The Provost’s Office oversees campus-wide education initiatives that promote rich teaching and learning experiences and integrate teaching and scholarship.
The Provost's Undergraduate Research Presentation Awards (PURPAS) provides funds for undergraduates who want to extend their undergraduate research efforts beyond the Georgetown campus in either traditional or innovative ways, in the form of conference presentations, publications, or performances. This program offers multiple mechanisms for supporting thesis and independent research on campus, such as tutorials, GUROP, Raines, Kalorama, and various research fellowships. However, limited funds are available for the creative and expansive dissemination of the results of research, through, for example, conference presentations, publications, and performances.
The Provost's Undergraduate Research Council (PURC) is a faculty-undergraduate student council formed to guide and promote undergraduate research. The Council (1) helps coordinate and promote undergraduate research opportunities; (2) assists students and their mentors in conducting research on and off campus and in compliance with Georgetown and federal policies and procedures (e.g., GUACUC, IRB, minority policy); (3) develops priority areas for supporting undergraduate research; and, (4) showcases undergraduate research at scheduled conferences, symposia, workshops, etc. (5) helps to facilitate funding for undergraduate research and related activities. The Council may also review award nominations and proposals for undergraduate research activities and interact with other units that support undergraduate research (e.g., Gervase/GUROP, Psi Chi, NHS URC).
The Marino Workshop is the first academic experience new students engage in when coming to Georgetown. During the summer prior to matriculation, the university asks all new students to read a selected text by an international author. At the beginning of the fall semester, the author comes to campus to discuss the novel and the life of writing, creating an important community-building experience.
The ITEL Initiative supports faculty interested in integrating technology into their courses both with financial resources as well as expert support to design and implement new approaches. Grants support innovations ranging from introduction technology into single course elements to transformation grants, which could include the complete redesign of courses and programs.
Georgetown University has launched an integrative initiative that engages the whole Georgetown community in an exploration of issues facing higher education and actively experiments with new ways to deliver the education we value into the future. How could we design a university for the future that would have liberal education values at its center but be appropriate for the world of 2030 and beyond? What kind of student-centered university is possible right now that only we could create at this moment? Rather than responding to potential disruptions facing higher education by trying to hold on to outdated practices, we believe Georgetown can make a distinctive contribution to this discourse by treating the question of our future as a design challenge. Please see Designing the Futures of the University for further information.
The practice of assessment underscores a question that is a fundamental condition of teaching and learning at Georgetown: How do we know our students are learning in the ways we hope and expect? How do we continually improve our performance as faculty and administrators? Assessment provides a framework that helps us discover methods for improving the ways we articulate the goals we set for our students and ourselves, as well as the transparent ways we discover and share knowledge about how well we’re meeting these goals. Please see Assessment and Accreditation for more information on teaching and learning goals. Please see Assessment of Academic Areas for information about ongoing program and department reviews.