Cross-School Undergraduate Programs
Programs in Gervase
The Undergraduate Honor Council, Georgetown Undergraduate Research Opportunities Program (GUROP), and the Georgetown Office of Fellowships, Awards and Research (GOFAR) occupy the ground floor of the Gervase Building.
The Honor Council
The Undergraduate Honor Council is the principal administrative body of the Honor System. The Council consists of students, faculty, and decanal representatives from each of the four undergraduate schools and the School of Continuing Studies. Applications for Honor Council membership will be received in March for the following academic year. However, a few spaces are reserved each fall for new first-year and transfer students. For more information on the Honor System, please see Section VI of the Academic Regulations section of the Bulletin.
The Georgetown Undergraduate Research Opportunities Program (GUROP)
The Georgetown Undergraduate Research Opportunities Program (GUROP) aims to advance faculty research projects with the assistance of motivated undergraduate students, and to benefit students by introducing them to valuable research experience. Students may participate in GUROP as early as spring semester of their first year, provided their first semester grades are superb, and they have identified a faculty mentor. Students with at least sophomore standing and a minimum grade point average of 3.0 are also eligible to apply, students with lesser GPAs by approval. Successful participants, who have completed an anticipated 60 hours of research at the direction of their faculty mentors, will receive a transcript notation "Undergraduate Research Assistant," [semester of participation] for each successful semester. All students involved in mentored research during an academic year (summer through spring) are eligible to apply competitively for a full-time, funded GUROP Research Fellowship for the next summer. Preference is given to students who have participated in GUROP for at least one semester. Students who have successfully completed at least one term as a GUROP Research Assistant in an academic year are eligible to apply competitively for a full-time, funded Summer Research Fellowship for the subsequent summer. A description of the GUROP program and applications can be found at: http://gervaseprograms.georgetown.edu. The deadline for submission of faculty and student information forms and faculty-student agreement form is Friday of the second full week of classes.
The Georgetown Office of Fellowships, Awards, and Research (GOFAR)
The Georgetown Office of Fellowships, Awards, and Research (GOFAR) assists ambitious undergraduates to pursue academic excellence in independent and individual ways that go beyond the ordinary curriculum and requirements. GOFAR comprises several principal functions:
The Research Resources Office operates as a central clearing house for information and advice on undergraduate research opportunities across the broad horizon of disciplines, both those opportunities available through Georgetown and those supported outside the university. It advises students on these opportunities, and assists them in incorporating research into their Georgetown experience.
The Carroll Fellows Initiative (CFI) is Georgetown's flagship program for its most academically talented and ambitious undergraduates. Ordinarily limited to no more than 2% of each entering class, the CFI encourages its students to use their time at Georgetown to prepare for futures that live out the program's motto Mentis Vita Pro Vita Mundi (the life of the mind for the life of the world). Beginning with the mandatory two-semester Carroll Forum in the spring of their first year, Carroll Fellows follow a seven-semester path that helps them to define their individual academic goals and to access the programs that best suit those goals. Throughout those three and a half years, Carroll Fellows are both intensively and extensively mentored, both by the directors of the program and by their older peers in and recent alumni of the program. For many Carroll Fellows the CFI functions as the key Georgetown experience, the one that unlocks the most challenging and rewarding opportunities. The CFI also administers the Lisa J. Raines Summer Grant Program which supports ten weeks of independent research. The Raines award is not limited to Carroll Fellows—all undergraduates may apply.
The Office of Fellowships and Awards identifies and recruits highly motivated and accomplished students interested in applying to the most competitive, merit-based national and international fellowships and scholarships. These include the Fulbright, the Rhodes, the Marshall, the Mitchell, the Truman, and the Gates. The Office's website also includes a listing of many other awards that students may pursue independently. Students are encouraged to begin preparation for these competitions as early as the sophomore year, especially if they plan to study abroad as juniors. The Fellowships and Awards professional staff helps students not only to identify fellowship opportunities matched to their undergraduate experience but also to shape that experience in ways that allow for success in these demanding competitions.
The Programs in Gervase also host the Georgetown chapter of Phi Beta Kappa, the national academic honors fraternity. For more complete descriptions of all aspects of GOFAR please visit http://gofar.georgetown.edu.
Center for Social Justice Research, Teaching and Service (CSJ)
The Center for Social Justice Research, Teaching and Service (CSJ) serves as a central resource for students interested in finding opportunities for service and social justice work with the local and global community. Within CSJ, there are three professionally staffed programs: the After School Kids (ASK) Program, D.C. Reads, and the D.C. Schools Project. In addition, there are over 40 student-run organizations that work in a variety of areas including homelessness, fair trade, HIV/AIDS, and prison outreach. CSJ hosts alternative spring break trips; sponsors summer programming that provides opportunities for cultural immersion and service; and is also a resource for post-graduation volunteerism and careers in service and social justice. Moreover, the Center serves as the administrative home for the Program on Justice and Peace Studies, an academic minor/certificate program at Georgetown University.
CSJ works with faculty to facilitate the design and development of Community-Based Learning (CBL) courses, a pedagogy that integrates community-based work for social justice with course materials through various assignments. CSJ research staff offer community-based research (CBR) workshops and one-on-one consulting to faculty and students, supports faculty who include community-based research as a component of their courses, and provides internship opportunities for students interested in conducting CBR independently. For more information please see: http://socialjustice.georgetown.edu.
