BEGIN:VCALENDAR
VERSION:2.0
X-WR-CALNAME:tlisi2026
X-WR-CALDESC:Event Calendar
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//Sched.com Teaching, Learning & Innovation Summer Institute//EN
X-WR-TIMEZONE:UTC
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T150000Z
DTEND:20260518T163000Z
SUMMARY:Welcome and Opening Keynote: Joyful Teaching in Every Class—Find Your Fizz to Boost Learning and Success
DESCRIPTION:Please join us for an official welcome by Maggie Debelius\, Director of Faculty Initiatives at CNDLS\, followed by a virtual keynote by Flower Darby\, Associate Director of the Teaching for Learning Center\, University of Missouri.\n\nLet’s face it. Teaching these days is tough. We’re exhausted\, burned out\, and frustrated by the societal challenges we’re navigating today. Yet our work is important\, meaningful\, and worthwhile. We’re changing lives and helping dreams come true. Topics covered in this talk will include the number one finding from almost a century of research on human flourishing\, a theoretical framework to help us promote well-being for everyone in class\, and practical\, evidence-based strategies for every class (online or in-person)\, every discipline\, and every mode. Based on Flower’s new book\, The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes\, this session will help us see how to promote flourishing—our own and our students’—and rediscover the joy inherent in transformational teaching and learning.
CATEGORIES:PLENARY SESSION
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:bfada35e114e616a6701fac899e38fb6
URL:http://tlisi2026.sched.com/event/bfada35e114e616a6701fac899e38fb6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T163000Z
DTEND:20260518T170000Z
SUMMARY:Lunch Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:On Own\, Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:6ed567d8875e86292677e32dfa517c0e
URL:http://tlisi2026.sched.com/event/6ed567d8875e86292677e32dfa517c0e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T170000Z
DTEND:20260518T181500Z
SUMMARY:AI in Online Courses: Challenges and Opportunities
DESCRIPTION:AI has introduced significant complexity for online asynchronous courses\, a reality with which this session will discuss. Led by instructional designers\, this session will offer strategies and practices for instructors to incorporate into their online courses. The session will build on use cases and examples\, developing participants' capabilities through hands-on practice. We will focus on Gemini\, Georgetown's enterprise AI software\, but include a discussion of education in an environment of ever-expanding tools.
CATEGORIES:CONCURRENT | VIRTUAL ONLY
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:114ae97f1cb56b648d5cb39f858233f7
URL:http://tlisi2026.sched.com/event/114ae97f1cb56b648d5cb39f858233f7
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T170000Z
DTEND:20260518T181500Z
SUMMARY:Data Services and Software in the Classroom
DESCRIPTION:This session will give an overview of the data services and software supported by the library that can be used to enhance classroom instruction. The intended audience for this session is instructors who teach with data and instructors who are interested in bringing new data literacy concepts into the classroom. At the end of the session\, participants will have an understanding of a range of data tools\, where they can be applied in beginner-level and advanced instruction\, and how the library can support data-intensive instruction.&nbsp\;
CATEGORIES:CONCURRENT | VIRTUAL ONLY
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:f1aabbf068150fc983926bbb20b9ffc1
URL:http://tlisi2026.sched.com/event/f1aabbf068150fc983926bbb20b9ffc1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T170000Z
DTEND:20260518T181500Z
SUMMARY:Empowering First-Gen Students to Prepare for Post-College Life
DESCRIPTION:This session explores how a new course empowers first-generation\, low-income (FGLI) seniors from the Georgetown Scholars Program (GSP) to thrive in their post-college transition. Designed as a bookend to a first-year course\, Mastering the Hidden Curriculum\, aimed at uncovering the hidden curriculum of college\, this team-taught course is centered on exploring career\, intersecting identities\, financial literacy\, and values-based decision-making\, all through an FGLI lens. This session will outline the design\, development\, implementation\, and findings from this collaborative endeavor.\n\nAudience: Anyone that works with students. Our course and material is geared towards bridging class to post-graduate life. It is not one academic discipline\, it is life skills and navigating post-grad decision-making from a grounded perspective that is aligned with the individual’s goals and values.
CATEGORIES:CONCURRENT | VIRTUAL ONLY
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:d0394c8a85bbb15adf61c75ccbe6a8e3
URL:http://tlisi2026.sched.com/event/d0394c8a85bbb15adf61c75ccbe6a8e3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T181500Z
DTEND:20260518T183000Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:On Own\, Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:d220b8e890ac8fbe1533c5ca85250689
URL:http://tlisi2026.sched.com/event/d220b8e890ac8fbe1533c5ca85250689
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T183000Z
DTEND:20260518T193000Z
SUMMARY:AI's Role in Research Methods
DESCRIPTION:This session explores the diverse roles Artificial Intelligence can play in academic research. The presentation walks through every stage of the research process\, from research question formation and literature review to experimental design. We will highlight use cases collected from across Georgetown that can be replicated using secure tools\, and are applicable in both the humanities and the sciences. Furthermore\, we will examine qualitative and quantitative research\, data analysis\, code assistance\, digitization\, translation\, and accessibility. We will ask critical questions about AI's usefulness and limitations\, and discuss the necessary guardrails we can implement to keep research rigorous and replicable. Participants will leave equipped with practical strategies and an ethical framework to evaluate AI's usefulness in their own research.
