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  • CNDLS :: Our Staff :: Peter Janssens
    delivery platform At the LLT Center Peter works with Susan to make CNDLS language classroom language lab and production studio useful to foreign language programs at the College and Graduate School Peter s background is in Romance philology linguistics and French literature first at the universities of Brussels and Lille then at Emory University A bilingual Dutch French speaker and long a tech illiterate he awakened to the potential of the web on line communication and social software while teaching French and Spanish at the high school and university levels from Belgium to North Carolina Peter just completed his term as president of the Mid Atlantic Association for Language Learning Technologies whose 2010 conference was hosted by Georgetown Current projects include the summer 2011 renovation of the language lab and teaching beginning French Aside from academic interests and occupations Peter loves cycling early and classical music his two cats and brewing and tasting unusual beers staff partners alumni CNDLS Executive Committee Randall Bass Ph D Executive Director and Associate Provost Associate Professor Department of English Edward Maloney Ph D Managing Director and Director of Research and Learning Technologies Visiting Professor Department of English John Rakestraw Ph D Director of Faculty Programs Professorial Lecturer Department of Theology Janet Russell Ph D Director for Science Programs and Instructional Technology CNDLS Staff Zoë Black B A Administrative Assistant Brian Boston M A Academic Technology and Internet Development Coordinator Rusan Chen Ph D Senior Statistician William Garr M A Assistant Director of Research and Development Nelia Gustafson BSLA Language Learning Lab Manager Peter Janssens Ph D Associate Director for Instructional Resources Sharon Koehler M P A Senior Business Manager Anna Kruse M A Program Coordinator Katina Lacey B S Senior Administrative Officer Raisa Ledesma B A Special Assistant to the Executive Director Yong Lee

    Original URL path: https://cndls.georgetown.edu/people/paj6/ (2012-11-24)
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  • Teaching to Connect the Heart and Mind
    cultivation of mindfulness means paying attention to the now or the present moment I utilize reflective writing both personally and in my teaching practices to cultivate attention and for embracing the present moment I believe that reflective writing represents one way to improve both student learning and the quality of teaching and learning spaces more News Events Fetzer Institute research The Fetzer Institute is sponsoring a research program with high school teachers called Compassion in the Classroom Cultivating Emotional Balance The program integrates Eastern Buddhist meditation practices with Western psychological and emotional awareness work Find out more Fellowship opportunity announced The Center for Contemplative Mind in Society has announced its 2009 Contemplative Practice Fellowships Competition According to the website fellowships for the 2009 10 academic year are offered for the development of courses that employ contemplative practices to address issues of social conflict and injustice the amelioration of suffering and the promotion of peace Visit the site for more information Featured Resources Toward the Integration of Meditation into Higher Education A Review of Research Prepared for the Center for Contemplative Mind in Society by Shauna L Shapiro Santa Clara University Kirk Warren Brown Virginia Commonwealth University John A Astin California

    Original URL path: https://cndls.georgetown.edu/teachtoconnect/ (2012-11-24)
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  • CNDLS :: AT&T / Hewlett
    expanding upon the Faculty Colloquium on New Learning Environments and the Teaching Learning and Innovation Summer Institute TLISI The AT T and Hewlett grants supported a new faculty development program called the Teaching Learning and Technology TLT Fellows which aimed to develop partnerships with librarians technology specialists and evaluation professionals in order to provide deep and sustained support to select faculty who were pushing the envelope of teaching and learning The grants were also critical in building relationships among these programs and in enabling CNDLS to build a significant community of faculty engaged in reflective pedagogical change Over the course of the two years 56 faculty members participated in the Colloquium and the TLT Fellows Program with more than 200 faculty members participating in the Summer Institute The reflective process which the Teaching Learning Technology Fellowship strove to foster was a four part circular movement from design to teaching to assessment to revision and back to design While developing their teaching practice within this framework the Fellows also sought to achieve three goals Form a community of faculty reflective about their teaching and learning goals in a research university environment Improve student learning in a variety of general education and introductory science courses Build a catalog of best practices for faculty While the year long Faculty Colloquium continued to attract new faculty members the TLT Fellows Program was built around introductory and core courses focusing on inquiry driven pedagogies The TLT Fellowships were awarded to Georgetown faculty to develop innovative methods of teaching and learning to implement these methods by redesigning a course or part of a course and then to reflect upon and document the impact this redesign has upon student learning The Pilot Fellows were five pioneering professors whose interests ranged from hyperlinked textual writing to getting biology