Community Scholars Program
The Community Scholars Program, operated by the Center for Multicultural Equity and Access, offers opportunities for first-generation and low-income students in all four of Georgetown's undergraduate schools. Eligible students are identified during the admissions process and invited to attend a four-week academic summer program before the beginning of their first year. Students live on campus with a staff of upperclass advisors and enroll in a Humanities and Writing course and a non-credit enrichment class. The program pays for housing, meals and travel, and participants receive a four-year renewable $1,700 scholarship. During their first year, Scholars benefit from peer study groups and transition workshops as well as personal advising that continues throughout their time at Georgetown. For more information please see: http://cmea.georgetown.edu.
ARMY ROTC, THE "HOYA" BATTALION
Since the early nineteenth century, Georgetown University's ethic of service to the nation has included the training of military officers. It was formalized in 1852 when the Reverend James Clark, a West Point graduate, arrived at Georgetown to expand the existing officer training program. During the American Civil War, University graduates served in both the Union and the Confederate armies. After the war, officer training at the nation's oldest Roman Catholic university was reduced to reflect the relative lack of external threat to our nation as it expanded across the continent. However, university officials quickly organized a Cadet Corps after the outbreak of war between Germany and the United States in April 1917. In February 1918, the War Department officially established the Reserve Officers Training Corps at Georgetown University. Since that time, over 4,000 men and women have been commissioned from the Georgetown University ROTC Program. Today, Georgetown University ROTC graduates continue to serve with pride in the finest tradition of the Georgetown heritage and in the interest of our nation's security.
Purpose and Approach
The Georgetown University ROTC Program consists of structured study in the field of military science. Its primary objective is to prepare those students with leadership potential to serve as commissioned officers in the U.S. Army's Active and Reserve Components. In accomplishing this objective, the citizen-soldier relationship, ingrained as part of the American heritage, is fostered in a collegiate environment. In the classroom and during practical exercises, students are challenged to demonstrate the leadership abilities necessary to serve as future leaders and managers of human and material resources.
The ROTC department, consisting of students from Georgetown University, American University, Catholic University and George Washington University, commissions future U.S. Army officers through rigorous leader development. Moreover, it motivates young people through caring leadership and positive influence to be better citizens for life-long service to the community.
Being an officer in the U.S. Army means being a leader, counselor, coach, strategist, and motivator. Officers must lead other Soldiers in all situations and adjust to environments that are constantly changing. To prepare prospective officers to meet this challenge, the Army ROTC program is designed to develop confident, competent, versatile and resilient leaders with the basic military science and leadership foundations necessary to lead small units in the Operational Environment (OE) and to evolve into the Army's future senior leaders.
Army leader development is a deliberate, continuous, sequential, and progressive process based on Army values that develop cadets into competent and confident leaders. First-year and sophomore students begin with the no-obligation Basic Courses. Junior and senior cadets make up the Advanced Courses. At this stage, they receive instruction on leadership principles and advanced military skills, culminating in a commission as an Army Officer.
To be eligible for contracting and commissioning, as a minimum, a student must be of good character, be in good health, be a United States citizen before contracting (usually by junior year), and be approved by the ROTC Program Director. The contract with the U.S. Army includes the rights and responsibilities of the Cadets who contract. Visit the website at http://rotc.georgetown.edu for more information.
Enrollment in the first two years of Military Science is open to all students—it is an elective program. No service obligation is incurred from enrolling in Army ROTC during the first or sophomore year. Courses can be dropped or added like any elective course.
The Basic Course is a four-course series, usually taken in the freshmen and sophomore years (MLSC-111, 112, 113, 114: Leadership Skills I through IV). The MLSC-111, 112, 113, and 114 classes are one credit each. The Basic Course trains students in such topics as leadership theory, management skills, time management, and military roles and national objectives. In addition, applied topics such as map reading, land navigation, first aid topics, physical fitness and health topics, writing memoranda, giving briefings, and more are also taught.
The Advanced Course consists of a four-course series taken during the junior and senior years (MLSC-211, 212, 251, & 252). The MLSC-211, 212 classes are one credit each. The MLSC-251 and 252 classes are three credits each as is MLSC-103. Consult each school’s degree requirements to determine the number of ROTC credits and/or courses that may be counted toward a particular degree. Normally, Advanced Course cadets contract to become commissioned officers and thus incur some type of service obligation upon graduation and commissioning.
There are also Professional Military Education requirements. Contracted cadets must take and pass a course in American military history (MLSC-103 worth three credits). There are other requirements which may come from the general course offerings at the university and may fulfill both the student's general education (elective) and academic major requirements.
Since all students initially may enroll in ROTC classes, a student wishing to take an upper-level course must seek enrollment approval from the ROTC Director or instructor. Prerequisites do exist for upper-level courses. Course requirements may be established between the Director of ROTC, and the student to tailor the class to the student's interests and needs.
The senior-level courses are considered the "Transition to Lieutenant" phase. The courses focus on staff operations, logistics, military law, and ethics. Seniors are expected to organize and attend an additional one hour staff and training meeting per week as part of their leadership experience and duties. Planning and implementation of training become the primary focus for seniors in Leadership Laboratory.
Scholarships are available at most levels of education, but they are highly competitive. Visit the ROTC website at http://www.goarmy.com/rotc/scholarships.html for additional scholarship information. Georgetown University Army ROTC is designated the "Hoya Battalion." Contact the Enrollment and Scholarship Officer, ROTC, at (202) 687-7056/7065 (Fax: 1109).