TLISI offers Georgetown University faculty and staff from all campuses the opportunity to explore strategies for excellence in teaching and learning. This year’s Institute centers around the theme "Creating Space," and will run in a hybrid format from Monday, May 23 through Thursday, May 26.
We will meet on Zoom on Monday, May 23 and Thursday, May 26.
We will convene in person, on campus on Tuesday, May 24 and Wednesday, May 25. Almost all in-person events will also be available for streaming so you can join us from any location.
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Browse and filter the TLISI 2022 schedule below. Register for the event using the green “Sign Up” or “Log In” buttons to indicate your attendance at in-person events and gain access to zoom links for plenaries and virtual sessions. After you register, you may return to this page to add/edit your personal schedule. Zoom links will be made available in Sched 10 minutes before the start of each session.
This event is open only to Georgetown faculty, staff, and graduate student instructors. You must register for the event using your Georgetown email address. If you need assistance, please email tlisi@georgetown.edu.
To Add and Remove Sessions from Your Schedule: First, be sure to login to your existing Sched account (or create a new one) with your Georgetown email address. Once logged in, you can make live updates to your personal TLISI schedule below. Click the circle next to a session’s name to add that session to your schedule—a check mark will appear indicating that this session has now been added to your schedule. Click the check mark again to remove the session from your schedule.
To Join a Zoom Session: Each virtual or streamed session description will include a button titled “Join Zoom Session”. This zoom link will show up 10 minutes before the start of the session. Clicking this button will automatically direct you into that session’s Zoom waiting room.
Please register for in-person events, especially lunches, where you’ll be directed to a form to indicate your dietary preferences. Knowing who intends to be on campus will help us attend to Georgetown’s COVID-19 protocols and will help our team and presenters prepare for each session. _______________________________________
As US universities work through the myriad of DE&I challenges facing them, each distinct population of students must be represented in the process of both identifying the problems and in developing solutions that effectively address the problems. As with all complex problems, there are actions that need to be taken by the institution, within the classroom including by faculty and amongst the student population. This study provides authentic voices and stories of struggle and triumph from Chinese international graduate students as they think about their educational experiences in the US, but it also provides tangible recommendations of support and services they need. These ideas can hopefully be conversation starters between university administrators, faculty and both international and non-international students to truly make the US education environment an inclusive, global learning space for its entire student population.
This study was guided by the critical participatory action research framework, the researchers and Chinese student participants in this study engaged in a participatory action research (PAR) process to jointly 1) define the underlying mechanism through which challenges and stereotypes are perpetuated among Chinese students who are not able to easily fit into the American classroom and academic norms because of their distinct cultural background and characteristics, and 2) explore the solutions on both sides by explicitly drawing on the living experiences of Chinese students in American classrooms through storytelling, photovoice, scenarios, and narratives and conducting active reflections on positionalities, identities, and intersectionality. This study completed eight workshops within four months (from June to September in 2021), during which research facilitators and participants jointly discussed multiple dimensions around the topic of Chinese students’ academic life in US, including the facets of challenges, the experiences of American classroom, the negative stereotypes, and the responsibilities and corresponding actions that school, instructor, and Chinese student should take separately as well as collaboratively.
The preliminary analysis of this work has already revealed a number of key challenge areas emerging around the US learning environment including 1) language proficiency both written and spoken 2) US classroom normative behaviors including group work dynamics, interaction with professors and in class dialog culture and style and 3) general US cultural differences (social, behavioral) as well as existing Chinese stereotypes. In each case the research team not only identified and discussed the underlying issue but also worked to provide thoughtful solutions to address these challenges.
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