What We're Learning About Learning

The onset of artificial Intelligence tools—like ChatGPT—continues to engender debate in higher education. It’s safe to say many faculty and students alike are concerned with the uncertain and far-reaching implications of using AI, especially as it relates to academic integrity. But as Andrea L. Guzman (Inside Higher Ed 2023) says, “knee jerk reactions” to new innovations may misconstrue the nature of these tools, and indeed how they’re being used in practice.

A BestColleges survey of over 1000 students provided insights on how students think about AI. Over half of college students (51%) believe that using artificial intelligence (AI) tools like ChatGPT to complete assignments and exams qualifies as cheating, and 41% believe doing this is morally wrong. On the other hand, only 27% of students believed that tools like ChatGPT should be prohibited in educational settings. So how do we balance allowing—or even encouraging, in some cases—students to use AI while ensuring their  learning?

In this episode of What We’re Learning About Learning, we spoke with five students who offered their perspectives on AI and asked two faculty to respond to what the students had to say.  Listen to the episode to learn more about: 

• The many ways students use AI tools from ChatGPT to Snapchat’s “MyAI” to help them in courses.

• Conversations students want and need from faculty about AI.

• The possibilities for integrating AI tools in the classroom.

• The importance of fostering student and faculty dialogue around AI and its implications.

Explore more resources related to AI in higher education classrooms in the “Additional Resources” section. CNDLS has curated several resources on our Artificial Intelligence Tools page, including guidance on how to craft your course policies so you and your students are on the same page this semester. 

Bios

Featured in this episode:

In this episode of What We’re Learning About Learning, we spoke with Lauren Tuckley, Director for Georgetown’s Center for Research and Fellowships, who describes research experience as an undergraduate student “part of the hidden curriculum.” Faculty and students being aware of the research opportunities available at Georgetown can make this hidden curriculum more visible. We also spoke with Georgetown undergraduate students Zachariah John, Sarah Watson, and Dominic Pham who each share their takeaways from working in research positions. 

Bios:

• Lauren Tuckley, the director of the Center for Research and Fellowships

• Zachariah John, a sophomore in the School of Foreign Service studying science technology and international affairs

• Dominic Pham,  a senior double majoring in biochemistry and comparative literature

• Sarah Watson, a senior in the School of Foreign Service studying regional and comparative studies

Georgetown Resources:

• Undergraduate Research Opportunities Program (GUROP)

• Center for Research and Fellowships at Georgetown

• Undergraduate Research Resources at Georgetown

• Georgetown’s Mission and Information about Cura Personalis

• Center for New Designs in Learning and Scholarship (CNDLS)

• The Prospect blog

Research:

• Adebisi, Yusuff Adebayo. “Undergraduate Students’ Involvement in Research: Values, Benefits, Barriers and Recommendations.” Annals of Medicine and Surgery, vol. 81, 2022, pp. 104384–104384, 

• Belanger, A. L., Joshi, M. P., Fuesting, M. A., Weisgram, E. S., Claypool, H. M., & Diekman, A. B. (2020). Putting Belonging in Context: Communal Affordances Signal Belonging in STEM. Personality and Social Psychology Bulletin, 46(8), 1186–1204. https://doi.org/10.1177/0146167219897181

• Blanton, Richard L., et al. Creating Effective Undergraduate Research Programs in Science : the Transformation from Student to Scientist. Teachers College Press, 2008.

• Carpi, Anthony, et al. “Cultivating Minority Scientists: Undergraduate Research Increases Self‐efficacy and Career Ambitions for Underrepresented Students in STEM.” Journal of Research in Science Teaching, vol. 54, no. 2, 2017, pp. 169–94, https://doi.org/10.1002/tea.21341.

• Estrada, M., Hernandez, P. R., & Schultz, P. W.. (2018). A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers, CBE—Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.17-04-0066

• Foster, Nancy Fried. Studying Students : a Second Look. Edited by Nancy Fried Foster, Association of College and Research Libraries, a division of the American Library Association, 2013.

• Hensley, Merinda Kaye, and Stephanie Davis-Kahl. Undergraduate Research and the Academic Librarian : Case Studies and Best Practices. Edited by Merinda Kaye Hensley and Stephanie Davis-Kahl, Association of College and Research Libraries, a division of the American Library Association, 2017.

