Teaching & Technology

The goals and strategies on this page represent some of the key pedagogical approaches that are central to Georgetown’s educational mission.

CNDLS helps faculty, departments, and programs not only with “big picture” challenges in teaching, such as strategic goal setting and curriculum design, but also with the “on the ground” challenges of putting into place design and assessment strategies. CNDLS also works with Georgetown faculty to gather student feedback on the effectiveness of teaching methods and learning experiences. With these galleries, we showcase faculty projects that exemplify the spirit of inquiry-based teaching that we value as a center.

Here we explore a number of themes that are evident in many thoughtful course and assignment designs. These themes, while by no means exhaustive, represent learning experiences that are designed to engage students in higher-order thinking, authentic and meaningful interactions, and professionally formative practices, all of which are important approaches to educating Georgetown students to be reflective lifelong learners.

Community Engagement

CNDLS works with faculty to promote learning beyond the hilltop and encourages course projects that bring students together with members of the community. Community engagement enriches coursework by encouraging students to apply knowledge and skills developed in the classroom to issues affecting local communities.

Engaging Students in Undergraduate Research

Georgetown faculty acknowledge the importance of involving undergraduates in research early in their academic careers. CNDLS works with faculty members to develop opportunities for students to conduct research, both independently and collaboratively, through projects that have a deep impact on the students’ learning and development as future professionals in their field.

Collaborative Authorship and Peer Review

Collaborative authorship requires students to develop common goals and share responsibility in the production of a shared text. Peer review allows students to support each other through writing revisions, and provides an opportunity for students to develop critical reading skills and practice giving and implementing feedback. CNDLS helps professors rework traditional written assignments to incorporate the practices of collaborative authorship and peer review to foster communities of learners and improve student writing.