Teaching, Learning & Innovation Summer Institute: Full Schedule

You have found Georgetown University’s Teaching, Learning & Innovation Summer Institute, hosted by the Center for New Designs in Learning and Scholarship. This is a private event that is only open to faculty and staff at Georgetown University. To return to the TLISI website please click here.

arrow_back View All Dates

9:00am EDT

Coffee, Tea, and Bagels

Tuesday May 19, 2026 9:00am - 9:30am EDT

Great Room in Healey Family Student Center

Coffee & Pastries will be available in the Great Room of the HFSC.

Tuesday May 19, 2026 9:00am - 9:30am EDT
Great Room in Healey Family Student Center

Programming & Flow, Refreshments

9:30am EDT

Refusing and Critiquing GenAI Across the Curriculum: Five Possible Paths for Reclaiming the Enduring Value of Human Writing, Speaking, and Thinking

Tuesday May 19, 2026 9:30am - 10:45am EDT

Social Room in Healey Family Student Center

Note: This session will be offered in person only.

At a time when many universities are rushing to license and aggressively promote GenAI tools to increase the “efficiency” of teaching and learning, numerous scholars of digital writing technologies and pedagogies have been advocating that we refuse or judiciously limit GenAI adoption (CCCC, 2026) because of concerns about how GenAI tools may inhibit deep, critical thinking (Newport 2026; Kosmyna et al, 2025; Tian & Zhang, 2025), enact algorithmic bias (Byrd, 2023; Kynard, 2024; Sano-Franchini, Fernandes, and McIntyre, 2025), and contribute to ecological harm (Edwards, 2025; Molinari 2026). While this workshop will briefly discuss ways that professors can apply the threshold concepts of their disciplines to teach students to critically analyze GenAI outputs, our primary focus will be on collaboratively discussing teaching strategies that faculty can use to discourage or limit GenAI use in their courses while also critically educating students about the potential risks and harms of using GenAI.

Specifically, we will discuss the following five possible paths for refusing or critiquing GenAI in courses across the disciplines: 1) developing personally meaningful, joyful, experiential writing assignments that motivate students to write (Eodice, Geller, & Lerner, 2017; West-Puckett, Caswell, & Banks 2023); 2) scaffolding writing assignments with direct instruction in brainstorming ideas, conducting genre analysis of model texts, engaging in research, drafting, giving and receiving peer feedback, and revising (Giordano, 2024) – recognizing that students are most likely to turn to GenAI when they are rushed or stuck on how to proceed so deliberately scaffolding the process can discourage GenAI use; 3) Shifting from out-of-class writing assignments to in-class writing-to-learn activities (Emig, 1977; Bean & Melzer, 2021) – including opening reading reflections to spur discussion and closing reflective writing to synthesize learning. 4) Shifting from a focus on writing to a greater emphasis on explicitly teaching forms of speaking and multimodal composing that are important for scholars and professionals within a discipline (Fodrey, 2023). 5) Employing the threshold concepts of an academic discipline (Adler-Kassner & Wardle, 2022) to critique the limitations and ethical problems of various GenAI tools for constructing knowledge in that discipline.

After briefly reviewing the five paths, we will use a mix of small group and whole group discussion to share experiences and ideas for refusing or critiquing GenAI in our courses in ways in line with threshold concepts and research practices of our diverse disciplines.

Speakers

J Palmeri

Professor of English and Director of the Writing Program, Georgetown University

J Palmeri is Professor of English and Director of the Writing Program at Georgetown. They are the author of two books about the technologically mediated history of writing and literacy instruction: Remixing Composition: A History of Multimodal Writing Pedagogy (2012) and 100 Years... Read More →

Tuesday May 19, 2026 9:30am - 10:45am EDT
Social Room in Healey Family Student Center

Concurrent | In-Person Only, Workshop

9:30am EDT

Teaching with Artists’ Books from the Booth Family Center for Special Collections at Georgetown University Library

Tuesday May 19, 2026 9:30am - 10:45am EDT

Booth Family Center for Special Collections

Note: This session will be offered in person only.

Note: This session takes place in the Booth Family Center for special Collections at the Georgetown University Library. Please plan to meet at the library, or join a walkover from the registration table at HFSC at 9:15 am.

Did you know that Georgetown University holds nearly 300 artists’ books in our rare books and art collection at the Library? During this session, participants will learn and explore: what are artists’ books and why artists’ books are used in teaching. The discussion will center around the question — How might artists’ books introduce touch-based inquiry and pedagogy into the classroom?

