CNDLS Is 20!

 

20th Anniversary badge for CNDLS

For 20 years, CNDLS has helped faculty and graduate students deepen their impact on student learning by developing effective pedagogical practices and employing innovative designs and technologies. We are dedicated to supporting faculty through all facets of teaching and learning, from faculty development to learning management support, from designing innovative and equitable classrooms to providing training for graduate students as future teachers.

CNDLS was established in 2000, one of the earliest organizations in the country to bring together the best aspects of faculty development, learning design, inclusive pedagogy, educational technology, learning assessment, and scholarship of teaching and learning. CNDLS operates on the belief that these areas, when working together, inform and enrich each other, and ultimately create an impact that is greater than the sum of its parts.

As a center for academic innovation, CNDLS works with faculty across campus to explore new pedagogies, to experiment with technology-enhanced learning, and to engage in the scholarship of teaching and learning. This culture of innovation, along with our experience supporting Georgetown’s wide array of online courses and producing Massive Open Online Courses (MOOCs), laid the strong foundation for a rapid transition to remote learning in 2020. Various signature CNDLS efforts, such as our long-running spring conference, TLISI, have created a culture of professional development that was also crucial to meeting the challenges of the current moment.

CNDLS supports faculty and students through engagement and inquiry around issues of wellbeing, diversity, and teaching in difficult times. The Engelhard Project focuses on the intersection of life and learning, while the Doyle Program fosters conversations across difference. CNDLS supports Georgetown’s teaching and learning community during difficult times and moments of national trauma, such as Charlottesville, through resources and opportunities for dialogue.

As a community for thoughtful, reflective pedagogical practice at Georgetown, CNDLS provides time, space, and opportunities for faculty looking to examine their own teaching practice. Through grants, cohorts, consultations, workshops, and conferences, CNDLS has helped faculty grow and innovate. Our Apprenticeship in Teaching Program prepares graduate students to be reflective teachers, while Technology-Enhanced and Digital Learning programming situates the many possibilities of learning technologies within a pedagogical framework. When Georgetown pivoted to remote learning and started looking toward the fall semester ahead, CNDLS responded by offering 3-day Course Design Institutes for departments or other groups of faculty throughout the summer.

We couldn’t do all of this without our partners, to whom we are deeply grateful. CNDLS works with dozens of institutional partners across the university—on small projects and large initiatives—to bring to bear the impressive and extensive resources of the University in service of its mission. We are honored to have worked with so many campus partners, with longstanding partnerships with CAPS, UIS, the Center for Social Justice, the Berkley Center, Lauinger Library, and the Gelardin New Media Center, among many others.