• Kilgo, C.A., Ezell Sheets, J.K. & Pascarella, E.T. (2015). The link between high-impact practices and student learning: some longitudinal evidence. High Educ, 69, 509–525. https://doi.org/10.1007/s10734-014-9788-z

• Knight S.L., Hale R.L., Chisholm L.J., Moss P., Rolf C., Wenner L. Increasing student involvement in research: a collaborative approach between faculty and students. Int. J. Nurs. Educ. Scholarsh. 2021 Nov 3;(1):18. doi: 10.1515/ijnes-2021-0047. PMID: 3473193

• heath pearson, Assistant Professor, Department of Anthropology
• Amanda Phillips, Associate Professor, Departments of English, Women’s and Gender Studies, Film & Media Studies, and American Studies
• Sivagami Subbaraman, Adjunct Professor, Department of Performing Arts; Former Founding Director for LGBTQ Resource Center (2008-2021)
• Elizabeth Velez, Adjunct Professor, Prisons and Justice Initiative; Professional Lecturer, Women's Studies Program

• LGBTQ Resource Center at Georgetown
• Women’s and Gender Studies ResearchGuide- GU Library
• LGBTQ+ & Queer Studies Research Guide - GU Library
• LGBTQ History at Georgetown - GU Library
• Center for New Designs in Learning and Scholarship (CNDLS)
• The Prospect blog

• Berheide, C. W., Carpenter, M. A. & Cotter, D. A. (2022). Teaching College in the Time of COVID-19: Gender and Race Differences in Faculty Emotional Labor. Sex Roles, 86, 441–455.
• Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060. http://dx.doi.org/10.1037/a0016239
• Chin, M. J., Quinn, D. M., Dhaliwal, T. K., & Lovison, V. S. (2020). Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes. Educational Researcher, 49(8), 566–578. https://doi.org/10.3102/0013189X20937240
• Davis, H.F.. (2017).  Beyond trans:  Does gender matter?  New York: NYU Press.
• Good, C. , Rattan, A. & Dweck, C. S. (2012). Why Do Women Opt Out? Sense of Belonging and Women's Representation in Mathematics. Journal of Personality and Social Psychology, 102(4), 700-717. doi: 10.1037/a0026659.
• Harbin, B. (2016). Teaching beyond the gender binary in the university classroom. Updated by Roberts, L.M. et al., (2020). Vanderbilt Center for Teaching. Retrieved [2/9/23] from: https://cft.vanderbilt.edu/guides-sub-pages/teaching-beyond-the-gender-binary-in-the-university-classroom/

For more research, visit our episode webpage. 

Featured in this Episode: Karen Shaup, English; Miléna Santoro,  French and Francophone Studies; Patrick Johnson, Physics; Erika Seamon, American Studies 

Georgetown Resources

• Grading Student Work (CNDLS) and Alternative Modes of Grading (CNDLS)
• Rethinking Assessment and Grading from Teaching, Learning, & Innovation Summer Institute (TLISI)

Additional Research

• Blum, S. D., Kohn, A., & Saffel, T. (2020). Ungrading : Why Rating Students Undermines Learning (and What to do Instead) (S. D. Blum, Ed.; First edition). West Virginia University Press.
• Heissel, et al (2021). Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing. Education Finance and Policy; 16 (2): 183–208. doi: https://doi.org/10.1162/edfp_a_00306
• Chamberlin, K., et al (2018). The impact of grades on student motivation. Active Learning in Higher Education. https://doi.org/10.1177/1469787418819728
• Amabile, T. M. (2018). Creativity and the Labor of Love. In The Nature of Human Creativity (pp. 1–15). Cambridge University Press. https://doi.org/10.1017/9781108185936.003
• Morris, S. (2021). When We Talk about Grades, We Are Talking about People.
• Rapchak, M., Hands, A.S. & Hensley, M.K. (2022). “Moving Toward Equity: Experiences With Ungrading.” Journal of Education for Library and Information Science. https://doi.org/10.3138/jelis-2021-0062.
• Stommel, J. (2017, October 26). Why I don’t grade.
• Stommel, J. (2021, June 2). Grades are dehumanizing; ungrading is now simple solution

• Mun Chun (MC) Chan, Assistant Teaching Professor, Biology Department and Faculty Fellow at CNDLS 
• Charisma X. Howell, Visiting Associate Professor and Street Law Director, Georgetown Law 
• Abigail Marsh, Professor, Department of Psychology and the Interdisciplinary Program in Neuroscience