Artists’ books have a long history in higher education as these rare books, also considered art, which can present ideas in novel ways in the form of a “book.” While often in single or limited edition runs, artists’ books are special not only for their presentation but also the ideas that are explored. While often not digitized because of the tactical and interactive nature, many university libraries and special collections invest in artists’ books as teaching tools.

Through specific classroom visits and public programs, such as the Spring 2026 program “Art in your Hands: Exploring Artists’ Books in the Booth Family Center for Special Collections (BFCSC) at Georgetown University Library,” BFCSC uses artists’ books in teaching to introduce students and the community to new ways of understanding an idea or topic.

During this session, participants will engage with artists’ books from BFCSC, which explore our relationship with technology, time, politics, and surveillance. In addition, participants will hear how students are employing artists’ books, in the form of zines, to expand the ways that learning can be presented beyond a presentation or paper. Finally, participants will learn to make their own one-page zines!

Speakers

Anjelika Deogirikar Grossman

Graduate Student (MPP ’14, M.A. in Engaged and Public Humanities ’26), Georgetown University

Anjelika Deogirikar Grossman is a Washington, DC educator, activist artist, and researcher. A FY25 grantee of the DC Commission on the Arts and Humanities’ Fellowship Program, Anjelika is an artist-in-residence at the Georgetown Lombardi Arts and Humanities Program at MedStar Georgetown... Read More →

Jay Sylvestre

Curator of Rare Books, Booth Family Center for Special Collections, Georgetown University Library, Georgetown University

As the Rare Books Curator at the Booth Family Center for Special Collection Jay engages Georgetown staff, students, faculty, and the general public with rare and unique materials ranging from the 1460s through 2026. He is responsible for collection development and can frequently be... Read More →

Hasini Shyamsundar

Alum (SFS ’22, M.A. in Learning, Design and Technology, ’26), Georgetown University

Hasini Shyamsundar is an educator and artist based in Washington, DC. She works to bring arts-based learning experiences to students and diaspora communities, facilitating workshops that use art to bridge disciplinary and generational divides. In the studio, Hasini works with watercolor... Read More →

Tuesday May 19, 2026 9:30am - 10:45am EDT
Booth Family Center for Special Collections 5th Floor Lauinger Library

Concurrent | In-Person Only, Workshop

9:30am EDT

Science Communication in the Classroom

Tuesday May 19, 2026 9:30am - 10:45am EDT

Herman Room in Healey Family Student Center

Note: This session will be livestreamed.

There are a number of courses at Georgetown that aim to introduce and/or deepen student appreciation of the role of science in society. Notably, Georgetown’s commitment to science education for all through the SFA curriculum reflects a commitment to science literacy as a key skill for liberally educated graduates. But how do we translate this ambition into broadly applicable skills for our students? How can students use their appreciation of the nature of science in real world contexts where scientific knowledge is contested and marginalized?

This panel will gather together faculty and practitioners from across departments/schools/sites to discuss this vision for centering science communication in our curricula, and ask them to share insights about the practical ways in which they’ve incorporated science communication into a range of courses and student experiences. We will hear and see examples of the types of assignments, scaffolding, and skills development that colleagues have developed to bring science communication into their classrooms. We will also explore examples of how the practice of producing science communication can bring students and faculty into dialogue with the other sectors and stakeholders.

This session will appeal to educators across disciplines, teaching within both STEM and STEM-engaged curricula. We aim to inspire closer engagement with science communication as both a skill but also an arena for critically thinking about the role of science and society.

Moderators

Emily Mendenhall

Professor and Director of Science, Technology and International Affairs (STIA), Georgetown University

Professor Emily Mendenhall is a medical anthropologist, Professor, and Director in the Science, Technology, and International Affairs Program in the Edmund A. Walsh School of Foreign Service at Georgetown University. She has published widely in anthropology, medicine, psychology... Read More →

Speakers

Shauna Bennet

Rowan Ellis

Assistant Teaching Professor, Georgetown University

Rowan Ellis is a geographer and Assistant Teaching Professor of Science. She specializes in water and food security, climate change, and nature-based solutions. Her current research interests focus on ‘unconventional’ water resources and the environmental impacts and transboundary... Read More →

Theresa Sabonis-Helf

Cynthia Wei

Prof. of Teaching and Director of Science Education, Georgetown University

Science For All
Environmental education
Science writing
Natural history and experiential learning
Interdisciplinary/transdisciplinary education

Tuesday May 19, 2026 9:30am - 10:45am EDT
Herman Room in Healey Family Student Center

Concurrent | In-Person w/ Livestream, Panel

9:30am EDT

Teaching "Race, Power, and Justice at Georgetown"

Tuesday May 19, 2026 9:30am - 10:45am EDT

Film Screening Room

Note: This session will be livestreamed.

