Plenary Sessions 2022

Monday, May 23 - 11:00 a.m. - 12:15 p.m. VIRTUAL

Book cover for Distracted

Distracted: Cultivating Students' Attention with James M. Lang

This year, CNDLS facilitated a book club for faculty featuring Dr. Lang’s most recent book Distracted: Why Students Can’t Focus and What You Can Do About It. In this keynote address, Dr. Lang will discuss 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 Conversation, Time, 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).

He has conducted workshops on teaching for faculty at more than a hundred colleges or universities in the US and abroad, and consulted for the United Nations on the development of teaching materials in ethics and integrity for college faculty. In September of 2016 he received a Fulbright Specialist grant to work with three universities in Colombia on the creation of a MOOC on teaching and learning in STEM education. In 2021 he stepped away from a full-time position as Professor of English and the Director of the D’Amour Center for Teaching Excellence at Assumption University in order devote more time to writing. He has a BA in English and Philosophy from the University of Notre Dame, an MA in English from St. Louis University, and a Ph.D. in English from Northwestern University. You can follow him on Twitter at @LangOnCourse or learn more at http://jamesmlang.com.

Tuesday, May 24 - 1:00 p.m. - 2:00 p.m. VIRTUAL

(Un)Doing Harm: A Pedagogical Imperative for Faculty Today with Chayla Haynes Davison

Dr. Haynes Davison’s talk aims to help faculty understand how pedagogical decisions they make knowingly and unknowingly can be especially harmful to the racially and ethnically minoritized students in their classrooms. Key strategies will be shared 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’s Robert 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. She is co-editor of Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (Peter Lang), Race Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education (Stylus) and Black liberation in Higher Education: Considerations for Research and Practice (Taylor Francis). Her scholarship also appears in the Review of Educational Research, Educational Researcher, the Journal of Higher Education, Teachers College Record, the International Journal of Qualitative Studies in Education, and the Journal of Negro Education.

She was the 2020 junior scholar recipient of the Association for the Study of Higher Education’s (ASHE) Council for Ethnic Participation’s Mildred Garcia Award for Exemplary Scholarship. Additionally, the Comparative & International Education Society’s African Diaspora Special Interest Group (CIES ADSIG), an affiliate of the World Education Research Association (WERA), named Dr. Haynes Davison a 2020 Emerging Scholar. Prior to the professoriate, Dr. Haynes Davison served the higher education and student affairs profession for 15 years, as a former Director of Orientation and Family Programs and Services, Director of Student Affairs and Career Services, and Director of Student Activities. 

Wednesday, May 25 - 2:30 p.m. - 4:00 p.m. HFSC

In Your Shoes Showcase

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 will see faculty and students from the pilot share excerpts from their work, and program facilitators will discuss the outcomes and future applications of performance-based dialogue initiatives.

Read more about the In Your Shoes program.

Thursday, May 26 - 4:00 p.m. - 5:00 p.m. VIRTUAL

Cura Personalis in the Cloud: Coming Full Circle

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 are now 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 is to continue this conversation looking at how these themes permeated students’ experiences in the past two years during multiple transitions. The panel will end 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.