CATEGORIES:CONCURRENT | VIRTUAL ONLY
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:2c7217fba7201b4b90fbc3bcdbafe2c1
URL:http://tlisi2026.sched.com/event/2c7217fba7201b4b90fbc3bcdbafe2c1
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T183000Z
DTEND:20260518T193000Z
SUMMARY:Reach Back\, Pull Forward: Mentorship as a Vehicle of Belief and How We Drive It Together
DESCRIPTION:Mentorship is not a program or a checkbox. At its core\, it's the decision to see and nurture potential in others before they see it in themselves. This session invites faculty\, staff\, and student instructors to explore mentorship not as a supplemental practice\, but as a foundational pedagogy. It aims to clarify how mentorship can become central to teaching\, offering participants practical methods and concepts for embedding mentorship into everyday educational practices. Drawing on years of curriculum design\, community development\, and work with first-generation students at Georgetown University\, presenter Donovan W. Forrest will facilitate an honest\, practical\, and deeply human conversation about what it means to teach with mentorship at the center. \n\nParticipants will examine the barriers that prevent mentorship in academic settings\, time\, hierarchy\, cultural distance\, and institutional design\, and will leave with concrete strategies to address them. The session will help attendees identify challenges\, share solutions\, and develop personalized mentorship approaches. Through storytelling\, reflection\, and peer exchange\, participants will see how reaching back to unseen or underprepared students generates momentum for the whole learning community. \n\nThis session is designed for anyone who has ever wondered whether they are doing enough for the students who need them most. The intended audience includes faculty across disciplines\, academic support staff\, advisors\, and student instructors\, anyone who influences a learner's trajectory\, whether they call themselves a mentor or not.
CATEGORIES:CONCURRENT | VIRTUAL ONLY
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:a44a873fbcc8f2a842c51456a4f261ac
URL:http://tlisi2026.sched.com/event/a44a873fbcc8f2a842c51456a4f261ac
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260518T183000Z
DTEND:20260518T193000Z
SUMMARY:The Attention Economy: Competing with TikTok in the Classroom
DESCRIPTION:In an era where students are constantly immersed in high-stimulation digital environments shaped by platforms like TikTok\, Instagram\, and YouTube\, educators face a growing challenge: how to sustain attention in spaces that are not designed to compete with algorithmically optimized content. As one might argue\, for many students today\, Google has become their “first professor\,” reshaping expectations around how information is accessed\, delivered\, and engaged with. This session explores a central thought experiment: Can the strategies used by content creators to drive engagement in the attention economy be adapted to improve student engagement in the classroom?&nbsp\;Drawing on techniques widely used in digital content creation (attention hooks\, open loops\, rapid pacing\, segments\, social proofs\, storytelling\, and feedback-driven iteration) this session reframes teaching as an exercise not only in knowledge delivery\, but in attention design\, offering a practical “translation layer” between the attention economy and the classroom. To put these ideas into practice\, participants will break into small groups and compete in a rapid “hook” challenge: each group will be randomly assigned a subject from a different discipline and given 60 seconds to design and deliver a 1–2 minute opening that captures attention and makes the room care\, followed by a live vote on which group most effectively applied the strategies.
CATEGORIES:CONCURRENT | VIRTUAL ONLY
LOCATION:Zoom Virtual Session\, (Zoom links can be found under each session's description.)
SEQUENCE:0
UID:04e23a8ad086a5f19cd81a0a59e67304
URL:http://tlisi2026.sched.com/event/04e23a8ad086a5f19cd81a0a59e67304
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T130000Z
DTEND:20260519T133000Z
SUMMARY:Coffee\, Tea\, and Bagels
DESCRIPTION:Coffee & Pastries will be available in the Great Room of the HFSC.
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:61cf747bc6e81cdc68e7e927f26cfee0
URL:http://tlisi2026.sched.com/event/61cf747bc6e81cdc68e7e927f26cfee0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T133000Z
DTEND:20260519T144500Z
SUMMARY:Refusing and Critiquing GenAI Across the Curriculum: Five Possible Paths for Reclaiming the Enduring Value of Human Writing\, Speaking\, and Thinking
DESCRIPTION:Note: This session will be offered in person only.\n\nAt 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.\n\nSpecifically\, 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.\n\nAfter 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:4f781b5d2a3b04e482f562be2a0a2767
URL:http://tlisi2026.sched.com/event/4f781b5d2a3b04e482f562be2a0a2767
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T133000Z
DTEND:20260519T144500Z
SUMMARY:Teaching with Artists’ Books from the Booth Family Center for Special Collections at Georgetown University Library
DESCRIPTION:Note: This session will be offered in person only.\n\nNote: 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.\n\nDid 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?\n\nArtists’ 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.\n\nThrough 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.\n\nDuring 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!
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Booth Family Center for Special Collections\, 5th Floor Lauinger Library
SEQUENCE:0
UID:9bd8abef7fdfa6dc39095284742fc043
URL:http://tlisi2026.sched.com/event/9bd8abef7fdfa6dc39095284742fc043
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T133000Z
DTEND:20260519T144500Z
SUMMARY:Science Communication in the Classroom
DESCRIPTION:Note: This session will be livestreamed.\n\nThere 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?\n\nThis 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.\n \nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:c75e3194bbe405cbacd2dfff5d779530
URL:http://tlisi2026.sched.com/event/c75e3194bbe405cbacd2dfff5d779530
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T133000Z
DTEND:20260519T144500Z
SUMMARY:Teaching "Race\, Power\, and Justice at Georgetown"
DESCRIPTION:Note: This session will be livestreamed. \n\nThis 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?
