|Chester L. Gillis||Dean|
|Marlene Canlas||Assistant Dean|
|Thomas N. Chiarolanzio||Senior Associate Dean|
|Jessica Ciani-Dausch||Assistant Dean
|Jeffrey Connor-Linton||Senior Associate Dean for Strategic Planning and Faculty Development|
|Bernard J. Cook||Associate Dean|
|Richard J. Cronin||Senior Associate Dean for Administration|
|Erin Curtin Force||Assistant Dean|
|Hall R. (Tad) Howard, Jr.||Associate Dean|
|Helen E. Karn||Associate Dean|
|Sue Lorenson||Associate Dean|
|Edward P. Meyertholen||Assistant Dean|
|Joseph D. Napolitano||Assistant Dean|
|Anne D. Sullivan||Senior Associate Dean|
|Keshia Woods||Assistant Dean|
|Stefan N. Zimmers||Assistant Dean|
- Degree Requirements
- Core Requirements
- Academic Regulations
- Application for the Degree
- Academic Procedures
- Academic Integrity
HISTORY AND GENERAL OBJECTIVES
Georgetown College, the oldest Catholic College in the United States, was founded in 1789 by John Carroll, Archbishop of Baltimore. A progressive citizen of his time, he firmly believed in the principles of the United States Constitution. He made it clear that the new college was to be open to students of every religious persuasion.
On March 1, 1815, President James Madison signed the act of Congress which chartered the College of Georgetown. In 1844 it was incorporated by another Congressional act. During the years of the Civil War, Georgetown students fought for the North and South. Later the colors blue and gray were adopted by the College to signify the reunited nation and the sons of Georgetown who had served on both sides in its civil war.
From its founding to the present day the graduates of Georgetown College have taken their places in the forefront of almost every human endeavor. They serve as educators, public servants, and statesmen; they work in business, law, medicine, and research.
Today, proud of its tradition and heritage, Georgetown, through all its graduates, seeks to serve the communities and the world in which it lives.
The College exists to provide a liberal education for young men and women who will be called to intellectual, moral, and professional leadership, and to foster in them a lifelong commitment to the quest for truth.
As a Jesuit college, it draws upon a dynamic tradition of education, characterized by an optimistic Christian humanism and committed to the assumption of responsibility and action. Accordingly, the College seeks to encourage the development of critical powers, respect for tradition and human reason, and an appreciation of life and all its endeavors. It promotes not only the intellectual disciplines but also the search for personal values and convictions that will enable its graduates, throughout their lives, to continue redefining and maturing their thought, and also to continue pursuing the integration of their activities, values, and relations with others.
In light of these aims, the College has developed a diversified academic program in which fundamental issues and ultimate values play an integral role. A high priority is placed on quality teaching and on developing a community of learning among its faculty, students, and administrators.
In 1995, the School of Languages and Linguistics joined the College as a degree program under the name of the Faculty of Languages and Linguistics (FLL). Students entering the FLL apply specifically to the FLL programs. The mission of the Faculty of Languages and Linguistics has evolved through the years. In the 1950s, the then-new Institute of Languages and Linguistics reflected the immediate needs of those times, emphasizing foreign language learning for students considering service positions in the diplomatic corps and other government agencies. Later, the Faculty refined the study of spoken and written languages to focus on the cultural context of languages to meet the new expectations and new goals of the world community.
Global changes in recent decades and the accompanying new developments in transmission technology have established “superhighways” of information that enable people to communicate instantaneously and abundantly with one another across continents and hemispheres. The world outside the Academy as now interconnected offers a new and inescapable “worldview.” More than ever, this emerging multicultural “worldview” requires an informed understanding of cultures other than one’s own. As always, this comes about when people listen to and read the spoken and written words of other peoples who, like themselves, have been and are being changed by new ways of communication and interaction.
Through its various degree programs the College offers majors and minors in the following areas. Detailed information about the specific requirements for these majors and minors are provided on this website.