This session is intended to provide a forum for a discussion about the "Race, Power, and Justice at Georgetown" class. This one-credit, six-week class is required of all Georgetown undergraduates as part of the Pathways to Justice University Core Curriculum. Professor Adam Rothman, who has served as the coordinator of the class since 2024, will moderate a conversation among faculty who have taught the class about their experience teaching the class, and what they have learned in the Race, Power, and Justice at Georgetown classroom. The session will begin with an introduction to the class for those who are unfamiliar with it and would like to learn more. The conversation will then shift to the faculty panel, who will reflect on the themes and structure of the class, and provide insights and guidance for those who will be teaching Race, Power, and Justice at Georgetown in the future. The session will conclude by opening the conversation to the audience for questions and reflections. Race, Power, and Justice at Georgetown offers a great deal of food for thought about teaching: How do we maximize engagement in a pass/fail class? How do we facilitate meaningful, substantive conversations on controversial topics among students? What level of feedback is appropriate to offer students on written assignments? What additional supports are required to build community among the faculty cohort teaching the class? How can we continue to make the class better? How can we evaluate whether the Race, Power, and Justice at Georgetown class is making a positive contribution to the curriculum and Georgetown’s students’ formation?

Moderators

Adam Rothman

Professor and Director, Center for the Study of Slavery and Its Legacies, Georgetown University

Adam Rothman is a Professor in the History Department and Director of the Center for the Study of Slavery and its Legacies.

Speakers

Caroline Efird

Caroline R. Efird, PhD, MPH is an assistant professor in the Department of Health Management and Policy in the School of Health at Georgetown University. Her research seeks to promote health equity by addressing social and structural drivers of health disparities and inequities. As... Read More →

Desh Girod

Associate Professor, Georgetown University

Desh Girod (Ph.D., Stanford University, 2008) is an associate professor in the Department of Government in the College of Arts and Sciences at Georgetown and an affiliate with the Department's Conflict Resolution Program and Georgetown's Center for Social Justice. Dr. Girod is writing... Read More →

Tuesday May 19, 2026 9:30am - 10:45am EDT
Film Screening Room Second Floor of Healey Family Student Center

Concurrent | In-Person w/ Livestream, Panel

10:45am EDT

15 Minute Break

Tuesday May 19, 2026 10:45am - 11:00am EDT

Programming & Flow, Break

11:00am EDT

Decolonizing Research Methods in the Classroom: Practical Strategies for Ethical, Community-Engaged Inquiry

Tuesday May 19, 2026 11:00am - 12:00pm EDT

Herman Room in Healey Family Student Center

Note: This session will be offered in person only.

Decolonizing research methods is often discussed at the level of critique, but many instructors still need concrete tools for teaching students how to conduct research differently in practice. This interactive workshop focuses on how to teach decolonizing research method practices in the classroom, especially in public health, global health, and related social science or health professions courses, while remaining adaptable across disciplines. Drawing on examples of challenged assumptions in research design, participatory and community-engaged approaches, and Indigenous methodological frameworks, the session will help participants examine how colonial logics can shape research questions, terminology, sampling, measurement, interpretation, authorship, and dissemination. Participants will work through short cases, positionality and reflexivity prompts, and a redesign exercise in which they revise an assignment, classroom activity, or methods module to better center community expertise, historical context, reciprocity, and ethical knowledge production.

This session is intended for faculty, instructors, postdocs, graduate student instructors, and staff who teach or support research methods, evidence-based practice, or community-engaged learning. By the end of the workshop, participants will be able to identify where colonial assumptions can enter research design and teaching, apply practical strategies for teaching reflexivity and community accountability, and leave with at least one adaptable classroom tool or assignment revision they can use in their own courses.