• Georgetown’s Street Law Program website
• Understanding Student Learning, resources from CNDLS
• Center for New Designs in Learning and Scholarship website 
• The Prospect blog

• Brockman, A.J. (2021). “‘La Crème de la Crème’: How Racial, Gendered, and Intersectional Social Comparisons Reveal Inequities That Affect Sense of Belonging in STEM.” Sociological Inquiry, 91(4), 751–777. 
• Cardamone, C. (2021). “Balancing Flexibility and Rigor to Advance Equity in Course Design.” Teaching@Tufts. 
• Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). “States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit.” Neuron (Cambridge, Mass.), 84(2), 486–496. 
• Holstead, C.E. (2022). “Why Students Are Skipping Class So Often, and How to Bring Them Back.” The Chronicle of Higher Education. 
• McMurtrie, B. (2022). “Teaching: Staying Flexible Without Becoming Overwhelmed.” The Chronicle of Higher Education. 
• Mathews, J. (2022). “Should we be easy on students after the pandemic? Maybe not.” Washington Post. 
• Newman, J., & O’Brien, E. L. (1973). Street law. District of Columbia Project on Community Legal Assistance, Georgetown University Law Center
• Pryal, K.R.G. (2022). ““When ‘Rigor’ Targets Disabled Students.” The Chronicle...
• Saul, S. (2022). “At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?” ProQuest.

We wrap up our second season with a closer look at a theme that has come up repeatedly in our podcast: belonging. Our interviews with faculty have focused on a wide range of topics, including antiracist pedagogy, accessibility, experiential learning, well-being, and religious diversity. But, in conversation after conversation, the faculty, staff, and students we talked with emphasized the importance of the feeling of belonging in the learning experience. In this episode, we pulled together these conversations to highlight patterns, insights, and key takeaways. Episode webpage. 

Featured in this episode:

• Bob Bies, Professor, McDonough School of Business
• Donna Cameron, Professor, Dept. of Family Medicine
• Alisa Carse Associate Professor of Philosophy and Faculty Affiliate of the Kennedy Institute of Ethics
• Carol Day, Director of Health Education Services and Adjunct Assistant Professor in Nursing & Health Studies
• David Ebenbach, Assistant Director for Graduate Student and Faculty Programming at CNDLS and the Center for Jewish Civilization
• Allyson Even, a history teacher at KIPP University Prep in San Antonio, Texas
• Rabbi Rachel Gartner, most recent Director for Jewish Life
• Imam Yahya Hendi, Director for Muslim Life
• Amrita Ibrahim, Assistant Teaching Professor, Dept of Anthropology
• Amena Johnson, Associate Director of the LGBTQ Resource Center
• Mimi Khuc, Adjunct lecturer in the Disability Studies program
• Durriya Meer, Director of Counseling and Psychiatric Service (CAPS)
• Libbie Rifkin, Teaching Professor in the Department of English, founding Director of the Program in Disability Studies
• Javier Jimenez Westerman, Assistant Dean of Undergraduate Programs at Georgetown College

Explore our episode webpage for additional research.  And check out the What We’re Learning About Learning: A CNDLS Podcast and for more episodes!

• Rabbi Rachel Gartner, most recent Director for Jewish Life
• Imam Yahya Hendi, the Director for Muslim Life
• Brahmachari Sharan, the Director for Dharmic Life and Hindu Spiritual Advisor for Campus Ministry
• David Ebenbach, Professor of the Practice at CNDLS and the Center for Jewish Civilization

Campus Ministry 

Your Guide to Religious Services at Georgetown University

Center for New Designs in Learning and Scholarship (CNDLS)

Georgetown’s Student Outreach and Support (SOS Care Team)

Georgetown’s Mission and Information about Cura Personalis

The Doyle Engaging Difference Program

The Prospect blog

“‘I think it, therefore it's true'’: Effects of Self-perceived Objectivity on Hiring Discrimination” (Organizational Behavior and Human Decision Processes, 9/7/07)

“To fight hate and stereotypes, students and parents turn to textbooks” (The Washington Post, 6/15/19)

No Longer Invisible: Religion in University Education (Oxford Scholarship, 2012)

“Spiritual and Religious Diversity,” teaching tips from the University of Denver’s Teaching Center

“Religious Literacy,” (Inside Higher Ed, 8/24/20)

Cuyjet, M. J., Howard-Hamilton, M. F., Cooper, D. L., & Linder, C. (Eds.). (2016). “Religious and Spiritual Diversity Among College Students” in Multiculturalism on campus : Theory, models, and practices for understanding diversity and creating inclusion. Stylus Publishing, LLC.

