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.
On February 23, 2018, the Center for Social Justice hosted Jad Melki, Associate Professor of Journalism and Media Studies at the Lebanese American University, who spoke to Georgetown students and faculty about how ISIS crafted their communication strategy to advance their cause. Jad Melki is an award-winning journalist, who has worked with both U.S. and Arab media for over 15 years. During the talk, he shared his first-hand experiences and analysis of ISIS’s propaganda campaign and its effects.
A world free from sexual assault and harassment begins with conversations in middle school and high school, human rights activist Marissa Alexander proposed during her keynote address at the “Are You Ready” program. Hosted by Health Education Services, the Women’s Center and the Center for Social Justice as a part of Social Justice Week, the annual event was designed to address interpersonal violence through a social justice lens, according to the event’s invitation.
The university’s Center for Social Justice launched the program in 1997 in response to Congress’s passing of the America Reads Challenge Act, a law intended to improve literacy in elementary schools across the country and engage college students in volunteer and federal work-study programs, that same year. Local chapters on college campuses formed in response.