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Listen "Inspiring Academic Excellence"
Episode Synopsis
We’re kicking off our third season with a deep dive into how faculty inspire academic excellence in students. Listen to this episode to hear questions about how faculty support students in succeeding in and outside classrooms, how to design curriculum that brings out their best work, and what excellence means in the current era.
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Bios
Mun Chun (MC) Chan, Assistant Teaching Professor, Biology Department and Faculty Fellow at CNDLS
Charisma X. Howell, Visiting Associate Professor and Street Law Director, Georgetown Law
Abigail Marsh, Professor, Department of Psychology and the Interdisciplinary Program in Neuroscience
Georgetown Resources
Georgetown’s Street Law Program website
Understanding Student Learning, resources from CNDLS
Center for New Designs in Learning and Scholarship website
The Prospect blog
Additional Resources
Brockman, A.J. (2021). “‘La Crème de la Crème’: How Racial, Gendered, and Intersectional Social Comparisons Reveal Inequities That Affect Sense of Belonging in STEM.” Sociological Inquiry, 91(4), 751–777.
Cardamone, C. (2021). “Balancing Flexibility and Rigor to Advance Equity in Course Design.” Teaching@Tufts.
Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). “States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit.” Neuron (Cambridge, Mass.), 84(2), 486–496.
Holstead, C.E. (2022). “Why Students Are Skipping Class So Often, and How to Bring Them Back.” The Chronicle of Higher Education.
McMurtrie, B. (2022). “Teaching: Staying Flexible Without Becoming Overwhelmed.” The Chronicle of Higher Education.
Mathews, J. (2022). “Should we be easy on students after the pandemic? Maybe not.” Washington Post.
Newman, J., & O’Brien, E. L. (1973). Street law. District of Columbia Project on Community Legal Assistance, Georgetown University Law Center
Pryal, K.R.G. (2022). ““When ‘Rigor’ Targets Disabled Students.” The Chronicle...
Saul, S. (2022). “At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?” ProQuest.
_______________
Bios
Mun Chun (MC) Chan, Assistant Teaching Professor, Biology Department and Faculty Fellow at CNDLS
Charisma X. Howell, Visiting Associate Professor and Street Law Director, Georgetown Law
Abigail Marsh, Professor, Department of Psychology and the Interdisciplinary Program in Neuroscience
Georgetown Resources
Georgetown’s Street Law Program website
Understanding Student Learning, resources from CNDLS
Center for New Designs in Learning and Scholarship website
The Prospect blog
Additional Resources
Brockman, A.J. (2021). “‘La Crème de la Crème’: How Racial, Gendered, and Intersectional Social Comparisons Reveal Inequities That Affect Sense of Belonging in STEM.” Sociological Inquiry, 91(4), 751–777.
Cardamone, C. (2021). “Balancing Flexibility and Rigor to Advance Equity in Course Design.” Teaching@Tufts.
Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). “States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit.” Neuron (Cambridge, Mass.), 84(2), 486–496.
Holstead, C.E. (2022). “Why Students Are Skipping Class So Often, and How to Bring Them Back.” The Chronicle of Higher Education.
McMurtrie, B. (2022). “Teaching: Staying Flexible Without Becoming Overwhelmed.” The Chronicle of Higher Education.
Mathews, J. (2022). “Should we be easy on students after the pandemic? Maybe not.” Washington Post.
Newman, J., & O’Brien, E. L. (1973). Street law. District of Columbia Project on Community Legal Assistance, Georgetown University Law Center
Pryal, K.R.G. (2022). ““When ‘Rigor’ Targets Disabled Students.” The Chronicle...
Saul, S. (2022). “At N.Y.U., Students Were Failing Organic Chemistry. Who Was to Blame?” ProQuest.
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