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:efc4650f2fe097e2bfd3ed0d6aa9a5fd
URL:http://tlisi2026.sched.com/event/efc4650f2fe097e2bfd3ed0d6aa9a5fd
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T144500Z
DTEND:20260519T150000Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:c2ca18c684382f634eb3e9c18be25ac2
URL:http://tlisi2026.sched.com/event/c2ca18c684382f634eb3e9c18be25ac2
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T150000Z
DTEND:20260519T160000Z
SUMMARY:Decolonizing Research Methods in the Classroom: Practical Strategies for Ethical\, Community-Engaged Inquiry
DESCRIPTION:Note: This session will be offered in person only.\n\nDecolonizing 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.\n\nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:c5dda54200de3e7b4444fa10740bb9b0
URL:http://tlisi2026.sched.com/event/c5dda54200de3e7b4444fa10740bb9b0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T150000Z
DTEND:20260519T160000Z
SUMMARY:Research Design as Analytical Decision-Making: Teaching for Judgment When AI Is in the Room
DESCRIPTION:Note: This session will be livestreamed. \n\nThe 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?\n\nThe 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.\n\nThe 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.\n \nSecond\, 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.\n \nThird\, 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.\n\nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:34af8ca8efb8f8148851ef9dfe08a744
URL:http://tlisi2026.sched.com/event/34af8ca8efb8f8148851ef9dfe08a744
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T150000Z
DTEND:20260519T160000Z
SUMMARY:Teaching Writing During War: Engelhard Pedagogy\, Critical Hope and Community Building at Georgetown in Qatar
DESCRIPTION:Note: This session will be livestreamed. \n\nWhat 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.\n\nIn 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.\n\nIn 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.\n\nWe 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:395fd13e6479fd50ba70a13d10c67afc
URL:http://tlisi2026.sched.com/event/395fd13e6479fd50ba70a13d10c67afc
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T160000Z
DTEND:20260519T161500Z
SUMMARY:Choose Lunch & Find Seating for Keynote
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:466f1867f04c0af37a8a1a682330dc27
URL:http://tlisi2026.sched.com/event/466f1867f04c0af37a8a1a682330dc27
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T161500Z
DTEND:20260519T174500Z
SUMMARY:Lunch Plenary: AI and the Future of Teaching: What These Tools Make Possible — and What Institutions Must Do
DESCRIPTION:Introduction by Eddie Maloney\, Executive Director\, CNDLS and Professor\, English Department\n\nHigher 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.\n\nUsed 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.\n\nThis 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.
CATEGORIES:PLENARY SESSION
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:cebbae905d6d94f542ef11c9852b0884
URL:http://tlisi2026.sched.com/event/cebbae905d6d94f542ef11c9852b0884
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T174500Z
DTEND:20260519T180000Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:391e4b15123f5c8be75bd72cff3b3738
URL:http://tlisi2026.sched.com/event/391e4b15123f5c8be75bd72cff3b3738
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T180000Z
DTEND:20260519T190000Z
SUMMARY:Designing Classrooms for Conflict: Teaching Religion Under Conditions of Political Crisis
DESCRIPTION:Note: This session will be livestreamed. \n\nIn 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.\n\nDrawing 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.\n\nParticipants will engage with concrete\, transferable teaching practices\, including:\n\n - Hermeneutical bracketing exercises that enable students to critically analyze texts without abandoning confessional commitments\n - Comparative sequencing techniques that distribute interpretive authority across traditions and reduce representational pressure\n - Game-based learning activities (e.g.\, Power Bingo\, role-based debate) that support engagement with complex theoretical and ethical concepts\n\nThe session will include brief interactive components\, allowing participants to experience these methods and consider how they might be adapted across disciplines.\n\nBy 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.\n\n
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:57e35305e4dd79d69bf2e9e7929aaa5f
URL:http://tlisi2026.sched.com/event/57e35305e4dd79d69bf2e9e7929aaa5f
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T180000Z
DTEND:20260519T190000Z
SUMMARY:Digital Research Innovation Program Panel
DESCRIPTION:Note: This session will be livestreamed. \n\nJoin 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:1afb75e9c6dbf14271cb1d6c45a7f656
URL:http://tlisi2026.sched.com/event/1afb75e9c6dbf14271cb1d6c45a7f656
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T180000Z
DTEND:20260519T190000Z
SUMMARY:Featured Invited Speaker: Cultivating Genius and Joy in Education through Culturally and Historically Responsive Pedagogies
DESCRIPTION:Note: This session will be livestreamed. \n\nFeatured Invited Speaker: Dr. Gholdy Muhammad\nIntroduction by Joselyn Lewis\, CNDLS and Nafisa Isa\, CNDLS\n\nIn 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. \n\nThe HILL Model consists of five pursuits in teaching and learning:\nIdentity 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.&nbsp\;Intellectual Development—Helping youth gain new knowledge set into the context of the world.&nbsp\;Criticality—Helping youth name\, understand\, question\, and disrupt oppression in the world.&nbsp\;Joy—Helping youth uplift beauty\, aesthetics\, truth\, and personal space fulfillment within humanity.&nbsp\;\nParticipants 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:9be738a75902059af547f0e5d40328ed
URL:http://tlisi2026.sched.com/event/9be738a75902059af547f0e5d40328ed
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T190000Z
DTEND:20260519T191500Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:f6fb13be235ddf8de692b43e7a9a5dd0
