Productive Open Design Spaces (PODS) are a team-based opportunity for groups of Georgetown faculty, staff, and graduate students to explore a curricular or pedagogical project in a flexible, design-centered studio environment. With the support of a facilitator and CNDLS coaches, teams are provided space and time to think through their project, design potential solutions, get feedback from peers, and plan for continued development. Please note that while teams may contain members not affiliated with Georgetown University, each team must have at least two Georgetown team members to be eligible to participate.
PODS meets every morning of TLISI (May 20 – 23, 2019). This includes an opening session on Monday morning before TLISI officially begins. We anticipate that we will start at 9:30am each morning, but the schedule is still being worked out with the rest of the TLISI schedule. We will communicate details on timing and location to all accepted PODS teams.
Teams that wish to apply to PODS may submit a proposal, due March 22, 2019. Each project team should submit a single proposal, with one person listed as the lead contact person with whom we can communicate about your application. We will begin to notify teams of acceptance in the beginning of April.
To participate in PODS, each member of your team will need to register for TLISI. General registration for TLISI will open in March.
The Public Humanities / Connected Academics team has participated in PODS for three years in a row. Having focused time at PODS has enabled them to move from planning implementation of their Mellon grant to drafting a Public Humanities PhD/certificate program to brainstorming for a Humanities center at Georgetown.
The SFS Proseminar group worked to create/re-create the curriculum and pedagogical approach for attaching 1-credit writing studios to SFS Proseminar sections. In addition to aiding the students in their work in these courses, these writing studios will also fulfill the general requirements for the University first-year writing requirement.
The Georgetown Escape Room team used PODS to plan a multi-phase project to design, build, user-test and provide training on an escape room framework that will enable faculty and other members of the GU community to incorporate escape rooms as an element of their instruction, research, and outreach. The team received a TEL Pilot Grant and a Curriculum Enrichment Grant for work with two separate classes following PODS. The team has subsequently collaborated with students to develop prototype puzzles and narratives that can be adapted as needed for educational escape rooms on any topic, including library research skills.
The Disability Studies Studio Collaborative used PODS to engage in curriculum mapping and other design practices in order to push the development of a micro-credential or matrix requirement to the next stage through planning for three interconnecting courses. Following PODS, they conducted a student survey and worked toward the successful approval of a Disabilities Studies minor.