Resilient Pedagogy

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Travis N. Thurston, Kacy Lundstrom, and Christopher González


Utah State University

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


Like other institutions across the world, Georgetown University in Washington, DC switched to remote learning in March 2020 as the COVID-19 pandemic hit the United States. Our Center for New Designs in Learning and Scholarship (CNDLS), which serves as both a center for teaching and learning as well as a center for technology innovation, responded quickly with a series of offerings to prepare and support faculty to teach remotely. Options included a virtual conference on digital pedagogy, a series of cohort-based Course Design Institutes (CDI) throughout the summer where faculty engaged with intertwined principles and best practices from inclusive pedagogy and online course design; and a series of workshops on select teaching topics. As with so many other centers for teaching and learning, we saw a rapid increase in faculty participation as instructors planned for fall 2020 remote courses. We worked with over 1,800 unique faculty through our summer conference, CDIs, and other engagements.


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