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with Davide Prete, MA, MFA, Assistant Professor, College of Arts and Sciences (CAS) in the UDC MakerSpace (Building 42, Suite A-08)
Last session highlighted on the left.
with Elmira Asongwed, Ph. D., Associate Professor, College of Agriculture, Urban Sustainability and Environmental Sciences (CAUSES), Grace Kent, Instructional Designer and Outcomes Assessment Coordinator, CAL, and Rebecca Graham, Ph. D, Director of Institutional Assessment and Outcomes, Office of Planning and Institutional Effectiveness
with Meghan Kowalski, Outreach and Reference Librarian and Cathy Meals, Reference & Assessment Librarian, LRD
Following her Spring 2025 Academic Forum keynote, Dr. Nettrice R. Gaskins returns to UDC for an interactive workshop exploring AI-powered creativity.
By the end of the workshop, participants will:
Dr. Gaskins is a digital artist, researcher, and educator specializing in techno-vernacular creativity and Afrofuturism. She has used Deep Dream to create AI-generated portraits, pushing the boundaries of traditional artistic expression. She is also the author of "Techno-Vernacular Creativity and Innovation" (MIT Press).
Click here to learn more about Dr. Gaskins.
Building 38, B Level, Academic Commons
Certificate of Completion Provided | Raffles & Prizes
Faculty Spotlight
The B.S. in Community Health Sciences Program is launching this fall. Some courses within this program will be offered entirely online, while others will be hybrid or face-to-face. Dr. Ricardo Brown has taken the initiative to enhance his pedagogical knowledge by completing the Quality Matters (QM) Applying the QM Rubric (APPQMR) course to develop high-quality online courses. Reflecting on his experience, Dr. Brown shared: “Although I have taught online courses at different institutions, I was intrigued by the general standards and the specific criteria outlined in the QM Rubric. Overall, the course was helpful, specific, and concise, yet it still covered a broad range of factors that contribute to a high-quality online course. Additionally, our course facilitator was always available to assist! The time investment is worthwhile, and I would encourage faculty to consider this training as we work toward expanding access to our curriculum and programs through asynchronous learning modalities.”
Professor Essack has been an online educator for a while and is currently redesigning his online courses. Having recently completed the APPQMR workshop, he reflected on his experience: “The workshop has been an enriching experience. It deepened my understanding of course design principles, emphasizing alignment between learning objectives, assessments, and instructional materials. I now appreciate the importance of using measurable objectives, ensuring accessibility, and providing clear learner support. The structured review process and focus on constructive feedback will enhance my ability to evaluate and improve online courses effectively. This training has reinforced my commitment to quality assurance in education, equipping me with practical tools to support student success and promote continuous course improvement through the QM framework. A transformative step toward excellence!”
In Dr. Bethany Monea’s IGED 210 Discovery Writing class—an online course—students build on the critical reading and writing skills attained in the Foundation Writing sequence.
Dr. Monea explained that as part of their culminating project, students create podcast episodes based on semester-long research, utilizing resources from NPR's College Student Podcast Challenge. They are encouraged to submit their final work to NPR's contest, integrating research, argumentation, and personal voice. Students also share their podcasts and engage with each other's episodes through Blackboard discussion boards.
While podcasting might seem intimidating—especially for those new to the genre or less tech-savvy—tools like Adobe Podcasts make the process more accessible. With their UDC credentials, students can access an intuitive platform to record, enhance audio, and edit their podcasts with ease. Dr. Monea shared, “I encourage my students to visit my office for assistance. One student overcame her apprehension during office hours, learning the basics within 15 minutes.”
Dr. Monea added, “This project fosters skills in research, creativity, and technical communication while providing a platform for student voices. As educators, we are encouraged to guide students through the process and leverage tools provided by UDC—like Adobe Podcasts—to simplify the experience.”
An example of a student podcast project is "Teacher Burnout"—Click here to listen.
Share your best practices and how you leverage EdTech in your teaching to increase learning outcomes.
Please email fatma.elshobokshy@udc.edu.
4250 Connecticut Avenue NWBldg. 38 B Level - Academic Commons 