Russian Literature and Culture (in Translation)
The following Certificate Programs, offered through the School of Foreign Service, are available to Georgetown College students:
- African Studies
- Arab Studies
- Asian Studies
- European Studies
- Islam and Muslim-Christian Understanding
- Latin American Studies
- Russian and East European Studies
The following are the graduation requirements for all students in Georgetown College. Each degree candidate must:
- Complete a minimum of 120 semester hours and 38 to 40 semester courses. To meet the minimum of 120 credit hours, a student may need as many as 40 courses; Bachelor of Science candidates will exceed the 120 credit minimum by meeting the 38 course minimum. In counting courses, the student should note the following definitions of a course. An intensive language course for more than three credits counts as one course. A one-credit offering is not computed in the course count. A two-credit science laboratory not related to a lecture, or any other course valued at two credits is computed as a half course. A science lecture with an accompanying laboratory is counted as one course, even if the lecture and laboratory are listed separately and even if they are taken in separate semesters. Non-credit leisure and recreation courses do not count toward graduation. Students may contact their dean to request that four separate 1-credit enrollments in a performance course offered by the Department of Performing Arts be bundled to count as once course toward the student's graduation requirement of 38 courses. In addition, the American Musical Culture major and the Theater and Performance major allow bundling of 1 and 2-credit performance courses to count toward the requirements of each major. Please refer to the descriptions of the requirements for each major in the Undergraduate Bulletin for more details.
- Complete the following Core requirements:
- Writing: 1 course
- Humanities, Arts, Literature, and Cultures: 1 course
- History: 2 courses
- Philosophy: 2 courses
- Theology 2: courses
- Math/Science: 2 courses
- Social Science: 2 courses*
- Mastery of a foreign language through the intermediate level
- Declare a major and complete all requirements for the major as specified under Departmental Programs section. In addition to their major, students in the College may choose to minor in any one of the College’s approved minors. Students may double major, double major with a minor, or major in one field with two minors. A minor is not required.
- Achieve a final cumulative academic average of 2.0 or better.
* Some science majors are exempt from the Social Science requirement; please consult the Core Requirements section that follows.
The core requirements are ordinarily fulfilled in the student’s first and second years.
Students are expected to fulfill core requirements at Georgetown but may fulfill a maximum of one half of each requirement away from Georgetown with permission from the Dean’s office.
In addition, the student may not take two courses in the same discipline in the same semester during the first two years.
Every Georgetown student will take one writing course, WRIT-015: Writing and Culture Seminar, which provides students with opportunities to connect their writing with critical reading and thinking, inquiry, and analysis. The Writing and Culture Seminar approaches writing through three interrelated frameworks: writing as a tool for inquiry, writing as a process, and practice writing in different rhetorical situations. Each section focuses on a cultural theme, with readings and assignments that engage students with compelling questions and problems. Seminar readings provide texts for analysis as well as models and motives for student writing. Students are encouraged to complete this course during their first year at Georgetown. (Note: the Writing Requirement replaces the first half of the Humanities & Writing requirement. Students who have not yet fulfilled this requirement should register for WRIT-015.)
Humanities: Arts, Literatures, and Cultures
Every student will take one course in the Humanities: Arts, Literatures, and Cultures. Literature, and visual and performing arts deepen our understanding of many kinds of expressive media, past and present, and the realities they aim to present. Through reading, writing and creative practice, students acquire the intellectual and practical tools to interpret and critique the world. Courses fulfilling this requirement use historical, critical, and/or experiential methods.
Students explore ancient and modern civilizations, gain insight into the value of other cultures and critically examine their own. They learn to see, evaluate, interpret and communicate human experience through literary texts, artistic creations, material objects, and critical concepts. Those who create or perform works of art experience directly the discipline and revelatory impact of artistic expression. Courses fulfilling this requirement are identified in the course schedule with the HALC attribute in the Schedule of Classes. (Note: the HALC requirement replaces the second half of the Humanities & Writing requirement. Students who have not yet fulfilled this requirement should register for a course with either the College Humanities & Writing attribute or the HALC attribute).
