The Free Speech Project at Georgetown University has worked to examine Free Speech on a national scale, documenting incidents in which First Amendment values have been challenged or compromised. By assembling and analyzing instances in which expression was suppressed, the project hopes to understand broader national trends around Free Speech today.
Georgetown is engaged in an ongoing process to more deeply understand and respond to the university’s role in the injustice of slavery. Increasing access to relevant archives is a piece of that puzzle.
Together with faculty and staff from the University of Michigan, Georgetown University is creating a virtual performance as part of the Black Performance as Social Protest MOOC. In an effort to make visible the creative and collaborative nature of this work, CNDLS is using interactive timeline to document the design thinking process for developing the virtual performance.
The Doyle Conversations about Anti-Racism in Higher Education is a conversation series hosted by the Doyle Program for Engaging Difference that brings together students, faculty, and staff at Georgetown University to discuss anti-racist practices in higher education. The series invites members of the Georgetown community to share strategies and tools related to anti-racist work across campus
When a faculty member mentors a student, helping that student grow and develop as a person and professional beyond the confines of any one college course, great things happen.
ePortfolios allow students to collect, archive, and publish their work, as well as draw connections among different projects and integrate topics and themes across disciplines and semesters.
How might we design learning situations that help students encounter dimensions of intellectual work that are “necessarily difficult,” in ways that are formative to students’ thinking, habits of mind, and even their identity?
Where do students get stuck? What keeps them from progressing beyond basic understanding? How might faculty better teach disciplinary thinking?
The Project Rebirth Educational Initiative was a collaboration between CNDLS and Columbia University’s Center for New Media Teaching and Learning. The initiative's goal was to unite people who are interested in studying trauma and recovery.
In technology-enhanced learning, an instructor thoughtfully implements technology to improve student learning outcomes. Rather than employing technology for technology’s sake, instructors use technology to improve conditions for learning, including providing plentiful opportunities for practice, feedback, interaction, and engagement.