Topics covered on this page:
- Application Process and Eligibility
- What is Bridge?
- Learning Goals and Course Selection Criteria
- What else should I expect if I teach a Bridge Course?
- Complete list of previous Bridge Courses
Application Process and Eligibility
Timeline for Call for Proposals (application deadline is now closed)
- By June 15, please submit a brief letter of interest, along with a brief description of the course you’d like to teach (just a few sentences is enough to indicate your interest and preliminary idea). Email to: email@example.com.
- By August 24, we will have reviewed proposals and settled on the full portfolio of courses
- By October 15, we will have developed and approved the selected proposals, and will have them entered into pre-registration
- Tenure line, non-tenure line, and adjunct faculty, as well as staff/ AAP are all eligible. In our first two years, we’ve had faculty from all of these categories.
- Tenure line and non-tenure line faculty teach in Bridge outside of load and adjuncts take on Bridge as an additional assignment. Staff load and compensation will vary according to their portfolio and position. In all categories where the stipend applies, the standard stipend is $4000.
What is Bridge?
In Spring 2017, The Red House launched a new series of courses designed to address the moment of transition and growth unique to seniors in their final semester at Georgetown. We piloted six courses in 2017 and expanded to twelve in 2018. For the Spring 2019 semester, we are opening the application process to accept proposals from all faculty and staff as we expand further.
Bridge is a new series of one-credit courses designed exclusively for graduating seniors. The purpose of the Bridge Courses is to bring seniors together and provide a unique opportunity to reflect back and make meaning of their undergraduate experience in a way that helps them apply what they’ve learned to their prospective personal and professional lives beyond graduation. That includes developing skill sets and mindsets that give students a grounded orientation toward life after graduation, as well as thinking about how to use their Georgetown education to take on complex, pressing problems faced by society. Bridge Courses are offered in two categories — Personal and Professional Development, and Enduring Questions — and range in size from approximately 10 – 20 students, with an average of 12.
Over the first two years of the Bridge Courses, we engaged 14 instructors and approximately 250 students. Across the board, faculty and students have reported high levels of satisfaction and fulfillment with their experience in the courses. The unique intimacy of the setting promotes authentic conversations and engagement between faculty and students, and the spirit and themes of the courses capture the intrinsic motivations of seniors. While faculty have found this to be an opportunity of mentorship and meaning, seniors have brought a maturity and a sense of personal connection to both the course content and each other as they share in a distinctive life moment.
Learning Goals and Proposal Selection Criteria for Last Semester Bridge Courses
|Learning Goals. Students will:||Criteria for Selection|
|All Bridge Courses for 8th Semester Seniors||
|Courses in the Personal and Professional Development Category||
|Courses in the Enduring Questions Category||
What else should I expect if I teach the Bridge Course?
Course Preparation and Evaluation:
- Leading up to approval, you will be supported by our Red House team to develop your course syllabus, with support coming from the lessons learned from prior bridge courses and in conjunction with the resources provided by the Center for New Designs in Learning and Scholarship (CNDLS)
- After approval, but before the beginning of the Spring semester, we will organize a gathering for all Bridge faculty to come together and get to know one another. The session will also be a chance to hear from returning Bridge faculty on practices and lessons they’ve learned about teaching a Bridge Course, and to answer questions new faculty may have.
- In order to keep our curriculum committee informed of the successes or shortcomings of the Bridge program each year, we have agreed to compile and share results from course evaluations from each course. The evaluations will be used for quality control and to learn about the student experience in the courses. Faculty will be given the option of administering the standard and official Course Evaluation, provided by the registrar, or can choose to administer our in-house feedback form. Our feedback form will have some similarities to the standard Course Evaluation, but will provide students a better chance to express their feedback on the uniqueness of the Bridge Course, responding to measures that we have deemed worthy of tracking.
- At the end of the semester we will plan to have a series of small faculty debriefs to hear your feedback, build on our learnings, and prepare for the next year. Please feel free to contact Samantha Levine and Duncan Peacock for more information on the evaluations.
- In addition to bringing the faculty together before the start of the semester, we plan to hold Bridge-wide events during the semester, whether that be a chance for students and faculty of all courses to see a speaker together, to have a workshop together, or simply a social hour for everyone to mingle and come together as a community.
- At the end of the semester, we will hold an end of year celebration to which all Bridge faculty and students will be invited. In previous years, students and faculty alike have expressed interest in such events that are open to those from all courses.
Complete List of Past Bridge Courses
|Course Category||Course Title||Faculty/ Instructor||Year(s)
(S – Spring; F – Fall)
Personal and Professional Development
|Life Negotiations||Andrew Caffey||S2017, S2018, S2019, S2020|
|What’s My Story? Developing a Personal and Professional Narrative (formerly “Story-knowing and Storytelling”)||Beth Harlan||S2017, S2018, S2019, F2020|
|Data Visualization||Alex Engler||S2017|
|Vocation and Purpose||Jeanne Lord & Rev. Bryant Oskvig||S2017, S2018, F2019, F2020|
|Applied Ethics: Dealing Successfully with Ethical Challenges||Al Pierce||S2018, S2020|
|Organizational Behavior||David Wallis||S2018|
|Environmental Stewardship||Laura Anderko||S2018|
|Leadership for Young Professionals||Jennie Fay||S2019|
|Keeping Creativity Current||Thomas Xenakis||S2019, S2020|
|A Lifetime of Experimentation||Carrie von Bose||S2019|
|Who I Was, and Who I Will Be||Erin Force||S2019, S2020|
|The Jane Goodall Rules: Acting Upon Our Reasons for Hope||John Trybus||S2019, S2020|
|Identity Formation and Interpersonal Relationships||John Wright||S2019, S2020|
|Practicing Mindfulness||Ken Tercyak||F2019|
|Spirituality and Leadership||Whitney Maddox and Rev. Brandon Harris||F2019, F2020|
|Makerspaces and Justice||Amanda Munroe and Don Undeen||F2019|
||Freud and the Good Life||Terrence Reynolds||S2017, S2018, S2019|
|Radical Hope: Ethics in the Face of Cultural Devastation||Kate Withy||S2017|
|Augustine’s Confessions||Kate Withy||S2018|
|Existentialism 2.0||Frank Ambrosio||S2018, S2019, S2020|
|The Forgotten Humanity of Prisoners||Marc Howard||S2018, S2019, S2020|
|Citizenship in a Globalized World||Fr. Matt Carnes||S2018, S2019, S2020|
|Flourishing in the Future||Sarah Stiles||S2018, S2019, S2020, F2020|
|Setting the World on Fire: Using Your Mind in Service to Humanity||Chandra Manning||S2019, S2020|
|The Problem of No God||Anthony Pirrotti||F2019, F2020|
|This I (May) Believe||Joan Riley, Christopher Barth, Fr. Jerry Hayes||S2019, S2020|