The study of history is one of the best ways to challenge one’s ideas and assumptions about the world. The study of history leads us to question the many simplified accounts of the world and of its problems that we all encounter in our daily lives. Knowledge of history accomplishes this objective because it consists of the integrated study of all elements of the human experience as they change over time. It therefore introduces students to the interrelations between political, social, economic, cultural, religious, intellectual, artistic, and other developments, and expands their ability to engage with complex causal analysis. This holistic approach gives students a sound understanding of the complex links that characterize societies and cultures, in the past as well as in our own time. The History Core requirement thus aims for students to have the opportunity to explore changes and continuities in all spheres of human endeavor, and understand the human experience as a process of dynamic evolution.
In addition to covering long time spans, the required courses also have a wide geographic scope, and thus offer students access to trans-national and cross-cultural developments, raising their awareness of global themes and issues and leading them to examine the interaction of diverse cultures and groups. The vast geographic scope and long time spans covered in the required courses also give students insight into the deep roots of contemporary globalization.
Note that, starting with the Class of 2017 (and open to the Class of 2016), the requirement is changing: one course will continue to work towards the goals outlined just above by exposing students to long-span, broad-focus historical developments in various world regions; the other course will aim to expose students to the many components of the discipline of history through focused study of particular historical events, periods, or themes. This new course (HIST 099), like the existing ones, will also lead students to consider questions of historical sources, analysis, and writing, but will do so less through the breadth of the covered developments, and more through focused study of specific developments and contexts.
All required History courses feature small-group discussion, through which students familiarize themselves with history as an analytical tool. In addition to engaged participation in discussions of primary and secondary sources, the courses also include substantive writing assignments. Altogether the courses thus help students hone their critical reading and writing skills, develop their ability to examine evidence, and improve their capacity for verbal and written argument.
Both the knowledge and the skills learned in History Core courses therefore contribute to raising students into informed, thoughtful, and active modern citizens.
All students in the College are required to complete two one-semester courses in History (please note that the requirement changes with the Class of 2017; the Class of 2016 may follow the old or the new structure):
1. For the Classes of 2014 and 2015 (and open to the Class of 2016):
Intro Early History, with sections focusing on World History, the Atlantic World, or Europe (HIST-007); and Intro Late History, with sections focusing on World History, the Pacific World, or Europe (HIST-008).
Students who wish to study different world regions, and who feel prepared for the more complex demands of higher-level courses, may replace one of the courses described above with one semester of the following courses, always maintaining the requirement for an “early” and a “late” course. Again, all students must take at least one of either HIST-007 or HIST-008:
Early courses (that may replace HIST-007):
- HIST-111 Africa I
- HIST-128 South Asia I
- HIST-158 Latin America I
- HIST-160 Middle East I
Late courses (that may replace HIST-008):
- HIST-112 Africa II
- HIST-129 South Asia II
- HIST-159 Latin America II
- HIST-161 Middle East II
It is strongly recommended that majors in Arabic, Chinese, Japanese, or Russian satisfy the History requirement by completing the two-semester regional history survey appropriate to their major:
- Arabic majors: Middle East I & II (HIST-160, 161)
- Chinese majors: History of China I & II (HIST-122, 123)
- Japanese majors: History of Japan I & II (HIST-124, 125)
- Russian majors: History of Russia I & II (HIST-170, 171)
Students who complete a specific area history survey as part of their initial major and then change majors do not incur an additional history requirement.
2. For the Classes of 2017 and beyond (and open to the Class of 2016):
- One broad survey chosen among the following: Intro Early History (HIST-007); Intro Late History (HIST-008); Africa I or II (HIST-111–112); South Asia I or II (HIST-128–129); Latin America I or II (HIST-158–159); Middle East I or II (HIST-160–161).