Speakers

Shikha Chandarana

Instructor and Postdoctoral Fellow in Health Equity, Georgetown University

Dr. Shikha Chandarana is a Post-Doctoral Fellow in Health Equity in the Department of Family Medicine at Georgetown University Medical Center. She is a public health researcher, educator, and advocate whose work advances health equity through interdisciplinary and community-engaged... Read More →

Tuesday May 19, 2026 11:00am - 12:00pm EDT
Herman Room in Healey Family Student Center

Concurrent | In-Person Only, Workshop

11:00am EDT

Research Design as Analytical Decision-Making: Teaching for Judgment When AI Is in the Room

Tuesday May 19, 2026 11:00am - 12:00pm EDT

Social Room in Healey Family Student Center

Note: This session will be livestreamed.

The literature review is no longer a meaningful student assignment. Neither, arguably, is the annotated bibliography. Generative AI tools complete both with speed and competence that make them poor vehicles for assessing student learning. But if these familiar assignments have run their course, what replaces them, and what does that mean for how we teach in the social sciences?

The answer lies in recovering what research design actually is: not a set of technical procedures, but a sequence of deliberate analytical decisions made under conditions of uncertainty, constraint, and ethical responsibility. When we teach it that way, AI becomes a resource to think with rather than a shortcut that renders assessment meaningless.

The proposed session is organized around three interconnected themes. First, we examine how to intentionally integrate AI tools at specific stages of the research design process. Problem formulation, literature mapping, comparison of methodological options, and data collection instrument design each present distinct opportunities for AI-assisted learning, as well as distinct risks.

Second, we consider how to selectively develop research design components for different student populations and purposes. The analytical demands of undergraduate versus graduate work differ meaningfully, as do scholarship-oriented versus practice-oriented research. AI tools can be calibrated accordingly, or misused in ways that flatten those distinctions.

Third, the session makes the case for research question development as the most productive site of AI-resistant, process-oriented learning and assessment across the social sciences. Formulating a good research question requires iteration, judgment, and disciplinary knowledge that AI cannot substitute. Centering assessment here gives students and instructors a foothold that generative tools cannot easily erode.

This session is designed for social science faculty at any level, including those teaching methods, theory, area studies, or applied policy, who are rethinking how to design assignments and assessments that elevate critical thinking and human judgment when AI is already in the room. Attendees will leave with a practical framework for intentionally integrating AI at specific stages of the research design process, strategies for calibrating that integration to different student populations and course purposes, and a concrete approach to centering research question development as an AI-resistant site of deep learning.

Speakers

Erin Hurley

Adjunct Professor, Georgetown University

https://gufaculty360.georgetown.edu/s/contact/0031Q00002csR8MQAU/erin-e-hurley

Tuesday May 19, 2026 11:00am - 12:00pm EDT
Social Room in Healey Family Student Center

Concurrent | In-Person w/ Livestream, Workshop

11:00am EDT

Teaching Writing During War: Engelhard Pedagogy, Critical Hope and Community Building at Georgetown in Qatar

Tuesday May 19, 2026 11:00am - 12:00pm EDT

Film Screening Room

Note: This session will be livestreamed.

What does it mean to teach writing when war enters the classroom not as a distant topic, but as a lived and ongoing reality that shapes students’ attention, sense of safety, participation, and learning? This session examines Zoom-based writing classes at Georgetown University in Qatar (GU-Q) during a period in which war is not a remote subject of discussion, but an immediate force shaping students’ affective, cognitive, and rhetorical engagement. Drawing on Georgetown’s Engelhard framework, with its emphasis on reflection, well-being, and cura personalis, we ask how writing instructors might sustain rigorous teaching and learning while also responding to fear, uncertainty, and disruption with care for the whole person.

In this work, we engage a pedagogical praxis grounded in bell hooks’ teaching community and Paulo Freire’s pedagogy of hope, framing our approach as a practice of critical hope that refuses both denial and despair. Rather than treating crisis as external to learning, we consider how writing can become a disciplined practice of reflection, witness, and inquiry. Through pedagogical storytelling and classroom-based examples, we share practices we developed in GU-Q writing courses to inform our teaching-and-learning, including the use of poetry as an opening frame and pedagogical entry point, particularly war poetry through which students could engage lessons of history lived through war; reflective prompts; structured check-ins; and They Say / I Say-informed blog writing. These practices invite students to engage public discourses surrounding war, threat, and uncertainty while developing situated, reflective, and analytical responses that make room for both feeling and critical consciousness.

