Workshop Requirements

To complete the workshop requirements, participants in the AT program are required to:

• complete an Introduction to Teaching Resources workshop;
• complete five core workshops; and
• complete two elective workshops

Note: As of fall 2023, completing an AT workshop no longer involves any Canvas work. We may provide resources that you can find in our Canvas course, but you do not need to complete any Canvas tasks to complete the workshop; you just need to attend the 90-minute workshop and actively engage with the activities of the workshop throughout that 90 minutes.

Workshop policies

1) Both for pedagogical reasons and reasons of respecting other workshop participants, you are required to attend the whole 90-minute workshop to receive credit. If you arrive late and/or leave early, you will not receive credit for the workshop. When the workshop is on Zoom, you need to be actively participating (i.e., not just streaming the workshop in the background) in order to receive credit.

2) We need to be able to identify you in order to give you credit. When workshops are in person, you must sign in on the iPad, entering your name, GUID, netID, and other information accurately to avoid processing errors with the Registrar's Office.When workshops are on Zoom, please sign into Zoom with your Georgetown email address and use an identifiable display name so we can mark your attendance.

Workshop offerings

Introduction to Teaching Resources

Introduction to Teaching Resources is an introduction to the process of reflecting critically on teaching practice and finding resources to support your teaching; this workshop is offered at the beginning of each semester. If you have not yet attended the Introduction to Teaching Resources workshop, you are still welcome to enroll in other workshops. While a required program component, the introductory session is not a prerequisite for enrollment and participation in other program events. We do, however, recommend that you begin here, if possible.

Core workshops 

Core workshops are offered every semester and are described below. To register, please see the Upcoming Workshops page.

Course Design
How does one go about designing a course? This workshop will offer an overview of specific course design approaches from the literature and how to put those approaches into practice. The workshop will be practically oriented, giving participants the opportunity to begin intentionally designing effective learning spaces for their future students. Please come with a specific course in mind that you have not yet—but one day will or would like to—teach.

Syllabus Design
Far more than a merely logistical document, the syllabus is often an instructor's opening move in their efforts to build a relationship with and shape students' learning experience. It is also the concrete public artifact that makes an instructor's course design visible. In this workshop we will cover the fundamental components and best practices of good syllabus design through discussion and a hands-on opportunity to practice “backwards design.”

Effective Classroom Interaction
This workshop covers various types of classroom interaction including lecture, discussion, and other activities that can be used in both small and large classes. Principles and practices of active learning are discussed, with an overall emphasis on techniques for student participation.

Assessment and Grading
In this workshop, participants will explore the theory and practice of assessing student learning, including ways to fairly and effectively grade student work. We'll be covering a number of related topics: Assessment as caring, taxonomies of learning outcomes, our own goals for our students, the what and how of grading efficiently and fairly (including attention to our pre-existing biases), and issues and solutions in the domain of academic integrity.

Reflective Teaching in Practice
Who are you or will you be as a teacher? What evidence could you muster showing that the way you actually teach matches the values that you espouse? We'll discuss these issues as well as practices of self-reflection and metacognition you can use to inform the learning you undergo as you continuously develop as a teacher.

Elective workshops

Elective CNDLS workshops vary by semester. We have offered a wide variety of these workshops and do our best to offer timely workshops tailored to our current participants. Listed below are examples of elective workshops offered in previous semesters. To view and/or register for current elective offerings, please see the Upcoming Workshops page.

Anti-Racist Pedagogy
What does it mean to enact anti-racist pedagogy? How does anti-racist pedagogy shape our work both inside and outside of the classroom? In this workshop, we will gain a clearer understanding of what an anti-racist teaching practice can look like, particularly in the context of teaching in historically White institutions such as Georgetown University. We will also identify and develop specific strategies for building and applying an anti-racist teaching practice.

Designing for Thriving in College Classes
This workshop will introduce three underlying concepts of thriving during college—academic thriving, interpersonal thriving, and intrapersonal thriving—based on the work of Laurie Schreiner and others. We will look together at some examples of how classroom work can support students’ thriving, and we will then work in pairs or small groups on how to apply these concepts to your own course designs.

Leading Effective Lab and Recitation Sections
The workshop is meant for Graduate Students tasked to teach in a lab or recitation setting. Within this workshop, we will model different teaching modalities in classes of this nature. We will then discuss research-informed best practices and practical advice on using these different modalities in order to build a dynamic session and provide an active learning environment in STEM classes.

Religious and Spiritual Diversity in the Classroom
Our students hail from a wide variety of cultural, spiritual, and religious/non-religious backgrounds, and an inclusive classroom needs to actively welcome and make a home for that diversity. In this panel, clergy from Campus Ministry at Georgetown—Rabbi Gartner, Imam Hendi, and Brahmachari Sharan—share their wisdom on this topic, rooted in both their relationships with Georgetown students and their own experiences and expertise. Above all, they’ll talk about the ways in which a learning environment can be, depending on the actions of the instructor, alienating or truly inclusive for students of all religious identities. You’ll also get the chance to wrestle with challenging hypothetical scenarios and generate solutions for your own (current or future) courses.