- One semester of HIST-099.
It is strongly recommended that majors in Arabic, Chinese, Japanese, or Russian satisfy the requirement for the first course by taking either semester of the regional history survey appropriate to their major:
- Arabic majors: Middle East I or II (HIST-160–161)
- Chinese majors: History of China I or II (HIST-122–123)
- Japanese majors: History of Japan I or II (HIST-124–125)
- Russian majors: History of Russia I or II (HIST-170–171)
These majors still need to take HIST-099 for their second History core requirement. Students who take a specific area history survey as part of their initial major and then change majors do not incur an additional history requirement.
Students with a score of 4 or 5 on the Advanced Placement tests in European or World History will be awarded three credits and will place out of the required core courses; they still need to take any HIST course of their choice, numbered 100 or above. Students with these scores on both the European and the World History tests will receive six credits and have completed all History requirements. Students with a score of 3 on the Advanced Placement test in European or World History will receive no credit, but may fulfill the History requirement with any two History courses. No credits or exemptions are granted for the AP test in US History or for the SAT II tests. Students with a score of 6 or 7 on the International Baccalaureate higher-level test in History of Europe and the Islamic World receive credit for HIST-007; students with a score of 6 or 7 on the International Baccalaureate higher-level test in History of the Twentieth Century/Regional Topics receive credit for HIST-008: in both these cases, they place out of the required core courses, and complete the requirement by taking any HIST course of their choice, numbered 100 or above.
Georgetown, with its commitment to the Jesuit tradition, believes that modern men and women should consider reflectively their relationship to the world, their fellow humans, and God. All students take a year of Philosophy and a year of Theology.
Through the core requirement, the Philosophy Department is committed to providing courses that promote students’ personal growth as human beings in search of meaningful lives, foster their development as responsible citizens, and offer effective introductions to the discipline of philosophy.
All students in Georgetown College are required to take two courses in philosophy, normally one in the first year and one in the second year. One course must be in ethics and one in an area other than ethics. The first class should be PHIL-010 (Introduction to Ethics) or PHIL-020 (Introduction to Philosophy). If the first class is PHIL-010, the second should be PHIL-020 or selected from the range of courses numbered PHIL-150–PHIL-199. If the first class is PHIL-020, the second should be PHIL-010 or selected from the range of courses numbered PHIL-100–PHIL-149. The department strongly advises students to take their second philosophy course at the 100-level, especially if they are considering majoring in philosophy.
Through the core requirement, the Theology Department is committed to fostering in students a critically appreciative awareness of the religious dimension of human existence, and to assisting students in reflecting upon their own experience and understanding in that enlarged context. The first course provides this foundation while the second course allows students to develop their critical awareness by applying it to a particular area of interest in religion or theology.
Problem of God (THEO-001) and one intermediate level theology elective fulfill the theology requirement. Introduction to Biblical Literature (THEO-011) may be substituted for Problem of God or may be used as an intermediate level elective. (Transfer students are exempt from Problem of God and may select any two intermediate level courses, including Introduction to Biblical Literature, to fulfill this requirement.
Through the Math/Science core requirement, the departments of Biology, Chemistry, Computer Science, Mathematics & Statistics, and Physics aim to develop an appreciation of the role of scientific knowledge in our modern culture and improve the abilities of all students to participate in the scientific decisions required of us as individuals and members of society.
The Math/Science requirement may be fulfilled by two courses in either of the following two patterns:
- any introductory foundational courses from among: BIOL 103/113, BIOL 104/114, CHEM 001/009 or CHEM 055/057, CHEM 002/010 or CHEM 056/059, COSC 051, COSC 052, MATH 035, MATH 036, MATH 040 or MATH 140 or ECON 121, PHYS 101 or 151, PHYS 102 or 152, or
- any pair of courses provided one is taken in Biology, Chemistry and Physics and the other is taken in Math or Computer Science.