• Durriya Meer, Director of CAPS and Licensed Psychologist
• Carol Day, Director of Health Education Services and Adjunct Assistant Professor, School of Nursing and Health Studies, Human Science
• Huaping Lu-Adler, Associate Professor, Department of Philosophy
• Sarah Stiles, Teaching Professor, Department of Sociology
• Andreas Kern, Associate Teaching Professor, McCourt School of Public Policy

Statements from “The Engelhard Project 2005 - 2015: Voices From a Decade of Connecting Life and Learning” (video):

• President John J. DeGioia, 48th President of Georgetown University
• Heidi G. Elmendorf, Associate Professor, Department of Biology and Senior Advisor to the President for Equity in Education, Director of the Regents Science Scholars Program
• Edilma Yearwood, Associate Professor, Professional Nursing Practice Academic Department
• Jason Tilan, Associate Professor, Human Science Academic Department
• Alisa Carse, Associate Professor, Department of Philosophy and Faculty Affiliate of the Kennedy Institute for Ethics
• John Wright, Director of Student Life, Georgetown University Qatar

• Mark Carl Rom, PhD, Associate Professor of Government and Public Policy at the McCourt School of Public Policy and the Department of Government
• Shannon Mooney, PhD, Senior Data Scientist and Linguist
• Mimi Khúc, PhD, Instructor in Disability Studies at Georgetown University
• Alex Chugunova, MA, Communications and Media Specialist

Resources

• Hybrid Modality: Hyflex Teaching
• Hybrid Modalities and Strategies
• Video on Setting Up the Classroom for Hybrid Teaching
• The Prospect blog
• Center for New Designs in Learning and Scholarship (CNDLS)

• Dr. Chandra Manning, Professor in the Department of History
• Dr. Jennifer Fox, Teaching Professor in the Department of Biology
• Dr. Marissa  Fond, Assistant Teaching Professor in the Department of Linguistics

Part II:

• Dr. Karen Shaup, Associate Teaching Professor in the Department of English and Adjunct Faculty in the Writing Program
• Dr. MC Chan, Assistant Teaching Professor in the Department of Biology
• Mokoto Omori, Assistant Teaching Professor in the  Department of East Asian Languages and Cultures
• Kumi Sato, Assistant Teaching Professor in the  Department of East Asian Languages and Cultures
• Dr. Yoshiko Mori, Associate Professor in the  Department of East Asian Languages and Cultures

Resources

• The Prospect blog
• Center for New Designs in Learning and Scholarship (CNDLS)
• Hypothes.is
• Professor Shaup’s Grading Agreement
• Alternative Modes of Grading
• Inclusive Pedagogy Toolkit

• Dr. Chandra Manning, Professor in the Department of History
• Dr. Jennifer Fox, Teaching Professor in the Department of Biology
• Dr. Marissa  Fond, Assistant Teaching Professor in the Department of Linguistics

Part II:

• Dr. Karen Shaup, Associate Teaching Professor in the Department of English and Adjunct Faculty in the Writing Program
• Dr. MC Chan, Assistant Teaching Professor in the Department of Biology
• Mokoto Omori, Assistant Teaching Professor in the  Department of East Asian Languages and Cultures
• Kumi Sato, Assistant Teaching Professor in the  Department of East Asian Languages and Cultures
• Dr. Yoshiko Mori, Associate Professor in the  Department of East Asian Languages and Cultures

Resources

• The Prospect blog
• Center for New Designs in Learning and Scholarship (CNDLS)
• Hypothes.is
• Professor Shaup’s Grading Agreement
• Alternative Modes of Grading
• Inclusive Pedagogy Toolkit

• Dr. Adam Rothman, Professor in the Department of History and American Studies Program
• Elsa Barraza Mendoza, a former PhD student at Georgetown