URL:http://tlisi2026.sched.com/event/f6fb13be235ddf8de692b43e7a9a5dd0
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T191500Z
DTEND:20260519T203000Z
SUMMARY:Implementing Joy-Centered Pedagogy in our Learning Spaces
DESCRIPTION:Note: This session will be offered in person only.\n\nFollowing 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:0f196e1b0675e89e1c1177a5b9044428
URL:http://tlisi2026.sched.com/event/0f196e1b0675e89e1c1177a5b9044428
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T191500Z
DTEND:20260519T203000Z
SUMMARY:Wikipedia Editing as a Community-Centered Public Humanities Practice
DESCRIPTION:Note: This session will be offered in person only.\n\nDid 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?\n\nWhile 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?\n\nEditing 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.\n\nDuring 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:930410cfb2cfcddc00e4d813adafe872
URL:http://tlisi2026.sched.com/event/930410cfb2cfcddc00e4d813adafe872
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260519T191500Z
DTEND:20260519T203000Z
SUMMARY:Faculty Showcase: The AI-Empowered Classroom
DESCRIPTION:Note: This session will be livestreamed. \n\nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:6887b78cb355fcfa85a9a1a615dd0805
URL:http://tlisi2026.sched.com/event/6887b78cb355fcfa85a9a1a615dd0805
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T130000Z
DTEND:20260520T133000Z
SUMMARY:Coffee\, Tea\, and Bagels
DESCRIPTION:Coffee & Pastries will be available in the Great Room of the HFSC.
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:a89ea78af71de282391803cca5864f03
URL:http://tlisi2026.sched.com/event/a89ea78af71de282391803cca5864f03
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T133000Z
DTEND:20260520T144500Z
SUMMARY:Generative Pedagogies: Creativity as Strategy for Overcoming Barriers in Carceral Education Panel
DESCRIPTION:Note: This session will be offered in person only.\n\nInstructors 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.\n\n
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:aee4c795cecedbf7900fefca469896ae
URL:http://tlisi2026.sched.com/event/aee4c795cecedbf7900fefca469896ae
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T133000Z
DTEND:20260520T144500Z
SUMMARY:Beyond Chatbots: Designing AI Learning Assistants that Guide Students Through Practice and Course Reading
DESCRIPTION:Note: This session will be livestreamed. \n\nThis 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.\n\nThe 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:1bbef78124bb8ed4a9ca1acaac86e9f9
URL:http://tlisi2026.sched.com/event/1bbef78124bb8ed4a9ca1acaac86e9f9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T133000Z
DTEND:20260520T144500Z
SUMMARY:Transformative Encounters: Research and Praxis from In Your Shoes to Art of Care
DESCRIPTION:Note: This session will be livestreamed. \n\nAs 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:001079dfb8c15bf3e6c43e36454e5194
URL:http://tlisi2026.sched.com/event/001079dfb8c15bf3e6c43e36454e5194
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T144500Z
DTEND:20260520T150000Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:443888014b051b5a2f1b6b5333ceb18e
URL:http://tlisi2026.sched.com/event/443888014b051b5a2f1b6b5333ceb18e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T150000Z
DTEND:20260520T160000Z
SUMMARY:Bringing Makerspace Learning into the Classroom
DESCRIPTION:Note: This session will be offered in person only.\n\nNote: 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.\n\nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Maker Hub in the Lauinger Library\, 3700 O St NW\, Washington\, DC 20057
SEQUENCE:0
UID:a43fa4e9c4704b87918c00b298470f76
URL:http://tlisi2026.sched.com/event/a43fa4e9c4704b87918c00b298470f76
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T150000Z
DTEND:20260520T160000Z
SUMMARY:From Georgetown to Career: Translating the GU Undergraduate Student Experiences
DESCRIPTION:Note: This session will be livestreamed. \n\nJoin 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.\n\nParticipants will engage in three activities regularly used with Georgetown students:\n\nValues & 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.\n\nHelping 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.\n\nMajor 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:08fd66cc379ef0420336e70ba14d33e6
URL:http://tlisi2026.sched.com/event/08fd66cc379ef0420336e70ba14d33e6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T150000Z
DTEND:20260520T160000Z
SUMMARY:FTNTL Town Hall
DESCRIPTION:Note: This session will be livestreamed. \n\nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:39ef6c8a83772aee2f78362e01b9b215
URL:http://tlisi2026.sched.com/event/39ef6c8a83772aee2f78362e01b9b215
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T150000Z
DTEND:20260520T160000Z
SUMMARY:Georgetown Students on AI: Insights from Focus Groups
DESCRIPTION:Note: This session will be livestreamed. \n\nThis 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:6367c0f4b3a39c66959a29071d4159e8
URL:http://tlisi2026.sched.com/event/6367c0f4b3a39c66959a29071d4159e8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T160000Z
DTEND:20260520T161500Z
SUMMARY:Choose Lunch & Find Seating
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:9ef73459c5bba55715eea583dea60fc5
URL:http://tlisi2026.sched.com/event/9ef73459c5bba55715eea583dea60fc5
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T161500Z
DTEND:20260520T174500Z
SUMMARY:Lunch Plenary: Celebrating 25 Years of Innovation in Teaching and Learning
DESCRIPTION:CNDLS is turning 25!&nbsp\; Over lunch\, we will share remarks\, memories\, and celebrate our achievements in teaching and learning since the inception of CNDLS.&nbsp\;
CATEGORIES:PLENARY SESSION
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:7d22180ecc20b01adfe554d1114cd13b
URL:http://tlisi2026.sched.com/event/7d22180ecc20b01adfe554d1114cd13b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T174500Z
DTEND:20260520T180000Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:b1b35ad86b1b13792f3cd932b87f231b
URL:http://tlisi2026.sched.com/event/b1b35ad86b1b13792f3cd932b87f231b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T180000Z
