Note: This session will be offered in person only. Instructors teaching courses in Georgetown’s Bachelor of Liberal Arts at Patuxent Institution often confront barriers that are seemingly unique to prison education. How can we reproduce the rigor of Georgetown University undergraduate courses in a context often defined by its lack of access to resources and its restrictions on student and instructor activities? Yet we believe that teaching amidst these challenges requires that we think beyond the deficits and limitations of the prison context. Instead, we seek teaching methods grounded in creativity and flexibility that we believe can offer models of generative pedagogy that are useful in carceral and traditional classrooms alike. How has teaching in prison helped us engage students’ creativity and our own? How can we approach barriers as an opportunity to generate new approaches and methods for teaching and thinking? In this presentation, we will offer case studies from our own experiences teaching and facilitating a degree program at Patuxent Institution and encourage discussion of teaching challenges, both those our program currently faces and those faced by instructors on main campus.
Assistant Director of the Bachelor of Liberal Arts Program, Georgetown University
Lucy Sheehan is Assistant Director of the Bachelor of Liberal Arts Program at Patuxent Institution and Assistant Teaching Professor at PJI. Her research and teaching focuses on nineteenth-century British literature and culture, and her writing has appeared in Victorian Studies, Victorian... Read More →
Patuxent Site Coordinator, Georgetown University's Prisons and Justice Initiative
Darryl Byers-Robinson is a dedicated advocate for education accessibility and criminal justice reform, serving as the Patuxent Site Coordinator at Georgetown University's Prisons and Justice Initiative. With firsthand experience and extensive institutional expertise, he is committed... Read More →
Director of the Bachelor of Liberal Arts Program, Georgetown University
Emily Hainze is Director of the Bachelor of Liberal Arts Program at Patuxent Institution and Assistant Teaching Professor at PJI. Her teaching and research interests include 19th and 20th century U.S. literature, the history of race, gender and incarceration in the U.S., and archival... Read More →
Director of Communications, Prisons and Justice Initative, Georgetown University
Shanessa Taylor earned a Bachelor of Arts in Marketing from the University of North Carolina at Greensboro and a Master of Professional Studies in Public Relations and Corporate Communications from Georgetown University.After completing a year of AmeriCorps, she held communications... Read More →
Wednesday May 20, 2026 9:30am - 10:45am EDT Film Screening RoomSecond Floor of Healey Family Student Center
This interactive workshop introduces practical approaches for integrating course-specific AI assistants that support student learning outside the classroom. Participants will learn how to design two types of instructional AI tools that rely only on instructor-provided materials, ensuring that AI use remains aligned with course learning objectives: Guided Practice Assistants that lead students through structured problem-solving activities with step-by-step feedback, and Interactive Reading Assistants that guide students through assigned readings while embedding comprehension checkpoints.
The session will include demonstrations of these assistants in practice and a guided design activity in which participants outline their own assistant for a course topic or reading. Participants will leave with practical templates and strategies that can be adapted across disciplines.
Dr. Karen Kitching is a Teaching Professor of Accounting at the McDonough School of Business. A Certified Public Accountant, she focuses on experiential teaching approaches that integrate data analytics, technology, and real-world problem solving into accounting education. Her work... Read More →
As one of the most signature programs at Georgetown, In Your Shoes (IYS) has expanded its impact from classrooms to broader communities, cultivating deep connections among students, faculty, and staff. In collaborative research undertaken by the Red House, CNDLS, and the Lab, we found that IYS creates transformative encounters, offering students a novel and unforgettable learning journey within a trusting environment, and cultivating personal growth both in and beyond the classroom. In addition to exploring the foundations of IYS, you will learn how this pedagogy has been applied in the Georgetown Dialogues Initiative and the Doyle Engaging Difference Program. Finally, we look to the future through the Art of Care Initiative. Grounded in the conviction that art and care are profoundly linked, this initiative creates a platform for the Georgetown community to collectively reframe and reimagine what it means to be human through performance as pedagogy.
Learning Experience Designer | Researcher, Georgetown University
Zhuqing is a scholar and practitioner with over 12 years of experience in learning experience design and organizational learning. She is a scholar whose work focuses on the intersection of embodied learning, arts-based pedagogy, and transformative learning, with a particular interest... Read More →
Artistic and Executive Director, Laboratory for Global Performance and Politics (The Lab) Professor of Theater and Performance Studies (Department of Performing Arts) Professor of Global Performance, Culture and Politics (Walsh School of Foreign Service), Georgetown University
Note: This session will be offered in person only. Note: This session takes place in the Maker Hub. Please plan to meet on the first floor of the Lauinger Library, or join a walkover from the registration table at HFSC at 10:50 am.