In addition to examining the world through the humanities, languages and sciences, the social science core requirement introduces students to the study of human society from the perspective(s) of the disciplines of anthropology, economics, government, linguistics, psychology, and sociology. Students engage these perspectives by taking two courses in the same discipline, generally starting with one at the introductory level.
All students except those majoring in Biochemistry, Biological Physics (BS track), Biology, Biology of Global Health, Chemistry, Environmental Biology, Neurobiology, or Physics (BS track), satisfy their social science requirement by taking two courses from one of the following departments: Anthropology, Economics, Government, Linguistics, Psychology, or Sociology. In addition to courses offered by the Linguistics department, the following courses count toward the social science requirement as Linguistics courses:
- ARAB-377 Language and Identity in Egypt
- ARAB-390 Fundamentals of Language
- CHIN-391 Intro to Chinese Linguistics
- FREN-291 Making Sense of Language
- FREN-391 Fundamentals of Teaching French
- FREN-492 History of the French Language I
- FREN-494 Medieval French Language
- GERM-445 Fund of German Lang Instr
- ITAL-315 Le Altre Italie: Italy and the Culture of Contemporary Ethnic Identity
- ITAL-391 History of the Italian Language
- ITAL-393 Contemporary Italian and its Regional Varieties
- ITAL-394 Italian American Language, Literature, and Film
- JAPN-372 Readings in Language and Culture
- JAPN-391 Topics in Japanese Linguistics
- JAPN-392 Issues in the Acquisition of Japanese
- RUSS-393 Russian Phonology
- RUSS-451 Structure of Russian
- RUSS-491 History of the Russian Language
- SPAN-210 Intro to Spanish Linguistics
- SPAN-312 Morphology: From Latin to modern Spanish
- SPAN-313 Bilingualism: The mind and its context
- SPAN-315 Spanish Phonetics
- SPAN-396 SEM: Spanish Sociolinguistics
- SPAN-426 Spanish Dialectology
- SPAN-523 History of Spanish Language
It is essential that all of us learn to see the world from other perspectives. The study of a language, literature, and culture other than one’s own enables one to understand the world better, to identify commonalities, and to respect cultural differences. Along with the in-depth study of the culture and literature of other lands and times, language study is integrated with the various fields of linguistics. Understanding language in all its forms, styles, and uses ultimately leads to successful cross-cultural communication and more authentic relationships among peoples.
All students in the College must achieve proficiency in a language (ancient or modern) through the intermediate level. During New Student Orientation, placement exams are offered in most languages. Students who do not place above the intermediate level of a language must fulfill the requirement by completing language coursework through the intermediate level. Please note that the number of courses required varies depending on the language family* and the intensity of instruction.
*In general, students must complete through the 12th credit of an Indo-European language or the 24th credit of other languages.
The following language courses are considered “exit courses” and complete the College’s language requirement:
- Arabic ARAB-112
- Chinese CHIN-112 or 114
- French FREN-022 or 032
- German GERM-022 or 032
- Greek (Ancient) CLSG-101
- Greek (Modern) GREE-012
- Hebrew HEBR-022
- Italian ITAL-032
- Japanese JAPN-112
- Korean KREN-112
- Latin CLSL-101
- Persian PERS-012
- Polish PLSH-102
- Portuguese PORT-032
- Russian RUSS-012
- Spanish SPAN-022 or 032
- Turkish TURK-022
Students are strongly urged to complete the language requirement no later than the end of their sophomore year.
Please note the College does not grant credit for language study repeated at the same level of instruction. Transfer students (including from within the University) should be certain to clear their choice of course level with the Dean’s Office before enrollment. Intensive language study may or may not make further language study necessary.
Any student with advanced proficiency in a language not offered at Georgetown should contact his/her dean to inquire about the possibility of arranging a placement test in that language.