    Original URL path: https://cndls.georgetown.edu/about/grants/atthewlett/ (2012-11-24)
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  • CNDLS :: Fund for the Improvement of Post-Secondary Education (FIPSE)
    Recent Events about Learn More About the Center Contact and Location People Our Staff Join the CNDLS Team CNDLS News CNDLS Labs search Contacts John Rakestraw Director of Faculty Programs Related Links Carnegie Foundation for the Advancement of Teaching FIPSE In fall 2002 CNDLS was awarded the Department of Education s Fund for Improvement in Post Secondary Education Comprehensive Program grant to design and develop innovative faculty development models that allowed faculty from different institutions to collaborate on student centered curricular design projects The grant enabled CNDLS to extend and deepen its faculty development programs centered on online collaborations enhanced pedagogy and technology The grant s two main goals were to develop excellent models of faculty development at all institutional levels and build content focused digital curriculum resources and descriptive metadata models To achieve these ends CNDLS designed an online faculty seminar that integrated course design issues with the scholarship of teaching and learning the Crossroads Online Institute Crossroads sought to fill a need for professional development in a higher education setting that accommodated hectic faculty schedules while delivering quality materials and facilitation Participants in the online seminar took part in an 8 week virtual workshop in which they collaboratively redesigned activities to develop desired student skills As a result of this process faculty engaged in critical reflection on their own teaching internalizing a design process for subsequent activities or courses They conducted research on their own teaching and classrooms collaborated across disciplines and provided alternative perspectives to their peers on course development The findings were made public to other faculty in various disciplines in order to advance best practices by developing an extended online poster about their work The nature of being public and sharing one s work beyond the classroom was at the heart of the Crossroads Online

    Original URL path: https://cndls.georgetown.edu/about/grants/fipse/ (2012-11-24)
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  • CNDLS :: Howard Hughes Medical Institute (HHMI)
    Upcoming Workshops New Faculty Orientation Resources from Recent Events about Learn More About the Center Contact and Location People Our Staff Join the CNDLS Team CNDLS News CNDLS Labs search Contacts John Rakestraw Director of Faculty Programs Related Links Teaching Handbook Howard Hughes Medical Institute Through its Undergraduate Science Education Program HHMI seeks to strengthen the quality of bioscience education for all undergraduate students including non science majors and better prepare students for careers in biomedical research medicine and science teaching Another important goal of the program is to broaden access to science for all students including underrepresented minorities and others for whom such opportunities are often limited CNDLS worked with Georgetown s Biology department to receive a grant that helps meet the science education needs of our University community As co writer of one piece of the successful HHMI grant awarded to the Biology Department CNDLS has been given the opportunity to help train graduate students as science faculty through a required first course on teaching and an optional more advanced course on the scholarship of teaching In addition the grant provides money to develop a digital archive on best science teaching practices that could be shared with other institutions The required course Teaching Biology Pedagogy and Practice has three main assignments an intensive class observation a polished teaching philosophy statement and a microteaching presentation View the syllabus The second optional course Advanced Teaching and Learning Seminar in Biology involves close mentoring by a CNDLS representative and Biology faculty member to complete authentic scholarship of teaching tasks One of the participating Biology graduate students Doug Blackiston has created a step by step guide to creating a lesson plan a project that evolved out of his work in the biology pedagogy courses and as a Graduate Associate with CNDLS In

    Original URL path: https://cndls.georgetown.edu/about/grants/hhmi/ (2012-11-24)
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  • CNDLS :: Visible Knowledge Project
    teaching the VKP was among the largest research projects in the country on technology and learning and one of the largest in the humanities social sciences and interdisciplinary culture fields VKP placed questions about the integration of technology within a broad context of faculty inquiry into student learning and innovative practice As information technologies spread throughout higher education they bring with them the potential for transforming the nature of teaching learning and educational institutions in general Yet with these changes come a multitude of fundamental questions about teaching and learning The Visible Knowledge Project moved beyond general notions about the promise and impact of educational technologies by asking such questions as How can interactive learning environments enhance the way students acquire knowledge in culture and history courses Which specific approaches maximize the impact of certain technologies which technologies enhance particular approaches What role and impact do new media technologies have in helping to make the tacit knowledge of expert learners visible to students How do new online environments transform ways that students can perform their understanding and the way we assess them How do certain frameworks tools and models enable innovation Can a richer context for innovation help faculty implement change at deeper levels of transformation than is generally possible at present How can we better help faculty turn their own ways of knowing into more meaningful and deeper learning experiences for students using new technologies and learner centered pedagogies Can we begin to develop frameworks for faculty to think about learning that can be effectively combined with investigative tools and models of scholarship of teaching and learning With its truly national scope VKP represents a unique combination of theoretical and practical explorations in both local and virtual contexts We captured the models resources and cases in web based video

