Get in Touch
Contact us today to get more information!
It’s our time to define the Georgetown of the future … We want to identify creative ways—new packages, new educational programs—that use our creativity to address some of these challenges.
The Future(s) Initiative seeks to ensure excellence in student learning and improve faculty professional lives in light of expanding contexts for higher education and critical matters of cost and equity.
The Regents Science Scholars Program, funded by a $1.2 million investment from alumni Joe Zimmel (C’75) and Alison Lohrfink Blood (B’81), leverages the success of Georgetown’s innovation and efforts to address the critical shortage of underserved and first-generation college students who successfully complete degrees in the sciences. The program will expand the number of science students who are part of the Community Scholars Program (CSP) upon entering Georgetown and provide academic support and mentoring for them throughout the academic year and summer sessions.
The Challenges in Childhood and Society course cluster consists of four 1-credit modules that can be bundled together to create a cohesive interdisciplinary experience for students. Collectively, the courses intensively focus on research, practice, and policy perspectives related to children’s physical health, and cognitive, emotional, and behavioral development and the social contexts in which children live, learn, and play. These courses, which will begin running in Fall 2016, allow faculty from both Main Campus and the Medical Center for an experience that combines classroom and site-based work and exposes students to a wide array of academic disciplines and research and teaching practices through both community-based learning and intensive seminar and policy courses.
This online portal and series of modules is the first Future(s) experiment to wrap online learning around immersive experience. The pilot enables students who are engaged in social justice immersion experiences all over the globe to take part in a variable-credit online experience, giving them a reflective space, a community, and a series of one-credit skills modules aligned with their summer experiential learning. The pilot course first ran in Summer 2015 with 11 students and will be repeated in Summer 2016.
This hands-on, studio-based course provides students with real-world skills by implementing projects designed in courses from a previous semester. They will use the post-course studio to create new iterations of their product based on external feedback in an effort to successfully implement their design in the real world. The course teaches students actionable innovation and equips students to apply problem-solving skills from across disciplines to complex challenges. Students gain experience with project management and directly engage with stakeholders to develop their project and make a real-world impact.
The Studio in Design and Communication Studio will provide students with the opportunity to develop their communication abilities, as expressed not only in the written word but also in multiple media, and to acquire and sharpen their technical, design, critical, and project-management skills. The pilot will study two specific elements of studio-based learning: self-guided learning through hands-on work with significant mentoring, and credit awarded through the evaluation of completed projects rather than enrollment, seat-time, or fulfillment of course requirements.
The 8th semester project aims to revitalize the 8th semester with a profound sense of purpose. As more Georgetown seniors go part-time in their final semester each year, this project aims to create (experience-based) learning communities to prepare second semester seniors for long term self-sustained curiosity and reflection.
The proposed urban studio creates a unique interdisciplinary opportunity to enrich the curriculum of Georgetown University by offering students an on-campus space to understand, evaluate and work to solve complex urban challenges. This six-credit, two-semester studio will bolster the university’s commitment to the discipline of urban studies, laying the groundwork for the continued development of a more formal academic program focused on cities and urban life.
The Formation by Design Project is a learner-centered and evidence-centered approach to reinventing our institutions around whole person development and doing so in ways that are thoroughly responsive to the emerging learning ecosystem that characterizes this moment in history—the increasingly data-rich environment that, while enabling personalization and customization of learning, at the same time risks de-centering and dis-empowering learners. The Project engages internal and external stakeholders in a process of defining, designing, and measuring formation of the individual within the context of higher education.