In this session, we will share pedagogical strategies that emerged both from our own experiences of these conditions and from exchanges with colleagues in meetings and shared conversations, including approaches to opening difficult conversations and to designing writing classrooms that sustain reflective inquiry, dialogic engagement, and rigorous academic learning in times of crisis.

We will share teacher and student generated prompts, students’ responses (with permission), and invite two students to co-present their experiences through recorded, or live via Zoom. Our goal is to show how writing courses can become spaces for thought, language, hope, and community in the midst of acute uncertainty.

Speakers

Ghada Alatrash

Visiting Assistant Professor, Culture and Politics (English & Literature), Georgetown University

Dr. Ghada Alatrash is Visiting Assistant Professor of English at Georgetown University in Qatar. She holds a Ph.D. in Educational Research: Languages and Diversity from the Werklund School of Education, University of Calgary, and an M.A. in English Literature from the University of... Read More →

Mysti Rudd

Associate Teaching ProfAssociate Professor of English Composition and Rhetoric at Georgetown University in Qatar., Georgetown University

Dr. Mysti Rudd is Associate Teaching Professor of English Composition and Rhetoric at Georgetown University in Qatar. Professor Rudd is a compositionist who studies the teaching and learning of writing. She coordinates the teaching of first-year writing courses and trains undergraduate... Read More →

Aljouri Al-Tamimi

Student, GU-!

Aljouri Al-Tamimi is a Qatari student at the Walsh School of Foreign Service in Qatar. She is currently a rising junior studying International Economics. She sees writing as a way to reflect on her experiences, express herself, and engage with the world around her.

Hala Assaf

Student, GU-Q

Hala Assaf is a Palestinian first-year student at the Walsh School of Foreign Service in Qatar. She is planning to major in Science, Technology, and International Affairs (STIA.) She has always valued writing as a way to express herself, reflect on her experiences, and make sense... Read More →

Jarffah Amadou

Student, GU-Q

Jarffah Amadou is a Liberian and a rising junior at Georgetown University in Qatar pursuing a degree in International Politics. His academic interests center on education in emergencies, NGOs, diplomacy, conflict, and social resilience, particularly within the Liberian context. Beyond... Read More →

Latifa Almulaifi

Student, GU-Q

Latifa Almulaifi is a rising junior at Georgetown University in Qatar, pursuing a degree in International Economics. Originally from Kuwait, her writing is influenced by her identity and the world around her, and she uses poetry as a way to make sense of it all.

Tuesday May 19, 2026 11:00am - 12:00pm EDT
Film Screening Room Second Floor of Healey Family Student Center

Concurrent | In-Person w/ Livestream, Panel

12:00pm EDT

Choose Lunch & Find Seating for Keynote

Tuesday May 19, 2026 12:00pm - 12:15pm EDT

Great Room in Healey Family Student Center

Tuesday May 19, 2026 12:00pm - 12:15pm EDT
Great Room in Healey Family Student Center

Programming & Flow, Lunch

12:15pm EDT

Lunch Plenary: AI and the Future of Teaching: What These Tools Make Possible — and What Institutions Must Do

Tuesday May 19, 2026 12:15pm - 1:45pm EDT

Great Room in Healey Family Student Center

Introduction by Eddie Maloney, Executive Director, CNDLS and Professor, English Department

Higher education’s response to artificial intelligence has been largely defensive—focused on detection and restriction. That response misses the point. AI is not the problem. It exposes problems we have long ignored: we identify learning gaps too late and intervene too little; students receive minimal, often delayed feedback; and too many graduate unable to build or critique a serious argument.

Used well, AI is not a threat to rigor—it is one of the best tools we have to restore it. The difference lies in how it is used. As a ghostwriter, AI replaces thinking. As a Socratic interlocutor—questioning assumptions, demanding precision, surfacing counterarguments, and exposing weak reasoning—it deepens thinking.

This talk presents 22 practical ways to use AI to strengthen student learning and closes with a clear institutional agenda: redesign teaching around what AI now makes possible—timely, detailed feedback, explicit instruction in argumentation, and assessments that require real-time judgment.

