TLISI 2022

2022 Plenary Sessions


Distracted: Why Students Can’t Focus and What You Can Do About It

Dr. James Lang, May 23

In this keynote address, Dr. Lang discussed the history of human distraction, the impact of technology on distraction, and his research and strategies for “cultivating attention” for learning among students. 

James M. Lang, Ph.D. is the author of six books, the most recent of which are Distracted: Why Students Can’t Focus and What You Can Do About It (Basic Books, 2020), Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016), and Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013). Lang writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including The ConversationTime, the Boston Globe, and Chicago Tribune. He edits a series of books on teaching and learning in higher education for West Virginia University Press; he co-edited the second book in the series, Teaching the Literature Survey Course: New Strategies for College Faculty (2018).

(Un)Doing Harm:A Pedagogical Imperative for Faculty Today

Dr. Chayla Haynes Davison, May 24

This keynote centered helping faculty understand how pedagogical decisions they make knowingly and unknowingly can be especially harmful to the racially and ethnically minoritized students in their classrooms. Dr. Davison shared strategies to help faculty create racially-just classroom learning environments to the benefit of every student.

Dr. Chayla Haynes Davison is an Assistant Professor of Higher Education Administration and past recipient of Texas A&M University’sRobert and Mavis Simmons Faculty Fellowship. She earned a Ph.D. in Higher Education from the University of Denver and also holds a M.A. in College Student Personnel from Bowling Green State University. Her research centers on critical and inclusive pedagogy with emphasis on college teaching and faculty development, Black women in higher education and critical race theory and intersectionality scholarship and methodologies. 

In Your Shoes Showcase

Dr. Michelle Ohnona, Ijeoma Njaka, Dr. Ryann Craig, Jordan Davis, and student contributors, May 25

Launched in Spring 2022, the In Your Shoes: Student and Faculty Dialogues pilot program brought Georgetown faculty and students together to explore the intersection of identity and learning. As part of the Laboratory for Global Politics and Performance’s In Your Shoes methodology, students and faculty held two-way pair conversations before recording, transcribing, and sharing their partner’s words through performance. In this showcase session, attendees saw faculty and students from the pilot share excerpts from their work, and program facilitators discussed the outcomes and future applications of performance-based dialogue initiatives.

Read more about the In Your Shoes program.


Cura Personalis in the Cloud: Coming Full Circle

Dr. Susannah McGowan and student contributors, May 26

In May 2020, a recent graduate, Alexa Eason (COL ’20), convened a panel of seven undergraduate students to describe their learning experiences from the first pandemic semester. Some of those students were current seniors returning to TLISI for an encore panel. The 2020 panel posed questions to the audience about engagement, fostering community, and strategies for navigating through virtual academic and non-academic spaces. The aim for this year’s panel was to continue this conversation, looking at how these themes permeated students’ experiences in the past two years during multiple transitions. The panel ended with a discussion of their key takeaways on learning and what they wish faculty, staff, and fellow students to remember most about the past two years of college.

Read Clare Reid’s visual essay on their original panel at TLISI 2020.

Recorded Sessions

TLISI 2022 Sessions
May 23, 2022
Principles and Practices of Inclusive Pedagogy

Joselyn Lewis, Michelle Ohnona

First Look: New ARC Accommodations Portal

Kari Nelson, Clare Hennigan, Debra Martin

Creating Connections Across Spaces

Eun Hee Han, Jonah Perlin

13,000 Hours: Lecture Recordings at the Law Center

Dara Boatright, Mark Weist

Intellectual Engagement and Fostering a Sense of Community Outside of the Classroom: Library Panel and Open Conversation About Future Collaborations

Meg Meiman, Beth Marhanka

Is There Space for a New Normal?

Anjali Gupta, Alejandra Hurtado de Mendoza, Kristi Graves, Stacey Kaltman, LaTasha Seliby Perkins

Office Hours: The Forgotten Space for Teaching and Learning

Lindsey Pullum

Simulations and Statistics: R Shiny Dashboards 

Beatrice Leydier

Integrating Simulation-Based Learning for Student Engagement and Competencies Development 

Sabrina Wang, Jason Kramer, Melanie Riner, Zhuqing Ding

May 24, 2022
Publishing Both the Usual and the Highly Unusual

Carole Sargent

Critical Pedagogies in Medical Education

Vinayak Jain

Doyle Conversations on Anti-Racism in Higher Ed: What We’ve Learned Thus Far 

Michelle Ohnona, Ijeoma Njaka, Ryann Craig, Jordan Davis

Supporting International Students

Elton Skendaj

“We need more voices to be heard”: Advocacy Participatory Action Research with Chinese International Graduate Students in the United States

Wendy Zajack, Zikun Li, Xiaolu Zhang

Asynchronous Interactions: Rethinking Physical and Temporal Space in the SCS Writing Lab

Sharla Rivera

The Creative Classroom: Teaching Creatively, Teaching Creativity 

David Ebenbach

Meeting Students Where They Are: Materials Accessibility Workshop

Betsy Milarcik, Brittney Klein

Promoting Research with Augmented Reality (This session was not recorded, but the presentation is available here.)

Barrinton Baynes, Julian Dowell

May 25, 2022
Creating Space for Students to Heal and Become More Resilient

Carol Day, Sarah Stiles

Defining Neurotypical: Restructuring the Way We Approach Diseases and Disorders in Neuroscience

Karli Gilbert, Alison Schug, Marissa Laws

Liberal Education in Carceral Spaces

Joe Napolitano, Josh Miller, Emily Hainze, Tyrone Walker

Religious and Spiritual Diversity in the Classroom

David Ebenbach, Rabbi Rachel Gartner, Brahmachari Vrajvihari Sharan

Intentional Collaborations for Creating Inclusive and Engaging Online Courses

Monica Sanders, Susannah McGowan, Eileen Young

A Seat At the Table: A Workshop on Tackling Systematic Minority Exclusion in Clinical Trials and Health Related Studies 

Lady Nwadike

Taking Diversity Pipelines Virtual: Advancing Equity and Advocacy

Susan Cheng, Isela Melendez-Carpio, Samuel Chan, Yessica Ayala

May 26, 2022
Inclusivity in Undergraduate STEM Courses: Making Space for All Learners

Lauren Jacobson

A Faculty & Staff Panel on Creating Community & Space For Students’ Purpose and Career Discernment

Amanda Friday

Sustainability Pedagogy: Moving Beyond Content

Jamie Olsen

Opening Spaces by Using Simulation to Enhance Student Soft Skills

Sandie Nadelson, Louis Nadelson

Creating Space for Sustainability: Research and Engaging Learning Outside the Classroom

Kerry Danner, Mindy McWilliams

Conversations Around ‘Learning, Design, and Technology’ as Means of Discovering Interdisciplinary Connections and Forming a Method for Future Student-Driven Projects

Madeleine Olson, William Cleaves

“Curate Your Core”: Report from a Multidisciplinary Curriculum Pilot on Climate Change

Noah Martin, Randall Amster, Jan Menafee

Changing Assessments in STEM Courses: Strategies and Experiences of our Faculty

Mun Chun (MC) Chan, Patrick Johnson, Cynthia Wei, Leanne Doughty, Michelle Bertke, Jennifer Fox

Launching Spaces and Places for Advocacy & Racial Justice Knowledge (SPARK) at GUMC: Book Club, Healing Circles & Learn-ins

Susan Cheng, LaTasha Seliby Perkins, Isela Melendez-Carpio, Keisha Bell, Betelhem Yimer