From 2013-2016, the Initiative on Technology-Enhanced Learning (ITEL) provided faculty grant funding and support to bring technology-focused teaching and learning ideas to life. ITEL served as an incubator for boundary-pushing experiments and facilitated the widespread adoption of promising technology-enhanced approaches to teaching.


The Initiative on Technology-Enhanced Learning (ITEL)—an $8 million investment in faculty grants, digital infrastructure improvements, and a partnership with edX—provided funding and support to Georgetown University faculty in order to bring technology-focused teaching and learning ideas to life.

This initiative, one component of the capital campaign For Generations to Come, has served as an incubator for boundary-pushing experiments in teaching and learning, facilitating the widespread adoption of promising tools and approaches both on-campus and online.

ITEL has enabled Georgetown faculty to pilot and integrate strategies for deepening student learning inside and outside the classroom through games and simulations, online and blended learning, flipped classrooms, social and collaborative learning, global synchronous tools, and curricular redesigns. The ITEL Final Report contains project findings and recommendations, GeorgetownX MOOC impact, and a list of publications and presentations to date. Below, browse project profiles and short videos which illustrate the goals, motivations, and accomplishments of ITEL projects.

Final Report

The Final ITEL Report contains the initiative goals, outcomes, and impacts, challenges and successes, and recommendations for next steps for the university. Read below:

2014 report thumbnail 2014 Report

2015 report thumbnail2015 Report

Final ReportFinal Report

162 Projects

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Georgetown College
School of Continuing Studies
Law Center
McDonough School of Business
Graduate School of Arts and Sciences
McCourt School of Public Policy
School of Nursing and Health Studies
Walsh School of Foreign Service
School of Medicine
  • 233 Faculty by School

  • Georgetown College (n=119)
  • School of Continuing Studies (n=3)
  • Law Center (n=4)
  • McDonough School of Business (n=4)
  • Graduate School of Arts and Sciences (n=4)
  • McCourt School of Public Policy (n=8)
  • School of Nursing and Health Studies (n=16)
  • Walsh School of Foreign Service (n=24)
  • School of Medicine (n=51)

Open Track Projects

Open Track projects are large-scale experiments with technologies and pedagogical designs to improve teaching and learning, either at the course or curricular level. Projects in this track are designed to offer insights that are widely applicable, scalable, and transformational.

Filter by Round

Blending an Upper-Division German Course

  • Peter C. Pfeiffer (German)

CLED Flipped Grammar Project

  • Jennifer Lubkin (CLED)
  • Andrew Screen (CLED)

Certificate in International Migration Studies

  • Susan Martin (ISIM)

Digital Rome

  • Tommaso Astarita (History)
  • Josiah Osgood (Classics)
  • Douglas Boin (Classics)

Electronic Testing to Enhance Learning in the School of Medicine

  • Dean Rosenthal (Biochemistry and Molecular and Cellular Biology)

Filling the Gaps

  • Edward Van Keuren (Physics)

Flipping (Parts of) the Public Finance Classroom

  • Nora Gordon (GPPI)

How Technology Can Enhance Writing Instruction at Georgetown

  • Maggie Debelius (English/Writing Program)
  • Matthew Pavesich (English/Writing Program)

Improving Computer Science I

  • Clay Shields (Computer Science)
  • Mark Maloof (Computer Science)

Incorporating Global Dialogue into Writing and Culture Seminars Using Web-based Conferencing Technologies

  • Sherry Linkon (English)

LING001: Introduction to Language

  • Jeffrey Connor-Linton (Linguistics)

Mind the Gap

  • Betsi Stephen (SFS)

Music and Public Policy in the Age of Modern Media

  • Anna Celenza (Performing Arts)

National Security Crisis Law: Automated Problem Sets and Web-based Media Outlet

  • Laura Donohue (Law)

Tangible and Embodied Computing

  • Evan Barba (CCT)

The Evidence Game

  • Tanina Rostain (Law)

The Virtual Bridge

  • Bernie Cook (Film and Media Studies)
  • Lilian Hughes (Film and Media Studies)

Toward a Partial Hybrid Curriculum for Spanish Lower Level Courses

  • Ronald Leow (Spanish & Portuguese)

Use of Tablet Computer in Large Lecture Classroom

  • Arik Levinson (Economics)

Using Online Materials to Enhance Physiology Teaching

  • Adam Myers (Medicine)

Using Technology to Enhance Teaching in Physician-Patient Communication

  • Stacey Kaltman (Medicine)

Using an E-learning Authoring Tool for Developing Self-Directed Learning Modules in the School of Medicine

  • Taeyeol Park (Medicine)

Using the OLI Platform to Develop Online Materials to Support Teaching Quantitative Methods (Statistics) in International Politics

  • Parina Patel (SFS)
  • Oded Meyer (Mathematics)

Web-based Computer Simulation Exercises for the Study of Evolutionary Genetics

  • Matthew Hamilton (Biology)