Resources

• Rothman, Adam & Elsa Barraza Mendoza (Eds.) 2021. Facing Georgetown's History: A Reader on Slavery, Memory, and Reconciliation.  Georgetown University Press.
• GU272 Memory Project
• Curran, R. E. (1993). The bicentennial history of Georgetown University. Amazon. Retrieved November 19, 2021, from https://www.amazon.com/Bicentennial-History-Georgetown-University-1789-1889/dp/0878404856. 
• QUALLEN: On Georgetown’s Slaveholding History.  The Hoya Newspaper.  May 16, 2018.
• 272 Slaves Were Sold to Save Georgetown. What Does It Owe Their Descendants? (Published 2016)
• Episode 766: Georgetown, Louisiana, Part One : Planet Money
• Episode 767: Georgetown, Louisiana, Part Two : Planet Money
• Booth Family Center for Special Collections
• Archives of the Maryland Province of the Society of Jesus
• Georgian Slavery Archive
• The Georgetown Memory Project
• Thinking About Archives Graduate Course
• Artwork by Joy Kang, GU SFS '24

Featuring faculty and staff who build awareness of best practices and advocate for students with disabilities, this episode focuses on accessibility and practices that meet the needs of all learners. While we learn that there are more students with learning disabilities or differences, or other forms of 'neurodivergence,' than many faculty assume, these ideas also provide ways to meet the new normal where we all need some flexibility! Tune in for helpful info and strategies on how to design your courses and policies to support all your students.  Click here for the episode's show notes or see below.  

Show Notes

Episode transcript (coming soon)

Links to Faculty/Staff Bios

• Joseph Fisher,  Executive Director of the Academic Resource Center at Georgetown
• Libbie Rifkin,  Founding Director of the Program in Disability Studies at Georgetown and a Teaching Professor in the Department of English
• Mimi Khúc, Scholar/Artist/Activist in Residence in Disability Studies at Georgetown University

Resources

• National Center for Learning Disabilities: Life with LD and Navigating the Transition to College
• The Academic Resource Center at Georgetown University
• The ADA Amendments Act of 2008
• Access Intimacy:  The Missing Link  (Mia Mingus, 2011)
• The Spoon Theory (Christine Miserandino)
• Center for New Designs in Learning and Scholarship (CNDLS)

In the latest episode, we look back at lessons learned from pandemic-era teaching in order to start creating a new, better normal this fall. We gathered ideas from two groups of educators: Georgetown University staff and administrators, whose experience with our students last year demonstrated what our continuing students are going through and what they’ll need, and a panel of high school educators who have a lot to teach us about the first-year students we’ll be welcoming into the community this year. Click here for the episode's show notes. 

Graduate students are in a unique position in higher education, both teachers and students, mentors and mentees. Their dual roles come with challenges, tensions, and competing demands, but the proximity of these differing roles of graduate students leads to important revelations, insights, and personal growth.  This episode features their unique perspective on what students want and need from their professors, as well as how professors can approach their teaching in order to promote greater learning. They also offer a compelling reminder about why teaching is so important. Click here for the episode's show notes. 

This episode, we feature faculty who engage active strategies to create inclusive, anti-racist classrooms. We grounded this episode in the events of the past year on the Georgetown campus and across the country, as well as the results of our Campus Climate Survey. The goal is to learn from colleagues how to foster a sense of belonging for all students, even when the conversations get tough. Click here for the episode's full show notes.

Show Notes

Episode transcript

Special thanks to the Georgetown students who contributed to the “I Can’t Breathe” Video:
Lara Adakunle, Eni Akinniyi, D’Andre Barriffe, Wes Bowers, Anthony Childress, Theron Cooper, Cameron Crayton, Sari Cureton, Aniella Delafosse, Maya Drayton,Max Edwards, Tony Gyimah, Jaz Harmon, Rio Hope-Gund Jewell Johnson, Josiah Laney, Stanford Maison, Kai Nelson, Yasmin Ott, Ruach Padhal, Cassidy Palmer, Allen Paul, Tiy Reed, Tamiya Roberts, Alexis Smith, Margo Snipes, Symone Speech, Sherman Steptoe, Joshua Stevens, Jordan Wells, Ahmad Wilson, Quincy Wilson, and Shanniah Wright. Additional thanks to Daelyn Waters, the producer of the “I Can’t Breathe” video. 

Resources

• The Prospect blog
• CNDLS Inclusive Pedagogy Toolkit
• Center for New Designs in Learning and Scholarship (CNDLS)
• Center for Multicultural Equity and Access
• Center for Social Justice
• Georgetown Campus Cultural Climate Survey
• Georgetown Black Student-Athlete Coalition
• “I Can’t Breathe” Video
• Red House
• The Georgetown Voice:  Social Unrest Prompts Georgetown’s First Black Student-Athlete Coalition by Daelyn Waters

This episode, we share the stories of several faculty and students who have engaged with experiential assignments. We focused particularly on learning activities that required students to get away from their screens and interact with the physical world around them—wherever that may be. Click here for the episode show notes or see below. 

