Open Call for Bridge Course Proposals


Call for Proposals – Bridge Courses for Seniors

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

See the main page for the Bridge Course listings here.

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:
  • 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


Other Notes:

  • 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
  • Develop questions and reflections with other seniors from across Georgetown in a faculty-mentored seminar setting
  • Translate lessons into insights, skills, or decisions that enhance and round out preparation for life beyond graduation
  • Course subject matter is distinctively framed and not generally found in the traditional curriculum
  • Course engagements include academic content such as reading and writing
  • Rationale for course’s relevance to graduating seniors
Courses in the Personal and Professional Development Category
  • Develop pragmatic and holistic skillsets or frameworks that contribute to the overall integration of learning, sense of career preparedness, or skills relevant to educating the whole person
  • Creation of an artifact or artifacts of learning that can inform student livelihood, motivation, or decision-making after graduation
  • Course addresses distinctively framed skills or mindset that address either decision-making or navigating post-college life and career
  • Proposal includes tentative weekly topics and the course’s primary assignments
Courses in the Enduring Questions Category
  • Engage a text, author, theme, or question that lies at the foundation of a liberal/ Georgetown education
  • Reflect individually and with peers to integrate and apply the course themes to each individual and in the context of cura personalis
  • Course theme and readings are appropriately oriented to last semester seniors
  • Course writing and other assignments meant to provoke mature sense of reflection


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
Enduring Questions

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