Activity Trackers and Student Wellness

  • Joan Riley (Human Science)

Extending the Use of Teletandem in Language Courses

  • Michael J. Ferreira (Spanish & Portuguese)

Hybrid Format for Intensive Advanced Italian

  • Donatella Melucci (Italian)
  • Louise Hipwell (Italian)

Implementing Soliya in Diplomacy and Culture Class

  • Cynthia Schneider (SFS)

Online Course: "Key Concepts in Technology"

  • Martin Irvine (CCT)

Collaborative Inquiry and the Use of Digitally-equipped Microscopes in a Biology Laboratory Curriculum

  • Heidi Elmendorf (Biology)

Creating Mentored Virtual Micro-communities around Shared Goals

  • Kathryn Temple (English)

Design of Online Kanji Learning Lessons and Examination of the Impact of the Self-directed Learning Tools on Japanese Language Students' vocabulary development

  • Yoshiko Mori (East Asian Languages and Cultures)

Digital Humanities Lab

  • Adam Rothman (History)

Exploring Network Science through Technology: Transforming Liberal Arts Students from Science and Technology Consumers to Creators

  • Shweta Bansal (Biology)
  • Lisa Singh (Computer Science)

Fostering Critical Engagement with Humanities Content Learning through Telecollaboration in an Advanced Foreign Language Class

  • Marianna Pankova (German)

Integrated Writing Online: Tools for Faculty and Students

  • Sherry Linkon (English)

Interactively Visualizing Music: Animating Pedagogy through Custom Multimedia Software

  • Ben Harbert (Performing Arts)

Supporting a Unified and Interactive Microeconomics Sequence in Public Policy

  • Nora Gordon (GPPI)

Curricular Experiment in Clinical Oncology Nano Course Development and Assessment

  • Jan Blancato (Oncology/School of Medicine)

First Year Colloquium: Discovering the Authentic Self

  • Joan Riley (Human Science)

In-class Immersion of 'Big Data' Technologies to Improve Students' Understanding of Genomic Instability and Systems Biology

  • Ronit Yarden (Human Science)
  • Jan LaRocque (Human Science)
  • Yuriy Gusev (Innovation Center for Biomedical Informatics)

Integrating Real-time Big Data Analysis and Visualization for Better Decision-making

  • Betsy Sigman (MSB)

Intersections of Social Justice Experiences and Learning: Online Credit-bearing Skills-based Course for Community-Based Social Action

  • Andria Wisler (Center for Social Justice)

Q&A Days in Large-Enrollment Classes

  • Carol Rogers (Economics)

Studio Collaborative

  • Maggie Little (Philosophy/Kennedy Institute of Ethics)

Tablet-based "Chalk Talks" to Facilitate a Capstone Experience in the Biological Sciences

  • Jason Tilan (Nursing)
  • JP Hyatt (Human Science)

The Global Middle Ages

  • David Goldfrank (History/Medieval Studies)
  • Stefan Zimmers (History)
  • Sandra Strachan-Vieira (Medieval Studies)

A Lifetime of Wellness: Integrating Technology & Reflection for Self-care

  • Donna Cameron (Family Medicine)

Making the Most of Laboratory Time - Design and Evaluation of a Virtual Build Pre-Lab Exercise for Introductory Organic Laboratory Students

  • Ronald Davis (Chemistry)

Teaching to Teach: Preparing the Future Language Teacher

  • Cristina Sanz (Spanish and Portuguese)

The Medieval Reader: A Platform for Digitally Enhanced Reading in Manuscript Culture Featuring the Libro de buen amor

  • Emily Francomano (Spanish & Portuguese)

The Pilgrimage Project

  • JR Osborn (CCT)
  • Gretchen Henderson (English)
  • Lisa Strong (Art and Museum Studies)
  • Evan Barba (CCT)

Faculty Cohorts

ITEL cohorts consist of multidisciplinary communities of faculty members. As a group, each cohort explores technologies relevant to a theme, while faculty in the cohort experiment with these technologies, in small but meaningful ways, in their courses. The cohort track is designed to help establish models and examples of effective practices for teaching with technology that can be shared widely with the larger Georgetown community.

GeorgetownX Courses

GeorgetownX represents the growing body of online courses that CNDLS facilitates, including our University partnership with edX and our collaborative work with departments and schools at Georgetown.

Read more about GeorgetownX.

Globalization's Winners and Losers: Challenges for Developed and Developing Countries

Theodore H. Moran, SFS

Introduction to Bioethics

Margaret Little, Philosophy

Genomic Medicine Gets Personal

Bassem R. Haddad, Medicine

Terrorism and Counterterrorism

Daniel Byman, SFS

The Divine Comedy: Dante's Journey to Freedom

Frank Ambrosio, Philosophy

Introductory Calculus-based Physics: Electricity and Magnetism

Dedra Demaree, CNDLS

Quantum Mechanics for Everyone

James Freericks, Physics

Sign Language Structure, Learning, and Change

Theodore Supalla, Neurology