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. _______________________________________
PhD students have organized, graded, and taught a hybrid graduate and undergraduate course titled Topics in Neuroscience: Disorders, Research, and Treatment (TiNS) since 2000. The purpose of the course for enrolled students was to explore typical neural functioning through a survey of disorder and dysfunction, discussion topics related to basic neuroscience principles and research methods, behavioral and psychiatric disorders, as well as neurologic disorders and neural injury. However, for TiNS directors, the purpose of this course was to provide pedagogical experience for PhD students in the Interdisciplinary Program in Neuroscience (IPN).
While the essence of this course for both students and instructors has maintained a similar focus over the past 21 years, the role of the student directors has evolved with both changing technology and format demands from a global pandemic. The Fall 2021 semester was the final semester in which TiNS will be fully run by IPN students. Throughout the several iterations of TiNS and the inheritance of materials and Canvas sites across the semesters, as well as our own 3 years of experience monitoring, teaching, and running this course, there are a several pedagogical highlights that we, the final TiNS directors, wanted to share that could benefit student and faculty instructors alike. We created spaces for our students through the development of a cooperative learning environment and discussion board posts on Canvas. Once our students were enrolled in TiNS and had access to our Canvas site, we had available for them a shared Google Slides file in which each of us had a personalized slide introducing ourselves, our self-identifying pronouns, academic history, current research work, pets, hobbies, etc. Prepared throughout the presentation was a slide named for each student so they too could introduce and express themselves however they chose. This exercise allowed us to acquaint ourselves with the class before the course began and gave a chance for the students to familiarize themselves with us. This successfully set the tone of the course for the teaching role we were open to establishing with the students, one of openness and shared scientific ambitions.
We look forward to sharing our experiences as students designing and implementing a course for students and wish to impart outgoing advice on the generation and maintenance of assignments geared towards safe spaces for students to apply lecture concepts outside of the classroom.
Open Zoom