Georgetown College requires of its students the standards set forth under Academic Regulations in this Bulletin.
Additional Regulations peculiar to the College are as follows:
- Residency and Matriculation
- Students must complete a minimum of six semesters of university study, four of which must be full-time and in residence in the College. A minimum of 60 credits must be completed in residence.
- Semesters are defined as fall and spring semesters (not summer).
- Study abroad at one of Georgetown’s campuses (SFS-Qatar, Villa le Balze, or McGhee Center) counts toward the residency requirement.
- Undergraduate students are expected to be full-time. Seniors who have met all residency requirements may petition to be part-time in the final semester only.
- With the exception of summer school courses listed in the usual departments of the four undergraduate schools on campus (College, SFS, MSB and NHS), College students may not enroll in courses offered through the School of Continuing Studies for its various degrees, certificates and special programs.
- No full-time student may work more than 20 hours per week without permission from the College Dean’s Office. A student electing to engage in a full-time commitment outside of academic coursework (e.g., employment, internship, or other opportunity) must request a leave of absence.
- Any student with more than one incomplete in a given term who is unable to complete his or her work by the first day of class of the next term may not begin new courses without formal review and consent of the Dean’s Office, and may be directed to take a leave of absence.
- Students must complete a minimum of six semesters of university study, four of which must be full-time and in residence in the College. A minimum of 60 credits must be completed in residence.
- Transfer Credits
- Students are required to complete at least half of the coursework for a major or minor at Georgetown. Transfer credits in excess of half of a major or minor will be counted as free electives toward the degree. Additionally, some departments may set stricter limits on transfer credit and how it may be applied.
- Once matriculated, a student may transfer no more than four summer school courses to the Georgetown degree. Prior approval for such courses must be obtained from the College Dean’s Office. Students may not transfer coursework taken in a fall or spring semester at another institution, other than coursework taken in an approved study abroad program.
- Students on leave of absence should not expect to transfer credits for courses taken elsewhere during that time. In rare circumstances and with expressed written approval of the Dean’s Office prior to the leave, students may be allowed to transfer a limited number of courses. In no instance will more than four courses be transferred to the Georgetown record, and all transfers will count against the “summer school” limit noted above (2.b.).
- Limits and Minimums
- Normally the College approves a maximum of four courses for summer school work at Georgetown per academic year.
- No more than twelve credits of Military Science may be counted toward the degree. Preference is given to courses offered at 3 credits over courses that carry less than 3 credits in applying courses to the degree. This rule holds across the ROTC programs—Army at Georgetown University, Navy at The George Washington University, Air Force at Howard University. Courses at fewer than 3 credits per course may not be combined either as half or full courses for the purpose of meeting the 38 course requirement for the degree.
- No more than four pre-professional courses may be counted towards the degree, unless required within a declared major or minor.
- In the spirit of a liberal education, each student is required to take at least 24 courses outside of his or her primary major department.
- A single course may satisfy a core requirement and also be credited to a major or minor requirement. However, a single course may not be applied to two majors, or to a major and a minor, or to two minors or to any other combination of more than one major, minor, or certificate, unless it is identified as a corollary course in the major.
- Any course that fulfills a major, minor, certificate or core requirement must be taken for a letter grade, unless the course is only offered as pass/fail.
- The College does not recognize courses for audit.
- Students majoring in two fields that lead to different degrees (e.g., English and Biology) must choose the degree (A.B. or B.S.) they wish to receive
Degrees are awarded three times a year: in May, August, and December. Seniors must file an application for the degree in the College Dean’s Office. The last day to file for a May degree is February 1; for an August degree, August 1; for a December degree, November 1. Failure to apply for the degree may necessitate the postponement of graduation.
Diplomas are distributed at Commencement in May. Those students who graduate in August may participate in the previous May Commencement. Those who graduate in December may participate in the following May Commencement. Students may elect to have their diplomas mailed to their homes in the summer following the completion of the degree.