This session will discuss ways in which the Maker Hub engages with different classes at Georgetown University to incorporate art and technology resources into their coursework. Educators curious about what we have found to work and not work when incorporating these third spaces into a traditional classroom settings should attend so they can recreate our successes and avoid our failures.
David Ross is an artist, educator, and the Maker Hub Manager at Georgetown University’s Lauinger Library. The Maker Hub is a space dedicated to fostering a collaborative peer-to-peer learning culture where students have access to art and technology. David ensures that maker-based... Read More →
Join the Cawley Career Education Center for an interactive workshop designed to help faculty/staff more effectively integrate career reflection and articulation into their teaching and advising. While students develop significant knowledge and skills through Georgetown’s curriculum and co-curricular experiences, they often struggle to connect those experiences to life after graduation. This session introduces a practical, three-part framework faculty/staff can use to support students in making those connections.
Participants will engage in three activities regularly used with Georgetown students:
Values & Career: Participants will complete a guided values card-sort exercise to explore how personal values shape decision-making and career direction. This activity models how you can incorporate reflection into coursework or advising conversations.
Helping Students Name What They’ve Gained: Participants will select a course or co-curricular experience and distill it into the specific skills students are developing - and how to name them clearly. This activity provides a simple method for helping students translate academic work into language relevant beyond Georgetown.
Major Does Not Equal Career: Participants will explore the range of career paths associated with different majors using Georgetown post-graduation outcomes data. This activity demonstrates how faculty/staff can expand students’ awareness of possibilities and support more informed exploration.
This FTNTL Town Hall will provide an opportunity for FTNTL faculty on the Main Campus (CAS, SFS, McCourt, SCS, MSB) to gather and exchange views and perspectives on issues pertinent to this faculty cohort. A brief presentation by the Outgoing Chair of the Joint Main Campus Committee on FTNTL Issues, Astrid Weigert, will be followed by introducing the Incoming Chair, Stephanie Kim, and new committee members. The bulk of the time will be devoted to hearing from FTNTL colleagues.
Associate Professor of the Practice; Faculty Director of Higher Education Administration; School of Continuing Studies, Georgetown University
Dr. Stephanie K. Kim is Associate Professor of the Practice and Faculty Director of Higher Education Administration at Georgetown University’s School of Continuing Studies. With over 15 years of experience in higher education, she leads the strategic and curricular direction of... Read More →
This session explores the findings and key takeaways from our ongoing student focus groups regarding Artificial Intelligence. The presentation walks through students' evolving attitudes and usage of AI, painting the picture of a student body that is both ethically reflective and pragmatic about their future. We will highlight the primary ways students are currently engaging with AI, including information processing, brainstorming, technical support, and study assistance. Furthermore, we will examine student concerns regarding cognitive offloading, hallucinated inaccuracies, environmental impact, and academic integrity. We will ask critical questions about current course policies and discuss how faculty can model practical AI usage to better prepare students for the workforce. Participants will leave equipped with actionable insights on what students need most from faculty, focusing on transparent communication, explicit guidance, and value-centered assignments.
Joe Drey is a Project Coordinator at Georgetown University’s Center for New Designs in Learning and Scholarship (CNDLS). In this role, he supports faculty development, curriculum design, and innovative teaching initiatives across the university. Joe brings a background in instructional... Read More →
CNDLS is turning 25! Over lunch, we will share remarks, memories, and celebrate our achievements in teaching and learning since the inception of CNDLS.
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 →
Note: This session will be offered in person only. Note: This session takes place in the Wellbeing Space in Healy Hall. Please plan to meet at the library, or join a walkover from the registration table at HFSC at 1:50 pm.
Most universities consider addressing students' health and wellbeing a high priority. There is a need to address students' mental health challenges through traditional mental health counseling services and to provide resources for flourishing and wellbeing.
A central tenet of Jesuit values and education is cura personalis — care for the whole person. This session will focus on important questions about how Georgetown and institutions of higher education are fostering wellbeing. Is cura personalis synonymous with wellbeing? What national organizations are leading health promotion and wellbeing for higher education? How is Georgetown fostering wellbeing on campus? How can Jesuit education provide leadership to optimize holistic wellbeing in higher education?
Join in for a presentation and a conversation as we consider these questions.
Director of Health Education Services and Adj. Asst. Professor, School of Health/Human Science, Georgetown University
Carol Day has been actively involved in health education on Georgetown's campus in a variety of ways. As the administrative director of Health Education Services (HES) in Student Affairs, she oversees services and programs, including mandatory prevention education for all new first... Read More →
Many accessibility barriers in higher education do not come from malicious intent or lack of care. They come from assumptions faculty make about their students and how learning is supposed to work.
