Adam Barton (C’16), who is one of only 18 selected Luce Scholars this year, hopes to transform education as we know it. The nationally competitive program sponsored by the Henry Luce Foundation is designed to enhance the understanding of Asia among future American leaders and provides stipends, language training and individualized professional placements in Asia.
As one of the immersion leaders in an alternative breaks program through the Center for Social Justice Research, Teaching & Service, Emily Graul (NHS'20) not only helped plan programming activities for her peers before and after their trip to Oaxaca, Mexico, but also worked with Center for Social Justice staff to ensure the trip’s themes and learning goals were integrated into their daily activities.
Next week, the Georgetown Scholars Program launches its fifth annual #GSProud campaign, an initiative dedicated to celebrating first-generation and low-income students on the Hilltop and building allyship on campus.
Georgetown continued support for its undocumented students this week by urging Congress to pass permanent protections to relieve university communities experiencing “high anxiety and uncertainty” across the country.
In spring 2018, DCode GU hosted students from Washington Jesuit Academy and HD Woodson High School on campus for a day of coding, games, and fun in the Maker Hub on the first floor of Lauinger Library. Students learned how to apply their coding knowledge to make motors move, program LED lights, develop a program in Minecraft, and many other fun projects.
This summer, the Center for Social Justice Research, Teaching and Service (CSJ) awarded the junior government major its annual David F. Andretta Summer Research Fellowship, which he is using to conduct a qualitative research project on the role of play in childhood education. He is conducting this research while teaching preschool-age children at the JumpStart program in the Columbia Heights neighborhood of Washington, D.C.
WAMU Arts and Culture Reporter Mikaela Lefrak sat in on Professor Ben Harbert’s “Music in U.S. Prisons” Community-Based Learning course this past spring, and reports, “When half of your classmates are inmates, you go to them. On a bright, hot Friday morning toward the end of the spring semester, about a dozen sleepy Georgetown University students loaded themselves into a white 16-passenger van for their weekly drive across town to the D.C. Jail…”
This past May Campus Ministry and the Center for Social Justice launched the first Magis: India trip. Here, Emily Jonsson, COL’ 20, reflects on her experience:
"Those that know me well, or those that have ever encountered any piece of writing containing a fraction of my heart, know that I perpetually struggle with capturing the transcendent essence of what makes a moment, a moment. Such a struggle is remarkably comparable to the one I face now when posed with the question, 'How was India?'
It was – indescribable. Challenging, beautiful, colorful, lively, thought-provoking, and compelling in all the best ways..."
The Alternative Breaks Program (ABP) provides students with the opportunity to practice service and reflection on weekend and week-long immersion trips, both domestically and abroad. Since its beginnings, ABP has expanded to its present-day total of 23 trips offered to students during breaks in the academic year, each with eight to 10 participants. ABP encourages participants to think about ways to continue the conversations sparked on their trips and to keep engaging with the issues that arose.
While Georgetown students were on spring break, about 150 high school students and teachers from 26 local schools came to campus March 8 and 9 for the Junior Science and Humanities Symposium for the greater Washington metropolitan area. The symposium was coordinated by Andria Wisler, PhD, executive director of the Center for Social Justice Research, Teaching and Service and associate teaching professor in the program on justice and peace, and G. William Rebeck, PhD, professor of neuroscience.