- Center for Social Justice Research, Teaching, and Service (CSJ)
- Community Scholars Program
- Language courses at the Johns Hopkins University School of Advanced International Studies
- Center for Research and Fellowships (CRF)
- 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 and beyond through activism, advocacy, service, volunteerism, and community-based learning and research. With 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 in solidarity with community members and partners, engage thoughtfully in sustainable interventions, and affect short-term relief and long-term social change. For more information about CSJ, visit: csj.georgetown.edu, follow CSJ on Instagram at csj.georgetown, and email firstname.lastname@example.org.
There are over 100 ways to engage in the University’s mission for the common good through the CSJ, including day-, week-, semester-, summer-, and year-long opportunities. Through CSJ’s EngageDCorps programs, run by CSJ’s professional team members and led by students, 500 Hoyas have DC-based commitments in community with their peers, and nearly half of these Hoyas allocate their Federal Work Study (FWS) award of their financial aid package to this work.
These programs 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 DC’s diverse immigrant communities; DC STEM, a science enrichment program for elementary students in DC Public Schools; HOME Program (Homelessness Outreach | Meals | Education), supporting the local population experiencing homelessness; and Jumpstart, offering support in Pre-K literacy settings. CSJ further sponsors summer programming that provides deep-dive opportunities for service.
CSJ further serves as a resource to Hoyas for post-graduation volunteerism and careers in social justice. In addition, under the leadership of CSJ’s Advisory Board for Student Organizations, there are over 40 (new window)student-run organizations that work in a variety of areas including human rights, prison outreach, youth development and mentoring, and immigrant justice.
Social Justice Curricular Initiatives
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 (Fall/Spring) and UNXD 030: INTERSECTIONS OF SOCIAL JUSTICE (Summer), 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.
The CSJ leans heavily on the pedagogical force of immersion and dialogue for social change. Through the Alternative Breaks Program, CSJ offers 10+ immersion experiences and service trips annually for Hoyas. Student leaders of CSJ’s programs commit to monthly Racial Justice Dialogues through which participants explore topics including race, racism, white supremacy, and identity.
Awards and Fellowships
The CSJ hosts the Social Innovation for Public Service (SIPS) Fund, a $1.5 million student-run fund that allocates approximately $60,000 in awards annually to support students and alumni in their social ventures for the common good. SIPS is student-led by an Executive Committee and mentored by a Board of alumni, staff, and faculty.
The CSJ is committed to making social justice engagement accessible to all students. For this reason, CSJ provides opportunities for students to serve and research that are fully funded. From conducting research abroad to participating in an Alternative Break Program immersion, CSJ provides diverse funding opportunities for undergraduates. Students can explore our Funding and Awards webpage to learn more about the Davis 100 Projects for Peace Award; Andretta Research Fellowship; Education and Social Justice Research Fellowship; Jackson Fund; and more.
2. Community Scholars Program
The Community Scholars Program (CSP), managed by the Center for Multicultural Equity & Access (CMEA), 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: 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. Center for Research and Fellowships (CRF)
The Center for Research and Fellowships (CRF) supports students in undertaking meaningful undergraduate research opportunities as well as in pursuing transformative fellowships that enhance their academic and professional development and accelerate their trajectories.
CRF oversees both mentored and independent undergraduate research fellowship programs. In supporting students in pursuing meaningful research experiences, the CRF helps students not only to think deeply and critically about complex issues but also to become engaged student scholars contributing to the production of new knowledge. Through research, students develop the intellectual building blocks for creative problem-solving, learning by doing.
Mentored Research: the Georgetown Undergraduate Research Opportunities Program (GUROP) (new window) offers undergraduate students the opportunity to learn the discipline and experience the rewards of scholarly research by working with faculty on their research projects. Students may participate in GUROP as early as spring semester of their first year. The Summer Mentored Undergraduate Research Fellowship (new window) is a funded, directly mentored or supervised summer research opportunity. Recipients work closely with a faculty member in their research or do research alongside a faculty member on a closely-related project, receiving up to $5,000.
Independent Summer Research: the Kalorama Summer Research Fellowship (new window) provides $5,000 to successful applicants to design, investigate, and produce an original research project. The research idea must be the student’s own, though students must secure a faculty sponsor who supports the research. The Kalorama is open to first-years, sophomores, and juniors in the humanities, social sciences, and environmental sciences. The Raines “Grand Challenge” Summer Research Fellowship (new window) provides undergraduate students with $5,000 to conduct independent summer research projects engaging with an intractable “grand challenge” facing our society. In addition to conducting their own projects, Fellows will come together as a cohort to share their research, find exciting cross-disciplinary touch points, and learn from and network with faculty working in the field. Through bridging disciplinary divides and fostering dialogue around a central theme, this Fellowship responds to the need for 21st-century leaders with not only the expertise but also the creativity and multidisciplinary understanding to innovate and effect social change. The Raines is open to sophomore and juniors from all majors, and students may apply for full-time projects or part-time, collaborative projects. For more information about undergraduate research, please contact email@example.com (new window).
CRF supports ambitious students and alumni in pursuing competitive, merit-based national and international fellowships and scholarships (new window) that further their academic, professional, and personal development in individual ways. These include the Fulbright, the Truman, the Rhodes, the Marshall, and the Gates-Cambridge. In designing a fellowship application, regardless of outcome, CRF helps candidates imagine how they might develop and apply their academic strengths, passions, and talents in the service of the greater good. In the process, fellowship candidates deepen their expertise, refine their thinking, chart their futures, and learn how to tell their story. CRF 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 (new window).
CRF 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 opportunities and resources, please visit the CRF website, www.crf.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 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).
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), 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.