Speakers

Steven Mintz

Professor of History & Author, University of Texas at Austin

Steven Mintz is a history professor at the University of Texas at Austin and the author or editor of 17 books, including The Learning-Centered University. A leading authority on families, the life course, and higher education’s past, politics, and future, he has also been a prominent... Read More →

Introducer

Eddie Maloney

Executive Director, CNDLS, Georgetown University

Eddie Maloney is the Executive Director of The Center for New Designs in Learning and Scholarship (CNDLS), a Professor of the practice of narrative literature and theory in the Department of English, and the Founding Director of a new Masters Degree program in Learning and Design... Read More →

TLISI Co-Sponsors

Georgetown Humanities Initiative

Inspired by the Jesuits and the University’s mission to promote a liberal arts education, Georgetown Humanities Initiative is at the center of our university’s scholarly and public engagement.

Thank you to the GU Humanities Initiative for co-sponsoring Steven Mintz' lunch talk on Tuesday of TLISI... Read More →

Tuesday May 19, 2026 12:15pm - 1:45pm EDT
Great Room in Healey Family Student Center

Plenary Session, Lunch

1:45pm EDT

15 Minute Break

Tuesday May 19, 2026 1:45pm - 2:00pm EDT

Programming & Flow, Break

2:00pm EDT

Designing Classrooms for Conflict: Teaching Religion Under Conditions of Political Crisis

Tuesday May 19, 2026 2:00pm - 3:00pm EDT

Herman Room in Healey Family Student Center

Note: This session will be livestreamed.

In classrooms shaped by political conflict, religious identity, and institutional constraint, instructors often face a central dilemma: how to engage difficult material without retreating from controversy or destabilizing students’ commitments. This session introduces a set of adaptive pedagogical strategies designed to support rigorous, ethical engagement in high-tension learning environments.

Drawing on classroom practice at Georgetown University in Qatar (a Catholic institution in a Muslim-majority context), this session presents three interrelated approaches: religious deidentification, comparative theology, and pedagogies of play. Together, these strategies create structured conditions in which students can examine identity-laden material while maintaining intellectual and emotional safety.

Participants will engage with concrete, transferable teaching practices, including:

- Hermeneutical bracketing exercises that enable students to critically analyze texts without abandoning confessional commitments
- Comparative sequencing techniques that distribute interpretive authority across traditions and reduce representational pressure
- Game-based learning activities (e.g., Power Bingo, role-based debate) that support engagement with complex theoretical and ethical concepts

The session will include brief interactive components, allowing participants to experience these methods and consider how they might be adapted across disciplines.

By the end of the session, participants will leave with some practical tools for teaching sensitive or controversial material, a framework for structuring classrooms as sites of ethical encounter, and strategies for fostering student engagement, critical reflection, and interpretive humility in increasingly complex educational environments.

Speakers

Sherie Gayle

PhD Candidate, Georgetown University

Sherie Gayle is a Ph.D. candidate in Theology and Religious Studies at Georgetown University, where her research examines gender, power, and interpretive authority across Jewish, Christian, and Islamic texts. Her work brings critical theory into conversation with religious studies... Read More →

Tuesday May 19, 2026 2:00pm - 3:00pm EDT
Herman Room in Healey Family Student Center

Concurrent | In-Person w/ Livestream, Workshop

2:00pm EDT

Digital Research Innovation Program Panel

Tuesday May 19, 2026 2:00pm - 3:00pm EDT

Film Screening Room

Note: This session will be livestreamed.

Join fellow faculty members as they present their projects developed under the Digital Research & Innovation (DRI) Program, an initiative jointly supported by the Georgetown University Library and CNDLS. This session provides a platform for academics to showcase how digital tools and methodologies can transform research and teaching landscapes. Each panelist will cover their unique project, the integration of digital technologies in their research, the challenges they faced, and the impacts on their fields of study. Attendees will gain insights into the practical applications of digital technologies in academic research and instruction, and learn about the potential for these tools to enhance scholarly work. The session will also include a Q&A segment.

Moderators

Steve Fernie

Web Services Coordinator, Georgetown University

Steve designs and maintains the library's websites and assists faculty with their web-based projects. He's been participating in TLISI since 2007.

