaches and tools that can be utilized to help answer this question. However, assessment is more than simply applying tools to help us understand what seems to be not working -- it is an opportunity to look more deeply at all levels of teaching and learning, especially those areas about which we curious to learn more. This theme will foster conversations about practical ways to gather information to feed this curiosity by hearing from Georgetown faculty involved in assessment and from Barbara Walvoord, our invited featured speaker and Monday plenary lunch speaker. View all sessions in this theme »
E-Portfolios and Writing at Georgetown
This theme will explore some models for using electronic portfolios (ePortfolios), as well as to explore several critical issues of student writing and the teaching of writing. With the help of Kathleen Yancey, a nationally recognized authority on the use of portfolios and ePortfolios, we will discuss options, models, and approaches to utilizing portfolios at the course and curricular levels. We will examine the ways of using portfolios for assessment, evaluation, reflection, and representation. Participants from all disciplines are welcome. View all sessions in this theme »
Entering Mentoring
This three-morning program (May 20-21-22) is dedicated to improving the mentoring skills of graduate students, post-docs and faculty. The goal of the workshop is to accelerate the process of learning to be a mentor, a skill that many of us develop over the years through trial-and-error. The workshop is designed to help participants become effective mentors to diverse students using discussions, collective experiences, and readings. We will follow the format and curriculum developed by the Wisconsin Program for Scientific Teaching supported by the HHMI Professors Program. While many of the examples will come from the perspective of the sciences, the material to be covered is applicable to mentors of researchers from any discipline. View all sessions in this theme »
(Re)Designing a Course to Make Campus-Community Connections: Students and Leadership for Social Change
This three-day faculty workshop (May 20-21-22) will engage participants in conversations about leadership and social change and how our courses can assist students in learning about different frameworks and tools for "making a difference" in the world. The intended audience is non-business school faculty. We will examine ways instructors can make vibrant links with the community, especially experiential and community-based learning, as we explore issues around social justice and social entrepreneurship. The workshop will include a tour of the community and conversations with partners to get a more concrete understanding of opportunities in D.C.
Participation is by application; there is an honorarium for faculty participants. Please contact Jane Kirchner, jck47@georgetown, for application materials. View all sessions in this theme »
Pushing the Boundaries of Classroom Practice
This theme will examine how new forms of course materials, communication, and collaboration change the classroom's dynamics and expand its boundaries. Georgetown faculty will showcase their innovative presentations, assignments, and approaches for shaping student participation. We will explore how new ways of delivering course content and new types of student assignments align with and/or reshape course goals; how to go about implementing change; and how to assess the outcomes and effectiveness of new practices. View all sessions in this theme »
Teaching to the Whole Student
As a Jesuit institution, the principle of cura personalis (caring for the whole person) is an integral component of Georgetown's undergraduate educational mission. To care for and educate the whole person means preparing students for lives of compassion for others and a sense of wholeness and health for themselves. In order to connect with students as whole persons, faculty need to know how to incorporate this Jesuit principle in their teaching practice in a way that is appropriate to the academy. The workshops included in this thematic strand focus on the cognitive-affective connection in learning, and on how diversity issues (in the broadest sense of the word) apply to classroom teaching. View all sessions in this theme »