Show Notes

Featured Faculty

• Dr. Edward Barrows, Professor of Ecology in the Department of Biology and Director of the Center for the Environment
• Dr. Min-Ah Cho, Assistant Teaching Professor in the Department of Theology and Religious Studies
• Dr. Sylvie Durmelat, Associate Professor in the Department of French and Francophone Studies
• Dr. David Ebenbach, Professor of the Practice in the Walsh School of Foreign Service Center for Jewish Civilization and at the Center for New Designs in Learning and Scholarship
• Dr. Yuki Kato, Assistant Professor of Sociology and Food Justice Fellow at the Center for Social Justice
• Dr. Chandra Manning, Professor of United States History in the Department of History
• Dr. Sylvia Ӧnder, Teaching Professor in the Department of Anthropology and Turkish Language and Culture; Small Program Languages Coordinator
• Dr. Libbie Rifkin, Teaching Professor in the Department of English
• Dr. Jessica Smith, Research and Policy Manager at the Georgetown Institute for Women, Peace and Security
• Dr. Martha Weiss, Professor in the Department of Biology and Co-Director of Environmental Studies
  

Featured Students

• Aiyanna Maciel, School of Foreign Service Class of 2021, MA in Latin American Studies with concentration in Government & Leadership
• Isabel McHenry, Georgetown College Class of 2024, BS in Spanish and Management
• Maya Silardi, Georgetown College Class of 2021, BS in Sociology and Women’s & Gender Studies

Resources

• Sample assignments 
• Photovoice
• Storymap
• The Prospect blog (Georgetown University publication)

As we head into another semester of virtual learning, hone your teaching practice with this podcast. While last episode featured students, this episode features a conversation among faculty at Georgetown University who share what worked well to keep students engaged, motivated and connected. Click here for the episode show notes or see below. 

Show Notes

Episode transcript

Links to Faculty Bios

• Dr. Daniela Brancaforte, Senior Assistant Dean and Director of Strategic Initiatives & Interdisciplinary Programs in the McDonough School of Business
• Dr. Rhonda Dzakpasu, Associate Professor in the Department of Physics
• Dr. Thomas Kerch, Associate Director of the Tocqueville Forum for Political Understanding and Adjunct Lecturer in the Department of Government
• Dr. Shelbi Nahwilet Meissner, Assistant Professor in the Department of Philosophy
• Dr. Alphonso Saville, Andrew W. Mellon Postdoctoral Fellow for American Religion and Slavery in the Department of Theology and Religious Studies

Resources

• Digital Learning Days Programming
• The Prospect blog
• Center for New Designs in Learning and Scholarship (CNDLS)

As we head into another semester of virtual learning, hone your teaching practice with this podcast. This conversation with students at Georgetown University provides insight into what's working to keep students engaged, motivated and connected. Click here for the episode show notes or see below. 

Show Notes

Student Bios

• Becky Choi, School of Foreign Service Class of 2022, BSFS in International Politics
• Margaret Gleason, Georgetown College Class of 2022, BA in Theater and Performance Studies, minors in Music and Justice and Peace Studies
• Justin Goldstein, Georgetown College Class of 2024, BS in Computer Science and BA in Economics
• Matthew Hua, Georgetown College Class of 2022, BA in Government and American Musical Culture
• Nie J., Georgetown College Class of 2021, BS in Philosophy and Cognitive Science
• Aiyanna Maciel, School of Foreign Service Class of 2021, MA in Latin American Studies
• Isabel McHenry, Georgetown College Class of 2024, BS in Spanish and Management
• Varsha Menon, School of Foreign Service Class of 2021, BS International Political Economy in BS/MSFS Dual Degree program
• Gwyneth Murphy, School of Foreign Service Class of 2023, BS in International Security
• Aiai Prince-Smith, Georgetown College Class of 2024, BS in Biology on Pre-Med track
• Maya Silardi, Georgetown College Class of 2021, BA in Sociology and Women’s & Gender Studies
• Gaby Jazmin Tumbaga, Georgetown College Class of 2021, BS in Government Women’s & Gender Studies

Resources

The Prospect blog

Center for New Designs in Learning and Scholarship (CNDLS)

Photovoice

Storymap