    Original URL path: https://cndls.georgetown.edu/about/grants/vkp/ (2012-11-24)
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  • CNDLS :: College Curriculum Renewal Project
    Assistants You Do The Math 8 Steps to Curricular Change Course Curriculum Design The College Curriculum Renewal Project CCRP is an ongoing effort of the College to foster curricular renewal and innovation motivated by the desires to deepen student learning at Georgetown Since the fall of 2001 numerous phases of CCRP have generated examples of innovative pedagogies curriculum redesigns and methods of assessment that can serve as models for future curricular transformation Responding to and building upon the interests of faculty and departments CCRP explores the following themes and questions Strengthening the core curriculum How might a subject be introduced to large numbers of students in ways that also represent what is most engaging about that subject Example Government In order to improve interactive learning in an introductory large enrollment course one instructor decided to include his TAs in the process of designing and delivering assignments to be shared across courses Reinventing Key Courses the Gateway and Capstone How do departments provide a gateway to the major that balances the introduction to the discipline while keeping highest expectations for student learning On the other end of the spectrum in what ways does the capstone help students synthesize their educational experience Examples Mathematics Jim Sandefur re oriented his gateway course to focus on getting students to think and communicate as experienced practitioners Sociology Anthropology Using the capstone experience as a starting point for reflection the department analyzed how their curriculum led majors to achieve desired learning goals Explicitly creating continuities and connections across courses What are the methods and strategies for insuring that core competencies are present across key courses thereby deepening student learning Strengthening the major with verticality and depth How might expanded credit electives build on general education courses to provide more depth to major experiences Example Biology Heidi

    Original URL path: https://cndls.georgetown.edu/about/grants/ccrp/ (2012-11-24)
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  • CNDLS :: Our Staff :: Zoë Black
    to complete this degree in the Fall of 2012 Prior to coming to Georgetown as a student Zoë received a B A from Whitman College in Near Eastern religions focusing on early Jewish communities living under Islamic rule Additionally she wrote her thesis on the historical significance of the Jewish community in Kaifeng China Zoë obtained a second B A from the University of Minnesota in History with a focus on French language and colonial history During her free time Zoe enjoys rock climbing and yoga She has been learning Persian for the past few months with the hope of incorporating this into her future educational pursuits staff partners alumni CNDLS Executive Committee Randall Bass Ph D Executive Director and Associate Provost Associate Professor Department of English Edward Maloney Ph D Managing Director and Director of Research and Learning Technologies Visiting Professor Department of English John Rakestraw Ph D Director of Faculty Programs Professorial Lecturer Department of Theology Janet Russell Ph D Director for Science Programs and Instructional Technology CNDLS Staff Zoë Black B A Administrative Assistant Brian Boston M A Academic Technology and Internet Development Coordinator Rusan Chen Ph D Senior Statistician William Garr M A Assistant Director of Research and Development Nelia Gustafson BSLA Language Learning Lab Manager Peter Janssens Ph D Associate Director for Instructional Resources Sharon Koehler M P A Senior Business Manager Anna Kruse M A Program Coordinator Katina Lacey B S Senior Administrative Officer Raisa Ledesma B A Special Assistant to the Executive Director Yong Lee B S Commons Project Assistant Mindy McWilliams M A Assistant Director for Assessment Matthias Oppermann Ph D Senior Research Associate Susan Pennestri M A Instructional Technologist Robert Pongsajapan M A Assistant Director for Web Projects Libby Sanders B S Communication Design Specialist Theresa Schlafly M A Writer Editor

    Original URL path: https://cndls.georgetown.edu/people/zmb5/ (2012-11-24)
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