This session examines several common beliefs that quietly shape course design and classroom practice: “I don’t have disabled students.” “Students will tell me if they need help.” “Accessibility lowers academic standards.” “Accessibility is handled by the disability office.” These assumptions persist across higher education, even as student populations become more diverse and institutional commitments to inclusion grow louder.
The reality is that many students who struggle in courses never request accommodations. Some are disabled but do not disclose. Others are dealing with cognitive load, language barriers, mental health challenges, or structural obstacles that traditional course design unintentionally amplifies.
This session invites faculty to examine where their own courses rely on hidden assumptions about the “ideal student.” Participants will engage in a structured discussion and barrier-audit activity that helps them identify friction points in their own teaching materials, assignments, and course structures.
Rather than focusing on compliance checklists or technical accessibility standards, the session focuses on practical teaching decisions: how materials are structured, how assignments are designed, how information is communicated, and how students navigate course expectations.
Participants will leave with a clearer understanding of how accessibility intersects with pedagogy and with several concrete strategies they can apply immediately in their courses to reduce barriers while maintaining academic rigor.
Electronic IT Accessibility Coordinator, Georgetown University
Kevin Andrews is the Electronic and Information Technology Accessibility Coordinator at Georgetown University and a Certified Web Accessibility Specialist (IAAP). For nearly a decade he has worked at the intersection of digital accessibility, higher education, and institutional accountability... Read More →
Acting is an artform that is incredibly underestimated. The reality is, this craft rooted in make-believe can inspire real-life transformation, through the incorporation of anthropology, psychology, physiology, and kinesiology, all while embracing creativity and escapism. Lights, Camera, Georgetown is an interactive workshop illustrating how acting for the screen and stage can help prepare students, staff, and faculty in any field for success in their endeavors. Exploring the senses, emotions, movement, interpersonal and intrapersonal communication skills, and more, we will share an enjoyable experience playing with a purpose. And, most importantly, we’ll have fun!
April E. Brassard is an award-winning screenwriter, TV writer, playwright, producer, director, performer, and professor from Washington, DC. April earned her MFA in Dramatic Writing from the Kanbar Institute of Film & Television at the Tisch School of the Arts at New York University... Read More →
This student‑led conversation will explore what reflective practice actually feels like, what is challenging, what is transformative, and what faculty often don’t realize. Panelists will discuss how structured reflection shaped their learning, confidence, and analytical thinking, using real examples from applied intelligence capstone work. Attendees will see practical ways to integrate meaningful reflection into course design and leave with strategies that deepen learning in unexpected ways, no matter their field or academic discipline.
Context: All panelists will be from the Master's in Applied Intelligence program, which is a part of the School of Continuing Studies. Reflective practices are intentionally built into the capstone in a way that connects core program competencies with metacognitive exercises that reinforce learning.
What is Fresh About this Panel: The value of this session will come from hearing a genuine, open conversation between professor and students, which will reveal insights about reflective practice that rarely surface in traditional faculty‑only discussions. This session will move beyond talking about the benefits of reflection and instead show how it can be embedded seamlessly into coursework. The focus is on practical, replicable approaches that attendees can adapt to their own teaching and learning.
Panel Design: The session will feature a faculty moderator and two to five student panelists. The conversation will be guided by actual coursework and reflective assignments, with ample time reserved for audience questions and discussion.
Intended Audience: This session is designed for faculty and course designers, but it will be valuable for anyone interested in reflective practice and its role in deepening learning.
Intended Outcomes: The intended outcomes of this session are to: 1. Enhance classroom practices Attendees will leave with practical strategies for integrating structured reflection into their courses in ways that strengthen analytical reasoning, deepen engagement, and improve the quality of student work. 2. Create space to explore reflective practice The session will provide a dedicated space for attendees to hear directly from students about what reflective practice feels like, what supports their growth, and where common challenges arise, which will in turn give attendees room to think more intentionally about their own approaches. 3. Inspire application beyond the session Attendees will be encouraged to adapt the insights and examples shared by student panelists to their own contexts, with the goal of sparking new ideas and motivating experimentation with reflective tools that fit their disciplines and course designs.