The Council on Studies of Georgetown College, composed of Associate Deans, Assistant Deans, and Academic Counselors, convenes at the conclusion of the fall and spring semesters to review the grades of each student in the College. In instances where a student has incurred an academic deficiency, the Council may take one of four courses of action: dismissal, suspension, probation, or warning. The Council notifies the student in writing of its decision.
Students who are either dismissed or suspended may appeal the decision of the Council on Studies to the Board of Academic Appeals.
The Board of Academic Appeals shall consist of two members of the Faculty and one College Dean. This Dean will not participate in the original decision during grade review. No member of the Faculty or Dean’s Office may sit on a Board if:
- He or she has at any time failed the student who is appealing.
- He or she has at any time acted as a counselor to the student.
It should be emphasized that the Board of Academic Appeals is an educational hearing board and not a court of law. Its purpose is twofold:
- It considers the student’s record in the light of the decision of the Council on Studies and accepts any evidence of extenuating circumstances which would warrant the Board to recommend a change in the Council’s decision.
- It assures the student of an opportunity to appear before an impartial board.
The student should submit a written request for an appeal of the Council’s decision within the time limit specified in the notification from the Council on Studies. At that time, the student will be notified of the date, time, and location of the Board of Academic Appeals. Students are strongly encouraged to appear for the hearing; however, if extraordinary circumstances prevent attendance, the student may provide a written argument or summary for the Board to review.
When presenting his or her appeal to the Board, the student may appear alone or may bring a member of the University community to assist in his or her presentation. This person should not be a member of the student's family. The Board will have access to the student’s academic record and his or her written request for an appeal. At the hearing, the student may present to the Board evidence which would indicate reason for the Board to recommend to the Dean a change in the Council’s decision.
The student may be present for all stages of the hearing except for the final deliberation by the Board.
The Board may recommend upholding the Council’s decision or it may recommend a mitigation of that decision, e.g., instead of dismissal, a suspension; instead of suspension, a strict probation. It cannot recommend a harsher decision or completely abrogate the original decision.
The Board’s recommendation is sent in writing to the Dean. It may give explanations or comments and is signed by the members of the board.
The Dean communicates to the student the final disposition of the matter in writing.
See the description of the Georgetown University Undergraduate Honor System in the Academic Regulations section of this Bulletin.
Academic Advising Program
The College’s advising system is designed to inform students of the many curricular options and programs available to them and to help them in making responsible choices which nurture their intellectual interests.
The academic advisement of students in the College is shared by members of the dean’s staff and the College’s faculty.
Advising of all first and second year students is supervised by the dean’s office in ICC 303. During their first year, students are expected to schedule a meeting with their assigned dean to discuss their intellectual interests and academic goals, and to construct a preliminary four-year plan. Although the four-year plan is designed to ensure the timely completion of all degree requirements, it is in no way binding, and it is expected that students will revise their plans as their intellectual interests evolve. The development of the four year plan provides an opportunity for students to explore the full range of curricular options available to them in the College, and to discuss possibilities such as overseas study.
In addition to working with the dean’s staff, students who enter the College with declared majors in mathematics, the sciences, a language, or linguistics are assigned a faculty advisor in the department of their major. These departmental advisors provide their students with specific information about the proper sequencing of courses required for their majors, discuss and give formal approval to students’ proposed course selection during preregistration for each upcoming semester, and serve as intellectual mentors in the student’s chosen field of endeavor. Transfer students are also assigned faculty advisors in their major department.
Students who enter the College “undeclared” do not formally declare their majors until their second year. The dean’s office staff encourages undeclared students to explore potential areas of interest by engaging in a combination of core requirements and elective courses in the first two years. When an undeclared student declares his or her major, the student is assigned a faculty advisor in the major department. That advisor is responsible for assisting the student in choosing junior and senior year courses which will result in the timely and successful completion of all degree requirements. A faculty advisor who becomes well acquainted with a student can counsel perceptively and structure course work to prepare for a desired career and/or postgraduate study. Overall decanal supervision of junior and senior students is provided by the dean’s staff in White-Gravenor 108.