Abby Scheetz

Data Services Librarian, Georgetown University

Abby works with students, faculty, and staff on enhancing their work with digital tools for data management, analysis, and visualization. She teaches workshops open to the entire Georgetown community every semester, as well as in-class guest lectures, and is available for one-on-one... Read More →

Speakers

Amani Morrison

Assistant Professor of African American Literature and Culture, Georgetown University

Amani C. Morrison, Ph.D. is Assistant Professor of African American Literature and Culture in Georgetown University’s English Department and researches Black engagements with place and property through a cultural and historical lens. Her book, A Kitchenette to Fit Your Needs: H... Read More →

Anita Gonzalez

Professor of Performing Arts & African American Studies ; Co-Founder, Racial Justice Institute, Georgetown University

Anita Gonzalez is a Professor of Performing Arts and Black Studies at Georgetown University. She is a member of the American Academy of Arts and Sciences and her most recent book is Shipping Out: Race, Performance and Labor at Sea. The current Black Folkways project is a community-driven public humanities initiative that uses spatial storytelling and oral histories to document and preserve Black cultural and environmental knowledge across coastal landscapes in Maryland’s Chesapeake Bay region, Washington... Read More →

Kwuan Paruchabutr

Assistant Professor, DNP, FNP-BC, WHNP-BC, CNM, FACNM, FNAP, FAAN Founder & Team Leader, Georgetown

Dr. Kwuan Paruchabutr is an Assistant Professor at Georgetown University, an Army Nurse Corps combat veteran, and a nationally recognized healthcare leader and advocate. Triple board-certified as a Family Nurse Practitioner, Women’s Health Nurse Practitioner, and Certified Nurse-Midwife... Read More →

Tuesday May 19, 2026 2:00pm - 3:00pm EDT
Film Screening Room Second Floor of Healey Family Student Center

Concurrent | In-Person w/ Livestream, Panel

2:00pm EDT

Featured Invited Speaker: Cultivating Genius and Joy in Education through Culturally and Historically Responsive Pedagogies

Tuesday May 19, 2026 2:00pm - 3:00pm EDT

Social Room in Healey Family Student Center

Note: This session will be livestreamed.

Featured Invited Speaker: Dr. Gholdy Muhammad
Introduction by Joselyn Lewis, CNDLS and Nafisa Isa, CNDLS

In this session, TLISI featured speaker, Dr. Gholdy Muhammad, offers a unique, culturally, and historically responsive approach to cultivating genius and joy in education. This approach is essential for accelerating the growth of all students and uniquely youth of color, who have been traditionally underserved in learning standards, policies, and school practices. She will present her equity framework, called the HILL Model, to help educators develop students’ histories, identities, literacies, and liberation.

The HILL Model consists of five pursuits in teaching and learning:

Identity Development—Helping youth to make sense of who they are and others.

Skill Development— Helping youth to develop proficiencies across the content areas and state learning standards.

Intellectual Development—Helping youth gain new knowledge set into the context of the world.

Criticality—Helping youth name, understand, question, and disrupt oppression in the world.

Joy—Helping youth uplift beauty, aesthetics, truth, and personal space fulfillment within humanity.

Participants will learn and understand history and policy and personal and instructional factors that justify the need and purpose for culturally and historically responsive education. Educators will be encouraged and motivated to be more inclusive of their teaching of these five collective pursuits while learning the importance of integrating cultural, racial, linguistic, and historical responsiveness into their learning goals, lesson plans, and the texts they use to teach. Additionally, participants will see sample lesson/unit plans across grade levels, moving theory into action.

Speakers

Gholdy Muhammad

John Corbally Endowed Professor of Literacy, Language, and Culture, University of Illinois at Chicago

Dr. Gholdy Muhammad is the John Corbally Endowed Professor of Literacy, Language, and Culture at the University of Illinois at Chicago. She has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president... Read More →

Introducer

Joselyn Lewis

Director of Inclusive Pedagogy, Georgetown University

Nafisa Isa

Educational Developer, Georgetown University

As an Educational Developer at CNDLS, Nafisa works at the intersection of inclusive pedagogy, innovation, and community building. Her areas of interest include experiential learning, arts integration, and praxis in support of sustainable, just futures.

TLISI Co-Sponsors

Learning, Equity, Access, and Pedagogy Initiative

The Learning, Equity, Access, and Pedagogy (LEAP) initiative invites academic units across Georgetown University to examine and strengthen the climate, content, and pedagogy of their teaching and learning environments. By participating in the LEAP initiative, each unit works toward... Read More →

Tuesday May 19, 2026 2:00pm - 3:00pm EDT
Social Room in Healey Family Student Center

Concurrent | In-Person w/ Livestream, Presentation

3:00pm EDT

15 Minute Break

Tuesday May 19, 2026 3:00pm - 3:15pm EDT

Programming & Flow, Break

3:15pm EDT

Implementing Joy-Centered Pedagogy in our Learning Spaces

Tuesday May 19, 2026 3:15pm - 4:30pm EDT

Social Room in Healey Family Student Center

Note: This session will be offered in person only.