DTEND:20260520T190000Z
SUMMARY:Expanding Health Promotion and Wellbeing on Campus
DESCRIPTION:Note: This session will be offered in person only.\n\nNote: 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.\n\nMost 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. &nbsp\;\n\nA central tenet of Jesuit values and education is cura personalis&nbsp\;— 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? \n\nJoin in for a presentation and a conversation as we consider these questions.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Wellbeing Space in Healy Hall (G22)\, Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:39eb2038fefba6c77a7ed6a9522775fe
URL:http://tlisi2026.sched.com/event/39eb2038fefba6c77a7ed6a9522775fe
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T180000Z
DTEND:20260520T190000Z
SUMMARY:I Don’t Have Disabled Students (And Other Lies Faculty Tell Themselves)
DESCRIPTION:Note: This session will be livestreamed. \n\nMany 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.\n\nThis 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.\n\nThe 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.\n\nThis 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.\n\nRather 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.\n\nParticipants 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:2e38a72728e51abd440fa3cfb11526c9
URL:http://tlisi2026.sched.com/event/2e38a72728e51abd440fa3cfb11526c9
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T180000Z
DTEND:20260520T190000Z
SUMMARY:Lights\, Camera\, Georgetown: Utilizing the Art of Acting for Academic and Career Success
DESCRIPTION:Note: This session will be livestreamed. \n\nActing 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!
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:4f63e1a8849798b262fbfa336b5f9535
URL:http://tlisi2026.sched.com/event/4f63e1a8849798b262fbfa336b5f9535
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T180000Z
DTEND:20260520T190000Z
SUMMARY:Reflective Intelligence in Practice
DESCRIPTION:Note: This session will be livestreamed. \n\nThis 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.\n\nContext: 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.\n\nWhat 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.\n \nPanel 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.\n\nIntended 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.\n\nIntended Outcomes: The intended outcomes of this session are to:\n1. Enhance classroom practices \nAttendees 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.\n2. Create space to explore reflective practice \nThe 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.\n3. Inspire application beyond the session \nAttendees 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.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:e5d0c7e81443889f3825f260ca664cbf
URL:http://tlisi2026.sched.com/event/e5d0c7e81443889f3825f260ca664cbf
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T190000Z
DTEND:20260520T191500Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:3cb0e14d6060781f053b60a48d393883
URL:http://tlisi2026.sched.com/event/3cb0e14d6060781f053b60a48d393883
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T191500Z
DTEND:20260520T203000Z
SUMMARY:A Design Session on Collective Problem-Solving for Today’s Teaching Challenges
DESCRIPTION:Note: This session will be offered in person only.\n\nThis 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. \n\nParticipants 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. \n\nThe 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Herman Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:34ad1c6c8d853a47c565ba3d8ca994ea
URL:http://tlisi2026.sched.com/event/34ad1c6c8d853a47c565ba3d8ca994ea
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T191500Z
DTEND:20260520T203000Z
SUMMARY:Belonging in the Foreign Language Classroom at Georgetown
DESCRIPTION:Note: This session will be offered in person only.\n\nGeorgetown'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.\n\nWe will discuss our motivation to look at student belonging in foreign language classes at Georgetown and present the outcomes of\na survey of students taking foreign language classes across all languagesfocus groups of students taking foreign language classes across all languagesand student’s voices on belonging in the foreign language classroom as expressed in a digital story assignment in Turkish\, Spanish\, and German courses.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Social Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:c9b913932e381a93469799707eb949f6
URL:http://tlisi2026.sched.com/event/c9b913932e381a93469799707eb949f6
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T191500Z
DTEND:20260520T203000Z
SUMMARY:From Design to Impact: What Faculty Learned by Doing the Work
DESCRIPTION:Note: This session will be offered in person only.\n\nThe 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.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:Film Screening Room\, Second Floor of Healey Family Student Center
SEQUENCE:0
UID:c3fdd71c527ca899b12b480134dd0335
URL:http://tlisi2026.sched.com/event/c3fdd71c527ca899b12b480134dd0335
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260520T203000Z
DTEND:20260520T213000Z
SUMMARY:Social Hour & Ice Cream Bar
DESCRIPTION:Join us for a social hour\, food\, and a Ben & Jerry's Ice Cream Bar.\n\nWe will also be holding our conference book raffle (must be present to win).\n\nThis event is sponsored by Georgetown University Qatar&nbsp\;
CATEGORIES:BREAKFASTS + LUNCH + SOCIAL HOUR
LOCATION:Great Room in Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, USA
SEQUENCE:0
UID:22c374c7bf41ab54471e583b34c4754e
URL:http://tlisi2026.sched.com/event/22c374c7bf41ab54471e583b34c4754e
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T130000Z
DTEND:20260521T130000Z
SUMMARY:Bus Departs Hilltop Main Gates (Sign up to reserve your spot)
DESCRIPTION:We have arranged for a coach bus that will leave at 9am from the Healy Front Gates and head to the Capitol Campus.&nbsp\;\nIf you would like to reserve a spot on the bus\, you must add this session to your schedule. We will then be in touch with you to confirm.