Faculty (Georgetown School of Continuing Studies Master's in Applied Intelligence Program), Georgetown University
Jorhena Thomas is an intelligence and homeland security professional with extensive experience at the international, national, and local levels. Her career includes senior roles such as Chief of Staff to the District of Columbia Deputy Mayor for Public Safety and Justice; Deputy Director... Read More →
Graduate Student (Georgetown School of Continuing Studies Master's in Applied Intelligence Program), Georgetown University
Growing up in Baltimore, Jeremy returned to the D.C. area after graduating from Penn State with a degree in Security and Risk Analysis, concentrating in Intelligence Analysis and Modeling. He began his career as a cybersecurity analyst in the private sector, where he developed a strong... Read More →
Graduate Student (Georgetown School of Continuing Studies Master's in Applied Intelligence Program), Georgetown University
Yanice is a Navy veteran with eight years of service, including three years working in military law enforcement at the Naval Consolidated Brig Miramar. Throughout her time in the military, she also took on a collateral duty as a Sexual Assault Response and Prevention Victim Advocate... Read More →
John Gray is a graduate of Georgetown University’s Applied Intelligence Program, earning a Master of Professional Studies in Homeland Security and Law Enforcement Intelligence with a concentration in counterterrorism in December 2025. He also holds a Bachelor of Arts in Justice... Read More →
John Mahr is a recent graduate at Georgetown University's Master’s in Applied Intelligence program with a concentration in Homeland Security. He previously earned his degree in International Relations from Tulane University and currently works in operations within the commercial... Read More →
Wednesday May 20, 2026 2:00pm - 3:00pm EDT Film Screening RoomSecond Floor of Healey Family Student Center
Note: This session will be offered in person only.
This session uses a World Café–inspired structure to engage faculty in focused, practice-centered conversations about the questions we are actively navigating in our teaching right now. In this collaborative problem-solving space, participants explore challenges such as how AI is reshaping what we ask students to do and how we assess learning, how to facilitate meaningful dialogue across difference, how to balance rigor, belonging, and academic freedom in the classroom, and more.
Participants rotate among small-group tables, each centered on a carefully designed question grounded in real teaching challenges. At each table, participants share experiences, share ideas, and capture key insights, tensions, and strategies directly on table paper. As groups rotate, conversations build on one another, allowing participants to see how different approaches emerge across disciplines and contexts.
The session prioritizes shared understanding, intellectual rigor, and mutual listening, generating a collective record of concerns and themes. This format is especially well suited for moments of uncertainty and rapid change. Rather than aiming for quick consensus, the session supports faculty in learning from one another, surfacing what is working, and identifying new approaches to try. By the end of the session, participants will leave with practical ideas, language, and questions they can bring back to their own teaching, along with a stronger sense of shared purpose in navigating today’s challenges.
Assistant Director of Learning Design, Georgetown University
Kim Huisman is Assistant Director of Learning Design at Georgetown University’s Center for New Designs in Learning and Scholarship (CNDLS) and adjunct faculty in Justice and Peace Studies. Her current work focuses on inclusive, experiential, and dialogue-based teaching practices... Read More →
Professor of the Practice of International Affairs and Director of the Center for Security Studies (CSS), Georgetown University
Professor Rebecca D. Patterson is the Associate Director of the Center for Security Studies and Security Studies Program at Georgetown University and Professor of the Practice of International Affairs in the Edmund A. Walsh School of Foreign Service. Professor Patterson’s research... Read More →
Note: This session will be offered in person only.
Georgetown's Language LEAP (Learning, Equity, Access, and Pedagogy) Initiative is a comprehensive 18-24 month program to support teaching across various language programs. Its strategic approach aims to transcend departmental boundaries and create a holistic, inclusive learning environment. The initiative focuses on enhancing student belonging, inclusion, and equity within language classrooms and enhancing a sense of belonging among those who teach languages on our campus. Our LEAP looks at what students value most about studying a language at Georgetown and what enhances their sense of belonging in their language classes.
We will discuss our motivation to look at student belonging in foreign language classes at Georgetown and present the outcomes of
a survey of students taking foreign language classes across all languages
focus groups of students taking foreign language classes across all languages
and student’s voices on belonging in the foreign language classroom as expressed in a digital story assignment in Turkish, Spanish, and German courses.
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 →
Note: This session will be offered in person only. The goal of this session is to invite university faculty to highlight the GDI Spotlight Course Fellowship through the perspectives of four fellows who will reflect on how the experience has shaped their course design and teaching practices. As part of their participation, participants will gain practical strategies and examples they can apply to their courses, as well as insight into how reflective, iterative teaching practices can improve student outcomes.
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.
Through the Qatar campus, Georgetown University draws on the diverse economic, social, political, and cultural traditions of the region to provide a world-class education in international affairs.
Thank you to Georgetown University in Qatar for sponsoring our Tuesday Social Hour... Read More →