Following Dr. Gholdy Muhammad’s featured session on Joy-Centered Pedagogy, this workshop will focus on implementation of Joy-Centered Pedagogy in our specific learning environments. This time will be spent discussing different teaching strategies and techniques that faculty have found effective with our students. This is time for reflection, planning, and sharing new ideas to teach with joy, and to help our students find joy in our classrooms, helping them build strong, life-long affection for learning.

Speakers

Alice Bui

Graduate Student in Learning Design and Technology, Georgetown University

Alice Bui is a graduate student in the Learning Design and Technology master’s program at Georgetown. She also works as a Graduate Associate in the Inclusive Pedagogy team at CNDLS.

David Ebenbach

Assistant Director of Graduate Student and Faculty Programming, Georgetown University

David Ebenbach is the Assistant Director for Graduate Student and Faculty Programming at CNDLS and is an instructor in the Center for Jewish Civilization and the Learning, Design and Technology Program, teaching literature, creative writing, and creativity. He works on a variety of... Read More →

Calago Hipps

Senior Faculty Developer, Georgetown University

Calago Hipps is the Senior Faculty Developer at CNDLS, where he leads the Georgetown Dialogue Initiative. He also teaches graduate students through American University’s School of Education.

Nafisa Isa

Educational Developer, Georgetown University

Tuesday May 19, 2026 3:15pm - 4:30pm EDT
Social Room in Healey Family Student Center

Concurrent | In-Person Only, Workshop

3:15pm EDT

Wikipedia Editing as a Community-Centered Public Humanities Practice

Tuesday May 19, 2026 3:15pm - 4:30pm EDT

Herman Room in Healey Family Student Center

Note: This session will be offered in person only.

Did you know that only 15% of contributors to Wikipedia are women? And did you know that around 20% of biographies on English-language Wikipedia are on women (there are over 1.5 million published biographies so only around 300,000 biographies are on women). In addition, did you know that Wikipedia is one of the top 10 visited websites in the world?

While students reference Wikipedia as a tool in their research, Wikipedia has increasingly been used to train Artificial Intelligence (AI) models. If the information on Wikipedia is being used as training data, how might we address the known biases on Wikipedia by inviting our students to become editors?

Editing Wikipedia pages employs different modes of learning including critical analytical writing and research of secondary sources. In partnership with Georgetown University Library, there have been more efforts to educate students to become editors of content on Wikipedia — from classroom experiential learning opportunities to the annual Wikipedia Edit-a-thon hosted during Women’s History Month.

During this session, participants will learn about how editing Wikipedia pages in the classroom can make a broader contribution beyond the learning in the classroom. In addition, participants will discuss how students can understand how their contributions connect to accessible public information online that is increasingly used in AI training models.

Speakers

Anjelika Deogirikar Grossman

Graduate Student (MPP ’14, M.A. in Engaged and Public Humanities ’26), Georgetown University

Theodora Danylevich

Faculty in Writing & Disability Studies Programs, Department of English, Women's and Gender Studies Program, and Medical Humanities Initiative, Georgetown University, Georgetown University

Theodora Danylevich teaches in Disability Studies, Women’s & Gender Studies, Writing, and the Medical Humanities at Georgetown University. Her research focuses on feminist and disability critical methodologies and liberatory aesthetics. Her current book project conceptualizes “[sic]k... Read More →

Helaine Blumenthal

Senior Program Manager, Wiki Education

Tuesday May 19, 2026 3:15pm - 4:30pm EDT
Herman Room in Healey Family Student Center

Concurrent | In-Person Only, Workshop

3:15pm EDT

Faculty Showcase: The AI-Empowered Classroom

Tuesday May 19, 2026 3:15pm - 4:30pm EDT

Film Screening Room

Note: This session will be livestreamed.

This faculty showcase panel explores innovative AI use cases in light of the university's secure enterprise AI tools. The presentation highlights how instructors from various schools are actively designing and integrating custom AI tools into their teaching. We will showcase practical examples from diverse disciplines, including custom-built course companions, specialized pedagogical bots, and student-facing AI agents. Furthermore, we will examine the development process, the pedagogical rationale behind these tools, and their concrete impact on student engagement and learning outcomes. Participants can expect to leave with a set of best practices on leveraging enterprise AI platforms safely, impactfully, and tailored to their specific courses.

Moderators