This is a moment to discover new ways of being a university—new ways of being Georgetown.

– President John J. DeGioia

How can we equitably redefine liberal education for the 21st century while effectively integrating digital technology, collaborative research, experiential learning, interdisciplinarity and diverse global perspectives into the curriculum?  Since 2013, the Designing the Future(s) Initiative has worked with faculty, administrators and students across the university to experiment with new ways to deliver Georgetown’s signature education. In order for higher education to be effective, accessible, and successful, these different focuses must be woven together throughout the undergraduate experience. Through this work, Future(s) is redefining integrative learning in the expanding contexts of education.


Whole-Person Learning

Our future calls for agents who are not only technically skilled, but also empathetic, engaged, and responsive to the world’s problems. At this moment in history, a robust whole-person education must emerge at Georgetown: one that builds on the Jesuit precedents of discernment and cura personalis while utilizing new learning tools. Through our emerging projects—like the Core Curriculum Pathways and Bridge Courses—students engage in reflective and intentional practices that allow them to act as agents in shaping their curricular experiences at Georgetown as well as their personal, local, and global futures.


Experiential Learning

Experiential learning empowers faculty to create conditions for students to bridge theory and practice in their coursework. This approach also encourages members of the Georgetown community to have face-to-face interactions with the local and global stakeholders, and facilitates on-the-ground action to address complex societal issues. Projects such as the Urban Studio and India Innovation Studio allow students to experience deep, tangible engagement with both academic principles and emergent global issues.


Interdisciplinary Learning

Georgetown students and faculty are increasingly crossing the traditional boundaries of their respective fields to expand their learning, teaching and research. New curricular models, such as modular courses and studios, encourage this kind of interdisciplinary cooperation by creating sustainable structures for productive collaboration and innovation.

Service Learning

Georgetown is committed to the Jesuit principle of “Women and Men for Others.” This founding principle becomes all the more salient as the University seeks to further engage with issues affecting our broader national and global communities. As a prominent center of learning and policy, Georgetown encourages its community to fulfill the responsibility of public service. has both the opportunity and responsibility to serve the public. Projects like Intersections of Social Justice and Challenges in Childhood and Society enable students to integrate service learning into their credit-bearing courses.