|VI.||University Wide Cross-Disciplinary Courses (UNXD)|
The Center for Social Justice (CSJ) is a central resource and hub at Georgetown University through which students, faculty, and staff engage in Washington, DC through activism, advocacy, service, volunteerism, and community-based learning and research. Through CSJ, students support social justice efforts across the United States and around the world, through service and immersion experiences, disaster relief fundraising, and research and public service fellowships. Through its programs, CSJ endeavors to work with community members and partners, engage thoughtfully in sustainable interventions, and affect short-term relief and long-term social change.
There are over 100 ways to get involved in the University’s mission for the common good through CSJ, including 1 day, 1 week, semester, summer, and year-long opportunities, both on and off-campus. CSJ’s signature programs, run by professional team members and led by students, include: the After School Kids (ASK) program, a mentoring program with court-involved youth; DC Reads, a literacy program with elementary students in DC Public Schools; DC Schools Project, a program providing English language tutoring to the DC immigrant community; STEM AfterSchool, a science enrichment program for elementary students in DC Public Schools; Homelessness Outreach, supporting the local population experiencing homelessness; and Alternative Breaks Program, providing 25+ immersion experiences and service trips annually. CSJ further sponsors summer programming that provides opportunities for service and immersion and serves as a resource for post-graduation volunteerism and careers in service and social justice. In addition, there are over 35 student-run organizations that work in a variety of areas including human rights, prison outreach, HIV/AIDS education, and immigration.
CSJ works with faculty to facilitate the design and development of Community-Based Learning (CBL) courses, through which students integrate community-based work for social justice with academic course material. Students should look for the CBL attribute in the MyAccess course registration system in order to identify CBL courses. CSJ administers the course UNXD 130: Social Action, a 1-credit course that recognizes student community engagement when this engagement enhances classroom learning. Interested students must seek out a Community-based Organization (CBO) that will agree to supervise student learning and service in collaboration with CSJ. UNXD 130 students complete at least 30 hours of community-based work in direct partnership with community members or with an organization that works on behalf of an underserved population; participate in regular reflection sessions; and submit a series of reflection assignments in addition to course requirements. Enrollment in UNXD 130 requires completion of an application and signed agreement between CSJ and the CBO. It is a pass/fail course requiring a minimum of 2/3 completion to pass. This course was previously titled the 4th Credit Option for Social Action. Contact CSJ's Assistant Director for Social Justice Curriculum and Pedagogy at firstname.lastname@example.org with questions and for registration information.
For more information about CSJ, visit: http://socialjustice.georgetown.edu.
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.
Beginning in Fall 2016, degree candidates in good standing from Georgetown College and the Edmund A Walsh School of Foreign Service may register in Burmese, Hundu/Urdu, Indonesian, Thai and Vietnamese language courses at The Johns Hopkins University-School of Advanced International Studies (JHU-SAIS), which is located in Washington, D.C. Registration for these courses is processed by the Office of the University Registrar with the approval of the student's dean. Students must have completed at least one full academic year with a cumulative GPA of at least 3.0 prior to enrolling at JHU-SAIS. Students must pass their current language course before they are eligible to enroll in future course offerings.
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 Carroll Fellows Initiative (CFI) is Georgetown's flagship co-curricular academic program designed to enhance the intellectual life, and foster thoughtful reflection at the intersection of the academic and professional spheres, of its Fellows. The CFI admits approximaltey 2% of each entering class and 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 minds for the life of the world). Propsective Fellows apply in December of their Freshman Year and matriculate the following January beginning with the Carroll Forum. Fellows then follow a seven-semester path that helps them define their individual academic goals and to access the programs that best suits those goals. Throughout those three-and-a-half years, Carroll Fellows receive mentorship from the program director and staff, by their upperclassmen peers, and CFI alumni. For additional information about the program or the application process, please contact email@example.com.
The Office of Fellowships and Awards identifies and recruits students interested in applying for competitive, merit-based national and international fellowships and scholarships. These include the Fulbright, the Rhodes, the Marshall, the Mitchell, the Truman, and the Gates. 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 competitions. For more information about fellowships, please contact firstname.lastname@example.org.
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.
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 core, 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).
The Designing the Future(s) Initiative develops and proposes new courses under the UNXD designation. UNXD courses include university-wide cross-disciplinary courses or courses with an application to a range of fields. These courses also include those offered in non-traditional formats (e.g. single credit or flexible credit practice or skills courses) and courses offered by non-degree granting campus units (such as the Beeck Center for Social Impact and Innovation). UNXD courses might also involve experiential opportunities that involve faculty from multiple schools. With the exception of grade appeals (review here), registration and integrity issues arising in UNXD courses will follow the student through his/her advising dean and will be handled in accordance with the standards and processes laid out in the student bulletin.