Preparation for Graduate and Professional Schools
A number of the graduates of the College each year go on to graduate and professional schools. The College attempts, through its curricula, programs, and advising system, to give its students strong preparation for graduate work.
Students who are considering graduate study are encouraged to visit the College Dean’s Office at any time during the academic year to discuss their interests. Undergraduates should also consult with faculty advisors who can offer viable guidance regarding preparation for graduate studies.
Another university resource available to assist students with graduate school plans is the Career Education Center. Students interested in pursuing competitive fellowships should research opportunities with the Office of Fellowships & Awards.
Georgetown has a long tradition of preparing students to enter the legal profession. While there is no “pre-law” curriculum, students preparing for law school should concentrate on courses which require analytic thinking and clear written expression.
Most students who plan to go to law school major in one of the humanities or social sciences. However, there is no specific major required for admission to law school. The flexibility of the College curriculum gives students in any major ample opportunity to elect a diverse array of courses which may provide an appropriate background for law. Students interested in pursuing law school should plan to meet with the pre-law advisor in the Career Education Center.
Students who have achieved high honors should consider applying to the Georgetown University Law Center through the Early Assurance Program. This program allows exceptionally well qualified students to submit an application to the Law Center during the junior year. The advantages of the program are that students are not required to take the LSAT and have a less stressful senior year. Students not admitted under the Early Assurance Program may apply again through regular admission during the senior year. Interested students should contact the Law Center Office of Admissions for applications and details at the beginning of their junior year.
Pre-Medical and Pre-Dental
Georgetown offers a number of programs that prepare students to enter medical or dental school. In each of these the student must take the following basic pre-medical/pre-dental courses (a full year of each):
- Mathematics (including at least a semester of Calculus)
- General Chemistry
- Organic Chemistry
- Principles of Physics
- Introductory Biology I and a second biology course with lab (e.g., Introductory Biology II, Genetics, Biological Chemistry)
Students may choose to major in any B.S. or A.B. program as they complete their pre-medical/pre-dental requirements.
The B.S. programs with majors in Biochemistry, Biological Physics, Biology, Biology of Global Health, Chemistry, Computer Science, Environmental Biology, Mathematics, Neurobiology, and Physics include all or some of the above courses. The remaining courses on the list are taken as electives to round out the pre-medical/pre-dental requirements. The B.S. Pre-Medical/Pre-Dental programs are strong science programs, and are particularly appropriate for students who are interested in taking more than the minimum of science and math courses required for medical school admission.
Students may also choose to major in an A.B. program in one of the humanities, social sciences, languages, or linguistics and at the same time to fulfill the minimum science requirements for medical or dental school. Further science courses may be taken as electives at the option of the student in consultation with his or her advisor. The proximity of the College to the Georgetown University Medical Center allows the student to be exposed to the challenges of the medical professions.
Assistant Dean Marlene Canlas is the pre-medical/pre-dental advisor for first and second year undergraduates. Assistant Dean Ed Meyertholen advises upper division pre-medical/pre-dental students.
Dean Meyertholen chairs the Georgetown Pre-Medical/Pre-Dental Recommendation Committee. The committee also includes Dean Canlas, several faculty from the College, as well as one faculty member each from the NHS and Medical School. Students preparing to enter medical or dental school request the committee recommendation at the end of the spring semester in their junior or senior year.
The College has an Early Assurance Program agreement with Georgetown Medical School whereby a select number of pre-medical students, at the end of their sophomore year, may be assured of admission to the Medical School upon satisfactory completion of their junior and senior years. The program is designed to encourage exceptional students to undertake ambitious programs with a degree of security about eventual admission to medical school. Georgetown University Medical School will exempt these students from the MCAT requirement.