Publications and Presentations

 

Collaborative Work

"Faculty Collaboration to Effectively Engage Diversity: A Collaborative Course Redesign Model," an article co-written by Maureen Walsh, Joselyn Schultz Lewis, and John Rakestraw, was published in the Winter 2013 edition of Peer Review, an AAC&C publication. The article details the work of Georgetown's Doyle Faculty Fellows program and highlights the benefits of bringing faculty together from diverse disciplines as they each redesign courses to better engage themes of diversity and difference.


The Engelhard Project team contributed to the new book Transforming Undergraduate Education: Theory That Compels and Practices That Succeed, edited by Don Harward and published in 2012 by Rowman & Littlefield. Randy Bass co-wrote a chapter with Ken Bain of Montclair State University entitled “Threshold Concepts of Teaching and Learning that Transform Faculty Practice (and the Limits of Individual Change),” while Mindy McWilliams and Joan Riley (NHS) co-wrote a chapter on “Curriculum Infusion: Educating the Whole Student and Creating Campus Change—Georgetown University."


MyDante: An Online Environment for Contemplative and Collaborative Reading,” an article co-written by Frank Ambrosio (Philosophy), William Garr, Eddie Maloney, and Theresa Schlafly, was recently published in the new Journal of Interactive Technology and Pedagogy. The article explores the tensions between individual and collaborative aspects of reading in the context of MyDante, a digital environment for the study of Dante’s Divine Comedy.


"Disrupting Ourselves: The Problem of Learning in Higher Education,” an article by Randy Bass, was recently published in the EDUCAUSE Review. Randy presented on the same topic at the EDUCAUSE 2012 Mid-Atlantic Regional Conference (January 2012).


"Using Wordles to Teach Foreign Language Writing," by Melissa Baralt (formerly of Georgetown's Department of Spanish and Portuguese), Susan Pennestri, and Marie Selvanadin, was published in the June 2011 issue of the journal Language Learning and Technology.


Daryl Nardick and Leanne McWatters (former Graduate Associate, CNDLS) collaborated with David M. Levy (University of Washington) and Jeanine Turner (CCT) in May 2011 to write a piece for a special issue of the Chronicle of Higher Education on the digital campus. Their piece, entitled "No Cellphone? No Internet? So Much Less Stress," shares some questions raised by their research on undergraduates and technology.


"Using Clickers for Clinical Reasoning and Problem Solving," by Janet Russell, Mindy McWilliams, Laura Chasen (former Graduate Associate, CNDLS), and Jean Farley (NHS), was published in Nurse Educator's January/February 2011 issue. The article explores how the use of clickers with case-based questions in a nursing course "resulted in increased student engagement, attention, and participation."


In "The Learning Shift," the Spring/Summer 2010 issue of Georgetown Magazine highlighted the roles played by CNDLS and the Georgetown Learning Initiatives in the shift from a focus on teaching to a focus on learning.


Georgetown professors Edilma Yearwood and Joan Riley (School of Nursing and Health Studies) published an article entitled "Curriculum infusion to promote nursing student well-being" in the Journal of Advanced Nursing's June 2010 issue. The authors conducted a study of Georgetown nursing students enrolled in Engelhard courses. Among other findings, the authors report that "curriculum infusion exploring common college health issues fosters relationships between nursing students and educators and promotes student well-being."


In December 2009, Eddie Maloney, Theresa Schlafly, and Frank Ambrosio (Philosophy) traveled to Florence, Italy to present at an international conference sponsored by the Fondazione Rinascimento Digitale, Minstero per i Beni e le Attivita Culturali, and the Library of Congress. The paper that they co-wrote with Bill Garr, entitled "My Dante and Ellipsis: Defining the user's role in a virtual reading community," was published in the conference proceedings.


In March 2009, Randy Bass and Bret Eynon (LaGuardia Community College) were featured as guest bloggers for the Chronicle of Higher Education's Wired Campus blog. Bass and Eynon ask why, “when it comes to innovations in teaching and learning, higher education seems like the last to know and the slowest to respond,” and offer ideas for how the higher education community might develop a culture of research and development for teaching and learning.


In January 2009, Randy Bass and Bret Eynon (LaGuardia Community College) co-edited a special issue of Academic Commons, entitled New Media Technologies and the Scholarship of Teaching and Learning, which brought together case studies from the Visible Knowledge Project with vision pieces by scholars including Cathy Davidson and Michael Wesch. The editorial group from CNDLS included Eddie Maloney, Susannah McGowan, John Rakestraw, and Theresa Schlafly.


Presentations

In February 2012, Marie Selvanadin, Justin Secor, Matthias Oppermann, and Anna Kruse presented Pegasus, CNDLS’s ePortfolio tool in development, at ELI’s Annual Meeting in Austin, Texas. The session, “Social Media ePortfolios,” looked at how individual reflection and social reflection could join together in an ePortfolio space.


In January 2012, Susan Pennestri and Janet Russell presented with Susan Clabaugh from the University of Maryland on “Campus-wide Lecture Capture Deployment and Effectiveness” at the EDUCAUSE Mid-Atlantic Regional Conference. 


In December 2009, Eddie MaloneyTheresa Schlafly, and Frank Ambrosio (Philosophy) traveled to Florence, Italy to present at an international conference sponsored by the Fondazione Rinascimento Digitale, Minstero per i Beni e le Attivita Culturali, and the Library of Congress. The paper that they co-wrote with Bill Garr, entitled "My Dante and Ellipsis: Defining the user's role in a virtual reading community," was published in the conference proceedings.

Georgetown University
3520 Prospect St. NW #314
Washington, DC 20057
202.687.0625
202.687.8367(fax)
cndls@georgetown.edu