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Hilltop Main Gates\, Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:468e94bbaec8069abffadd45d99cdf31
URL:http://tlisi2026.sched.com/event/468e94bbaec8069abffadd45d99cdf31
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T133000Z
DTEND:20260521T140000Z
SUMMARY:Coffee\, Tea\, and Bagels
DESCRIPTION:Coffee & Pastries will be available on the 9th floor of 500 1st St.&nbsp\;
CATEGORIES:PROGRAMMING & FLOW
LOCATION:500 1st St NW\, 9th Floor Convening Space\, 500 1st Street Northwest\, Washington\, DC\, USA
SEQUENCE:0
UID:e0cb1177a7b6cb004a8eec68ddd3c14d
URL:http://tlisi2026.sched.com/event/e0cb1177a7b6cb004a8eec68ddd3c14d
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T140000Z
DTEND:20260521T141500Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:71b79818cdb2bbe7d6f91dea79b0c777
URL:http://tlisi2026.sched.com/event/71b79818cdb2bbe7d6f91dea79b0c777
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T141500Z
DTEND:20260521T153000Z
SUMMARY:Skills and Strategies for Speaking Across Conflict
DESCRIPTION:Note: This session will be offered in person only.\n\nAt a time of deep political polarization and declining trust across lines of difference\, the ability to remain in conversation with those we disagree with has become both more difficult and more essential. Drawing from research-backed methodologies of Resetting the Table\, this workshop invites participants to consider how disagreement can be engaged constructively rather than avoided or escalated. Through structured dialogue and guided exercises\, participants will exchange perspectives and personal experiences\, explore both shared concerns and meaningful differences\, and practice foundational communication strategies for navigating moments of tension and misunderstanding. In doing so\, the workshop aims to strengthen participants’ capacity to engage across differences of background\, viewpoint\, and generation while building relationships\, trust\, learning\, and collaboration within the communities and institutions they are part of.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:125 E Street NW\, Classroom 701\, 125 E St NW\, Washington\, DC\, USA
SEQUENCE:0
UID:d616dcc00e7a19b7c0c978f461bc71da
URL:http://tlisi2026.sched.com/event/d616dcc00e7a19b7c0c978f461bc71da
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T141500Z
DTEND:20260521T153000Z
SUMMARY:Teaching Without AI
DESCRIPTION:Note: This session will be offered in person only.\n\nEven in an era of widespread AI\, there are still many situations—including particular entire courses—where it’s beneficial to exclude this technology from the teaching and learning process. That said\, teaching without AI has to mean something different from just doing what we used to do\; we need to consider the situation students encounter outside the classroom\, as well as ways that AI is shaping what they bring. This will be a practical\, discussion-driven workshop for faculty members navigating community building\, assignment design\, and fostering a commitment to academic integrity in the new educational and technological environment. The session will focus on what learning science says about effective teaching strategies. We’ll cover guidance on AI policies and limitations and biases in detection tools\, and provide space to reflect on how AI literacy fits into your teaching goals\, even in courses where AI use is discouraged or restricted.
