Building off of the incredible energy of the Inclusive Pedagogy Colloquium, the Doyle Engaging Difference Program will be offering a series of workshops and events in the fall and spring of academic year 2016-17 aimed at all faculty interested in incorporating issues of diversity and inclusion into the classroom.
Accommodation requests related to a disability should be made at least one week prior the event by emailing Laura Dunn at email@example.com. A good faith effort will be made to fulfill requests made less than a week prior to the event.
Stay tuned for upcoming events!
Campus Safety Net Training
Tuesday, February 14, 2017 / 2:00 - 4:00 PM
HFSC Social Room
Hosted by the Engelhard Project and in partnership with campus health professionals
Would you like to know a bit more about the current health and well-being issues facing Georgetown students? Every two years, Georgetown administers the National College Health Assessment survey. The Safety Net Training is an opportunity to hear about the data and learn more about our students’ experiences, how they describe their own health and well-being challenges, and the health professionals and campus resources available to help support students as well as faculty and staff in their work with students. All faculty and staff are welcome to attend.
Designing to Engage Diversity
Wednesday, February 8, 2017 / 2:00 - 3:50 PM
HFSC Social Room
In partnership with the Apprenticeship in Teaching Program
Facilitators: James Olsen (CNDLS) and Faculty Panelists
How might we structure a course or educational environment to enhance or incorporate themes of difference and diversity and what happens when we do so? Engaging diversity involves incorporating issues of diversity into course content and as part of student learning goals as well as intentionally designing your course with a wide range of course materials, learning activities, and pedagogical approaches that support a broad spectrum of learners with diverse learning styles, abilities, experiences, and cultures. Doing so can help build an inclusive learning environment that motivates students and improves students learning outcomes. This workshop will feature a panel of faculty sharing their experiences designing courses to engage diversity and a guided design session for participants to start workshopping their own course(s) and pedagogical approaches.
Difficult Discussions: Teaching in Contentious Times
Wednesday, January 25, 2017 / 12:30 - 2:00 PM
HFSC Herman Room
Facilitators: Laura Dunn (CNDLS), David Ebenbach (CNDLS), and Joselyn Lewis (CNDLS)
The current cultural/political moment, with all its tension and complication, is likely to play out not just in the outside world but in our classrooms as well. Many of us feel a strong desire to engage with issues, but are not always sure how to do so in a productive and supportive way. Sensitive topics may well bubble up even if we don’t broach them intentionally. As people committed to the work of creating spaces for students to learn, grow, and push their own boundaries, how do we enable and support the important discussions of the moment, even when they may be difficult and we may be uncertain? This workshop will focus on effective tools and strategies for such occasions and discuss the educational value of managed conflict in the classroom.
Gender Identity in the Classroom: Strategies for Inclusivity
Tuesday, November 29, 2016 / 12:30 - 2 PM
HFSC: Herman Room
Facilitators: Michelle Ohnona (CNDLS) and Julian Haas (LGBTQ Resource Center)
In light of expanding national conversations around the experiences of trans and gender non-conforming students, this workshop will provide an overview of recent recommendations under Title IX and offer a rehearsal space to lead participants in a discussion of how to integrate strategies of inclusivity in their classrooms.
How to Talk about the Election and Other Difficult Discussions in the Classroom
Monday, November 14, 2016 / 12:30 - 1:45 PM
HFSC: Herman Room Facilitators: Joselyn Lewis (CNDLS) and James Olsen (CNDLS)
Did you miss this session? Read a recap on our blog and access resources.
Our recent elections have been a challenging time for many of us. Tensions and emotions are high and many feel a strong desire to engage with the issues, but are not always sure how to do so in a productive and supportive way. This workshop will focus on how to create a classroom atmosphere conducive to fruitful discussion on election and other sensitive topics so that the intense and difficult dialogues that inevitably arise can remain constructive. In particular, we will explore effective tools and strategies for such occasions and discuss the educational value of managed conflict in the classroom. Note: specifically highlighted for New Faculty.
Social Identity Formation and College Students
Thursday, November 10, 2016 / 3 - 4 PM
Car Barn 427
Facilitators: Joselyn Lewis (CNDLS) and Daviree Velázquez (CMEA)
Identity development is an important part of emerging adulthood development, and particularly relevant for college students. Social identity exploration and formation occurs throughout one's life, but there are formative periods as well. This workshop will explore the theoretical foundations of social identity development and consider ways we, as educators, can support students' exploration and meaning-making of their identities in the higher education learning context.
Syllabus Design for Inclusivity
Tuesday, November 1, 2016 / 11 - 12:15 PM
HFSC: Herman Room
Facilitators: James Olsen (CNDLS) and Michelle Ohnona (CNDLS)
In this workshop, participants will get concrete about ways to make engaging diversity an integral and productive part of their courses. Among other things, this workshop will discuss Georgetown's new Engaging Diversity requirement—its history, its learning goals, and how it's intended to work—and then each participant will work hands-on through a process of backward syllabus design, starting with goals surrounding the opportunities of diversity, as well as building assignments, classroom expectations, and a syllabus more generally.
Self-Awareness & Implicit Bias
Wednesday, October 26, 2016 / 1 - 2:50 PM
HFSC: Social Room
Facilitators: Joselyn Lewis (CNDLS), James Olsen (CNDLS), Daviree Velázquez (CMEA)
Whether we intend to or not, we bring all aspects of ourselves into the classroom—including our social identities, learned behaviors, and power dynamics. Implicit bias is a reality for ourselves as well as our students. This workshop offers tools for recognizing and productively addressing implicit bias in the classroom and focuses on pedagogical techniques for minimizing its presence and potential impact on student learning.
Who Are Georgetown Students?
Wednesday, October 19, 2016 / 10 - 11:15 AM
Facilitators: Missy Foy (GSP Program Director) and Patricia McWade (Dean of Student Financial Services)
Georgetown’s student population has undergone a significant demographic and cultural shift over the last decade. Understanding something of who our students are and their backgrounds is critical to good pedagogy and teaching to the whole person.
Teaching and Learning in Times of Tension
Tuesday, October 11, 2016 / 11:30 - 1 PM
Car Barn 314
With so many heated debates, "triggering" topics, and polarized views, today's world can be a challenging one in which to hold open, honest, and vulnerable discourse. As academics engaged in the work of providing spaces for students to learn, grow, and push their own boundaries, how do we make space for these important discussions, even when we may be uncertain? Come for an informal lunch to discuss with colleagues some of the challenges facing faculty in today's classrooms and brainstorm constructive ways to respond.
Trigger Warnings: Beyond the Buzz
Thursday, October 6, 2016 / 11 - 12:15 PM
Facilitators: David Ebenbach (CNDLS) and Michelle Ohnona (CNDLS)
US campuses are buzzing over “trigger warnings," and the way these relate to student needs and diversity, academic freedom, and the values of higher education. Recognizing both the polemics and complexities involved in these issues, this workshop focuses specifically on student learning. Given the diversity of our classrooms and the certainty that some of our students are dealing with trauma, how can we best develop our classroom culture and engage with potentially difficult course materials in ways that consider students’ well-being in order to maximize students’ ability to grapple with and digest the material, and ultimately learn?