- Center for Social Justice Research, Teaching, and Service (CSJ)
- Community Scholars Program
- Language courses at the Johns Hopkins University School of Advanced International Studies
- Programs in Gervase
- U.S. Army Reserve Officers’ Training Corp (ROTC), The HOYA Battalion
- University Wide Cross-Disciplinary Courses (UNXD)
1. Center for Social Justice Research, Teaching, and Service (CSJ)
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 (new window), a mentoring program with court-involved youth; DC Reads (new window), a literacy program with elementary students in DC Public Schools; DC Schools Project (new window), a program providing English language tutoring to the DC immigrant community; DC STEM (new window), a science enrichment program for elementary students in DC Public Schools; HOME Program (Homelessness Outreach | Meals | Education), supporting the local population experiencing homelessness; Jumpstart, supporting Pre-K literacy settings; and Alternative Breaks Program (new window), providing 25+ immersion experiences and service trips annually. CSJ further sponsors summer (new window) programming that provides opportunities for service and immersion as well as serves as a resource for post-graduation volunteerism (new window) and careers in service and social justice. In addition, there are over 40 student-run organizations (new window) that work in a variety of areas including human rights, prison outreach, HIV/AIDS education, and immigrant justice.
Students can integrate social justice fieldwork into their coursework through community-based learning (CBL) courses. Learning objectives in CBL courses meet needs identified by community partners. Students can search for CBL courses in MyAccess by selecting “community-based learning” as a filter in the “attribute type” menu.
CSJ offers UNXD 130: SOCIAL ACTION and UNXD 030: INTERSECTIONS OF SOCIAL JUSTICE, pass/fail 1-credit courses that wrap around student service experiences through regular reflection in community with peers and mentors through a social justice lens.
UNXD 130: SOCIAL ACTION is offered in-person on Main Campus in the fall and spring semesters. Students meet four times over the semester and reflect on connections between their academic learning and social justice work. Enrollment requires a formal commitment to serve at least 30 hours over the semester with an organization (including CSJ signature programs) that works with or on behalf of an underserved population. Students can take UNXD 130: SOCIAL ACTION up to three times. This course was previously titled the 4th Credit Option for Social Action.
UNXD 030: INTERSECTIONS OF SOCIAL JUSTICE is offered online during the summer cross-section and (beginning in fall 2019) in-person for students at the downtown-DC Capital Applied Learning Lab (Georgetown CALL). Students engage in daily reflection on fieldwork with a social justice lens through engagement via the Canvas learning platform. At the CALL, students meet weekly for reflection in person. Enrollment requires the student’s formal commitment of at least 10 hours per week for the semester. Contact CSJ’s Associate Director for Mission Curricular Integration at email@example.com for more information.
For more information about CSJ, visit: http://socialjustice.georgetown.edu (new window).
2. Community Scholars Program
The Community Scholars Program, managed by the Center for Multicultural Equity & Access, offers an enhanced educational opportunity for first-generation college students from high financial need backgrounds in all four of Georgetown’s undergraduate schools. Eligible students are identified during the admissions process and invited to attend a five-week academic summer program prior to the start of their first year at Georgetown. Designed to aid their transition to higher education, students take two courses for academic credit, attend orientation workshops, and begin forming bonds with one another, faculty members, and administrators that will help sustain them through college. Georgetown covers all costs associated with the summer experience including housing, meals, travel, textbooks, supplies, and other program fees. Additionally, Scholars who receive a need-based financial aid package are eligible for a renewable three-year $1,700 scholarship to compensate for lost summer wages. Beyond the summer program, CSP continues to support its Scholars during the school year with academic advising, mentoring and personal counseling, peer-led study groups, transition workshops, community gatherings, and academic seminars. For more information please visit: http://cmea.georgetown.edu/community-scholars.
3. Language Courses at the Johns Hopkins University School of Advanced International Studies
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.
4. 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 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 traditional undergraduate schools and Bachelor of Liberal Studies degree from the School of Continuing Studies. Applications for Honor Council membership will be received in early fall (August/September) for the upcoming academic year. Students previously on the Honor Council must re-apply. Spaces are reserved each fall for returning undergraduates and for new first-year and transfer students. For more information on the Honor System, please see Section VI of the Academic Regulations (new window) 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. Registration forms for GUROP are due by September 20 (fall), January 20 (spring semester), and June 20 (summer term). Successful participants, who have completed an expected 60 hours of research at the direction of their faculty mentors, will have the following course entry added to their official record: “UROP- [SUBJECT, e.g., BIOL, SECTION] – MENTORED RESEARCH” for each semester of participation. 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 mentored research, e.g., GUROP, for at least one semester. A description of the GUROP program and instructions about application can be found at: https://gurop.georgetown.edu (new window). Independent research may also be funded through various other grant programs, such as the Kalorama and Raines Fellowships, and other research opportunities administered by the various undergraduate deans’ offices.
The Georgetown Office of Fellowships, Awards, and Research (GOFAR)
The Georgetown Office of Fellowships, Awards, and Research (GOFAR) supports ambitious students and alumni in pursuing transformative fellowship opportunities that further their academic, professional, and personal development in individual ways. GOFAR comprises several principal functions:
GOFAR guides students and alumni interested in applying for competitive, merit-based national and international fellowships and scholarships. These include the Fulbright, the Truman, the Rhodes, the Marshall, and the Gates-Cambridge. In designing a fellowship application, regardless of outcome, GOFAR is committed to helping candidates think deeply and critically about complex issues and to providing them with a constructive space to examine and imagine how their strengths and talents may be developed in service of the greater good. The process of designing a fellowship application involves growing expertise in a subject or problem area and learning by doing. GOFAR begins working with students as early as their first year on campus, supporting them in identifying fellowship opportunities matched to their undergraduate experience but also in shaping that experience in ways that allow for success in these competitions. For more information about fellowships, please contact firstname.lastname@example.org.
GOFAR offers a range of resources – from applicant toolkits, to modules, to research and experiential learning directories – that prepare students not only to strengthen their fellowship applications but also to make the most of their undergraduate experience and enhance their professional trajectory. For more information about these resources, please visit the GOFAR website, www.gofar.georgetown.edu.
The Carroll Fellows Initiative (CFI) is Georgetown’s flagship co-curricular academic program designed to enable students, starting from their first year, to craft a distinctive collegiate experience, one that is not only highly satisfying in itself but also prepares them for competitive post-graduate opportunities. Central to the program is its motto Mentis Vita Pro Vita Mundi (the life of the mind for the life of the world). Prospective Fellows apply during their first year to begin the two-semester Carroll Forum, which emphasizes critical and original thinking, clear and persuasive writing, and effective public speaking. Students who succeed in the Forum are invited to participate in the CFI, embarking on a five-semester path that helps them define their individual academic goals and to access the programs that best suit those goals. For additional information about the program or the application process, please contact email@example.com.
For more complete descriptions of all aspects of GOFAR, please visit http://gofar.georgetown.edu (new window).
5. U.S. Army Reserve Officers’ Training Corp (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 (new window) 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 (new window) 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).
6. University Wide Cross-Disciplinary courses (uNXD)
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 (new window)), 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.