Our Work

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.

-Provost Robert M. Groves

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Want to learn more?

Visit the Red House at 1237 37th Street
or email at redhouse@georgetown.edu.


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.

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Formation by Design

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.

Education and the Future of Work

The current context of higher education is characterized by rising tuition costs, a more diversified student population, and emerging data that connect post-baccalaureate engagement in the workplace and in civic life with high impact, formational experiences during students’ time at colleges and universities. The Red House has partnered with the Deloitte Foundation to award research fellowships to student-driven research projects with potential to influence the national conversation around the value of and innovation in higher education, the relationship between higher education and workforce success, and the relationship between higher education and lifelong formation.

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Challenges in Childhood and Society

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.

Core Curriculum Science Pilots

The Red House is developing a number of modular science courses to enable students across Georgetown’s four undergraduate schools to fulfill their core requirements with an eye toward addressing critical global issues.

Gui2de Incubator

The Georgetown University Initiative on Innovation, Development, and Evaluation—or GUI2DE—is a one-credit course that engages students in empirical research, innovation in development economics, and impact evaluation. The two co-directors of (gui2de) offer mentorship and support for students in the course, which facilitates development research in East and West Africa, India, the Middle East, and Latin America. During the Gui2de course session, students will learn about experimental methods of impact evaluation, project management, survey design and implementation, and data analysis. They will also collaborate in small teams to design solutions—such as mobile apps, engineering projects, campaigns, or social marketing interventions—to development challenges that could later be tested in the field.

Intersections of Social Justice

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.

School of Foreign Service

The Red House is developing a number of modular science courses to enable students across Georgetown’s four undergraduate schools to fulfill their core requirements with an eye toward addressing critical global issues.

Science and Social Change

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.

Studio in Design and Communication

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.

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The Bridge Curriculum

The Red House’s Bridge Curriculum aims to create a space for students and alumni converge and gain professional and personal skills that contribute to whole person learning.  As more Georgetown seniors go part-time in their final semester each year and young alumni seek meaningful ways to connect back to their alma mater, this project aims to create (experience-based) learning communities to prepare these individuals for long term self-sustained curiosity and reflection.

Integrated BA/MA Degrees

Considering the rising costs of higher education, groups of faculty are seeking to experiment with delivering more value for Georgetown’s students and parents’ four-year investments with a combination four-year Bachelors/Master’s degree. The Red House is partnering with the Law Center to develop a proposal for a four-year BA/Masters in Legal Studies that would allow students to take law courses during their senior year, preparing them for law school or a career path involving the law.

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Urban Studio

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.

Global Future(s) Curriculum Studio

In Fall 2016, the Global Futures Curriculum Studio will meet to design at the intersections of curricular innovation and global citizenship, in an effort to rethink Georgetown’s Core Curriculum with a focus modularity and climate change. This project seeks to both infuse the Core Curriculum with the urgent theme of environmental ethics and propose multiple pathways through the University’s Core Curriculum. The Red House is working over the summer to propose initial prototypes of such modular, thematic courses that allow for the greatest flexibility for students as well as a wholly-integrated, socially conscious educational environment.

Experiential Learning

The Red House has partnered with units across campus that offer experiential learning opportunities in order to imagine more collaborative approaches to this growing network of opportunities for Georgetown students. The cohort will develop and pilot a common application for different experiential learning programs and an online portfolio where students can track and reflect on their experiences. Read more about the group’s work. 

City Mapping Project

Georgetown students work with organizations across Washington, D.C. through different curricular, co-curricular, and research opportunities year-round. The City Mapping project visualizes the Georgetown’s engagement throughout the city and fosters the creation of cross-campus initiatives with our community partnerships.

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The Red House, in partnership with the Center for Social Justice (CSJ), has developed EqualX in order to better equip high-needs Georgetown students with funding for experiential learning opportunities. This project seeks to engage high-needs students in impactful experiences outside of the curriculum, through structured programs like Alternative Break Programs (ABP), the online course CSJ Intersections (UNXP-130), and other opportunities in which, without the funding from EqualX, students would be unable to participate.

Regents Science Scholars Program

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.

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