CATEGORIES:CONCURRENT | IN-PERSON ONLY
LOCATION:125 E Street NW\, Classroom 510\, 125 E St NW\, Washington\, DC\, USA
SEQUENCE:0
UID:f94149aa9a9a795087f750c7502a42d4
URL:http://tlisi2026.sched.com/event/f94149aa9a9a795087f750c7502a42d4
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T141500Z
DTEND:20260521T153000Z
SUMMARY:Are We Ready for the "Undergraduate-Plus"? Recalibrating Campus for a Younger Graduate Cohort
DESCRIPTION:Note: This session will be livestreamed.\n\nOver the last two decades\, the age profile of U.S. graduate students has undergone a profound transformation\, yet campus planning models often rely on outdated assumptions that graduate students are older\, independent\, and less campus-centered. This session introduces the Graduate Youth Index (GYI)\, a novel metric designed to measure the growing concentration of students aged 24 and under within graduate education. Using national IPEDS data from 2003–2025\, the research demonstrates a significant downward shift in average age\, driven by graduate students aged 24 and under. This new archetype often transitions directly from undergraduate study and engages with campus life more like an advanced undergraduate than a mid-career professional. \n\nParticipants will understand the macroeconomic\, programmatic\, and developmental drivers behind this demographic shift.\n\nAttendees will learn how to apply the GYI to their own data to signal when inherited assumptions about space\, housing\, and services no longer match reality.\n\nThe session will provide actionable recommendations for shifting toward high-intensity\, flexible learning environments and "age-aware" student support models.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:125 E Street\, NW\, Classroom 502\, 125 E St NW\, Washington\, DC 20001\, USA
SEQUENCE:0
UID:47919be293144549af21726d5b065c91
URL:http://tlisi2026.sched.com/event/47919be293144549af21726d5b065c91
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T141500Z
DTEND:20260521T153000Z
SUMMARY:Designing Motivating Learning Environments: Practical Strategies to Enhance Engagement\, Performance\, and Skill Development in Health Professions Education
DESCRIPTION:Note: This session will be livestreamed. \n\nMotivation is a key driver of meaningful learning\, influencing how students engage\, persist\, and apply new knowledge and skills. In health professions education - and more broadly across higher education - learners often encounter competing pressures such as grades\, performance evaluation\, and time constraints that can unintentionally shift attention away from effective learning processes. This session introduces an evidence-informed approach to designing learning environments that better support engagement\, skill acquisition\, and long-term retention. Grounded in principles from motivation science and attention research\, the session translates theory into practical teaching strategies that faculty can apply across classroom and clinical settings. Rather than requiring prior familiarity with specific theoretical frameworks\, the session focuses on three accessible\, high-impact instructional strategies: 1) supporting learner autonomy\, 2) enhancing learners’ confidence and expectations for success\, and 3) structuring activities to promote an external focus on meaningful outcomes rather than self-monitoring. Together\, these strategies can foster intrinsic motivation\, improve performance\, and create more effective and engaging learning experiences.\n\nThe presenter will share examples of how these strategies have been implemented in both entry-level and post-professional health professions education\, including didactic coursework and clinical instruction. Participants will review sample teaching activities\, discuss adaptations for their own contexts\, and examine preliminary outcomes from pilot implementations\, including learner engagement and perception data. This interactive session is designed for faculty\, clinical educators\, and instructional staff across disciplines who are interested in improving student motivation and learning outcomes. By the end of the session\, participants will be able to identify key factors that influence learner motivation and attention in educational settings\, apply three evidence-informed strategies to enhance engagement and performance\, and adapt these strategies to their own teaching contexts. Participants will leave with concrete\, adaptable tools to design more motivating and effective learning environments.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:125 E Street NW\, Classroom 612\, 125 E St NW\, Washington\, DC\, USA
SEQUENCE:0
UID:f2e2664f72564f1f4d72fe65da834e73
URL:http://tlisi2026.sched.com/event/f2e2664f72564f1f4d72fe65da834e73
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T153000Z
DTEND:20260521T160000Z
SUMMARY:Choose Lunch & Find Seating
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:500 1st St NW\, 9th Floor Convening Space\, 500 1st Street Northwest\, Washington\, DC\, USA
SEQUENCE:0
UID:3482d0d939e3a4a2abb954928426c9e8
URL:http://tlisi2026.sched.com/event/3482d0d939e3a4a2abb954928426c9e8
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T160000Z
DTEND:20260521T173000Z
SUMMARY:Lunch Plenary: Teaching Democracy in the Digital Age
DESCRIPTION:Introduction by Randy Bass\, Vice President for Strategic Education Initiatives & Professor\, English Department \n\nWhat does it mean to teach "democracy" in the modern world of higher education? This plenary will encourage participants to reflect on the evolving relationship between educating students about democracy and adopting a democratic approach to education\, addressing topics such as the rise of university civic centers\, the role of authority in the classroom\, and the meaning of democratic expertise.&nbsp\;
CATEGORIES:PLENARY SESSION
LOCATION:500 1st St NW\, 9th Floor Convening Space\, 500 1st Street Northwest\, Washington\, DC\, USA
SEQUENCE:0
UID:c611efe57d8d4101b4d41da17310f6b3
URL:http://tlisi2026.sched.com/event/c611efe57d8d4101b4d41da17310f6b3
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T173000Z
DTEND:20260521T174500Z
SUMMARY:15 Minute Break
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:Healey Family Student Center\, 3700 Tondorf Rd\, Washington\, DC 20007\, Georgetown 
SEQUENCE:0
UID:b2c11b2f90cf21650e0c9d7ae1296785
URL:http://tlisi2026.sched.com/event/b2c11b2f90cf21650e0c9d7ae1296785
