This type of initiative is just exactly what it means to be at a Jesuit institution…thinking expansively about who we invite to this campus is key. It’s about more than just educating scholars coming from diverse, underrepresented backgrounds. It’s about all of us being educated from this experience. We learn not just from disciplinary knowledge. We learn from our community.

– Professor Heidi Elmendorf

How can Georgetown better integrate equitable solutions into institutional structures, pedagogies, and practices? Central to Georgetown’s founding mission lies a commitment to provide access to a world-class education for all students, no matter their background, and to provide them with the resources, guidance, and support that will enable them to achieve their goals. Future(s) is committed to ensuring equity throughout the whole educational experience.

Leveling the Playing Field

Georgetown has taken several recent steps to address equitable access to a Georgetown education. We are one of the founding members of the American Talent Initiative (ATI)which seeks to increase the number of low and middle income students at 270 of the nation’s schools with the highest six-year graduation rates. We are also working to reduce the cost of higher education and transformative learning by reducing time to degree, rethinking traditional class time, and making use of online and experiential learning strategies.

Innovation to Support Student Success

Designing the Future(s) has always emphasized the need to change unsustainable, rising costs in higher education. The research and design activities that we employ across all of our curricular initiatives directly address issues of cost and equity. These activities seek to redesign the financial model for transformative learning in the Georgetown context and support new flexible and modular models. Projects like the Regents Science Scholars Program utilize a number of online and summer learning opportunities to support a growing number of first-generation students.