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
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.