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T174500Z
DTEND:20260521T190000Z
SUMMARY:An Interactive Presentation/Conversation on Book and Article Publishing
DESCRIPTION:Note: This session will be livestreamed. \n\nJoin Carole Sargent for this interactive session where you'll have a chance to discuss what you're working on. You can practice writing a summary statement\, and learn more about writing your short biographical description in such a way that it will actually change your life (!). We can brainstorm\, problem solve\, and more. Sargent will discuss why cura personalis may not mean what you think it means (adding historical dimension to the term)\, and how understanding it in an even more nuanced way can help you think about what you're trying to publish\, and who you hope to reach. This session is suitable for both the unpublished and the well-published\, and everyone in between. This also enhances teaching\, because your students came here to work with faculty who are flourishing in their fields.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:125 E Street\, NW\, Classroom 502\, 125 E St NW\, Washington\, DC 20001\, USA
SEQUENCE:0
UID:60fc507eb2d1f67aaeba6313a63cfdfb
URL:http://tlisi2026.sched.com/event/60fc507eb2d1f67aaeba6313a63cfdfb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T174500Z
DTEND:20260521T190000Z
SUMMARY:Authentic Experiences as Assessment Tools: A Competitive Simulation Final Exam
DESCRIPTION:Note: This session will be livestreamed. \n\nFor their final exam\, students in a Firm Analysis and Strategy course in the Masters in Environment and Sustainability Management program will have participated in a three-hour competitive simulation. &nbsp\;In this exam\, students represented real firms in an interactive competitive exercise in which they formulated\, presented\, defended\, and refined a firm’s business strategy. Students applied tools\, frameworks\, and concepts that they had worked with during the course.\n\nThis session will relate the experience of this assessment approach\, and solicit participant feedback and suggestions for refinement. Core areas to be addressed are the effectiveness of authentic experiences as evaluation tools\, ways to thoroughly assess students' mastery of course concepts (both in theory and practice)\, and how to make such assessment vehicles scalable across academic programs. Intended audience members include faculty members\, program administrators\, and curriculum designers who are interested in contributing to the critique and further development of this type of assessment tool.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:125 E Street NW\, Classroom 701\, 125 E St NW\, Washington\, DC\, USA
SEQUENCE:0
UID:ac8dd35b05438896112514c3689b0154
URL:http://tlisi2026.sched.com/event/ac8dd35b05438896112514c3689b0154
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T174500Z
DTEND:20260521T190000Z
SUMMARY:Exploring the Promise of Challenge Labs at Georgetown
DESCRIPTION:Note: This session will be livestreamed. \n\nChallenge-Based Learning (CBL) is an educational approach where students engage with complex\, real-world problems that lack predetermined solutions. There are pockets of challenge labs existing within Georgetown\; however\, how can we create the infrastructure to ensure that every Georgetown student will have at least one\, significant challenge-based learning experience before they graduate? This conversation includes Amanda Lu (Policy Innovation Lab)\, Mark Fisher (Government)\, Tad Howard (Applied AI to Wicked Problems)\; and Noah Martin\, Francine van den Brandeler\, Mark Rupp (Earth Commons Impact Hub) who will feature their own thinking on how challenge labs foster capacities needed in the world today. \nThis panel discussion is an extension of the Future of Experiential Learning Series hosted by The Red House.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:125 E Street NW\, Classroom 510\, 125 E St NW\, Washington\, DC\, USA
SEQUENCE:0
UID:96ecb5bd2529ff71473b4dc936c5fa89
URL:http://tlisi2026.sched.com/event/96ecb5bd2529ff71473b4dc936c5fa89
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T174500Z
DTEND:20260521T190000Z
SUMMARY:Teaching AI-Enabled Intelligence Analysis
DESCRIPTION:Note: This session will be livestreamed. \n\nThe goal of the workshop is straightforward but ambitious: we will collaboratively design a practical classroom exercise that faculty can adopt and adapt for their own intelligence studies curricula. \n\nPlease come prepared to share exercises that already work for you in a traditional format. These should be exercises that help students learn how to carry out core analytic tasks — from collection and synthesis to structured analysis and the production of intelligence briefings — while maintaining the tradecraft standards and critical thinking the profession demands.\n\nOur students will enter a community where AI-augmented analysis is the norm\, not the exception. Intelligence studies programs may lack a structured\, tradecraft-grounded exercise for teaching students how to use these tools responsibly and effectively. We have an opportunity to fill that gap together.
CATEGORIES:CONCURRENT | IN-PERSON W/ LIVESTREAM
LOCATION:125 E Street NW\, Classroom 612\, 125 E St NW\, Washington\, DC\, USA
SEQUENCE:0
UID:78d98731264c5065b046ea7557db0dfb
URL:http://tlisi2026.sched.com/event/78d98731264c5065b046ea7557db0dfb
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T190000Z
DTEND:20260521T191500Z
SUMMARY:15 Minute Break / Prepare to Depart
DESCRIPTION:\n
CATEGORIES:PROGRAMMING & FLOW
LOCATION:500 1st St NW\, 9th Floor Convening Space\, 500 1st Street Northwest\, Washington\, DC\, USA
SEQUENCE:0
UID:333cca9ad214c13307f5a1311057b82b
URL:http://tlisi2026.sched.com/event/333cca9ad214c13307f5a1311057b82b
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260520T083341Z
DTSTART:20260521T191500Z
DTEND:20260521T191500Z
SUMMARY:Bus Departs Capitol Campus for Hilltop (Sign up to reserve your spot!)
DESCRIPTION:Please sign up by adding this session to your schedule if you are planning to ride the coach bus back from Capitol Campus to the Hilltop at the conclusion of the conference.
CATEGORIES:PROGRAMMING & FLOW
LOCATION:500 1st St NW\, Street Level\, 500 1st St NW\, Washington\, DC 20001\, USA
SEQUENCE:0
UID:79d6f4e5af07a996643dbfd19dc5e9f6
URL:http://tlisi2026.sched.com/event/79d6f4e5af07a996643dbfd19dc5e9f6
END:VEVENT
END:VCALENDAR