Undergraduate Bulletin 2012-2013 Table of Contents
Georgetown College, the oldest Catholic College in the United States, was founded in 1789 by John Carroll, Archbishop of Baltimore. A progressive citizen of his time, he firmly believed in the principles of the United States Constitution. He made it clear that the new college was to be open to students of every religious persuasion.
On March 1, 1815, President James Madison signed the act of Congress which chartered the College of Georgetown. In 1844 it was incorporated by another Congressional act. During the years of the Civil War, Georgetown students fought for the North and South. Later the colors blue and gray were adopted by the College to signify the reunited nation and the sons of Georgetown who had served on both sides in its civil war.
From its founding to the present day the graduates of Georgetown College have taken their places in the forefront of almost every human endeavor. They serve as educators, public servants, and statesmen; they work in business, law, medicine, and research.
The College exists to provide a liberal education for young men and women who will be called to intellectual, moral, and professional leadership, and to foster in them a lifelong commitment to the quest for truth.
As a Jesuit college, it draws upon a dynamic tradition of education, characterized by an optimistic Christian humanism and committed to the assumption of responsibility and action. Accordingly, the College seeks to encourage the development of critical powers, respect for tradition and human reason, and an appreciation of life and all its endeavors. It promotes not only the intellectual disciplines but also the search for personal values and convictions that will enable its graduates, throughout their lives, to continue redefining and maturing their thought, and also to continue pursuing the integration of their activities, values, and relations with others.
In light of these aims, the College has developed a diversified academic program in which fundamental issues and ultimate values play an integral role. A high priority is placed on quality teaching and on developing a community of learning among its faculty, students, and administrators.
In 1995, the School of Languages and Linguistics joined the College as a degree program under the name of the Faculty of Languages and Linguistics (FLL). Students entering the FLL apply specifically to the FLL programs. The mission of the Faculty of Languages and Linguistics has evolved through the years. In the 1950s, the then-new Institute of Languages and Linguistics reflected the immediate needs of those times, emphasizing foreign language learning for students considering service positions in the diplomatic corps and other government agencies. Later, the Faculty refined the study of spoken and written languages to focus on the cultural context of languages to meet the new expectations and new goals of the world community.
Global changes in recent decades and the accompanying new developments in transmission technology have established superhighways of information that enable people to communicate instantaneously and abundantly with one another across continents and hemispheres. The world outside the Academy as now interconnected offers a new and inescapable worldview. More than ever, this emerging multicultural worldview requires an informed understanding of cultures other than ones own. As always, this comes about when people listen to and read the spoken and written words of other peoples who, like themselves, have been and are being changed by new ways of communication and interaction.
Through its various degree programs the College offers majors and/or minors in the following areas. Detailed information about the specific requirements for these majors and minors are provided on this website.
Russian Literature and Culture (in Translation)Certificate Programs African Studies
Latin American Studies
Islam and Muslim-Christian Understanding
Russian and East European Studies
Students are expected to fulfill general education requirements at Georgetown. Students may fulfill a maximum of one half of each general education requirement away from Georgetown with permission from the Deans office.
Out of the normal course load of ten courses in the first year, the student may choose no more than two courses in any one discipline; this regulation holds for sophomore year also. In addition, the student may not take two courses in the same discipline in the same semester during the first two years.
Why Humanities and Writing? Through the Humanities and Writing general education requirement, students should acquire an essential foundation for the academic experience at Georgetown, through the engagement of writing as a complex, recursive process. In keeping with the Jesuit tradition of humane letters, these writing courses are rooted in the humanities and include in the second of these courses an introduction to a humanities discipline other than philosophy, theology, and history, taught in English, with a writing component.
1) To be completed as early as possible in the students college career but no later than the end of the sophomore year: an Intensive Writing Seminar (HUMW-011) centered on the analytic study of complex cultural texts. These courses will be offered only by language and literature departments in Georgetown College and must be taught in English.
2) An introduction to a humanities discipline other than Philosophy, Theology, and History, taught in English, with a writing component. Courses satisfying this requirement are offered by the departments of Art, Art History, Classics, English, Performing Arts, the modern languages, and interdisciplinary programs such as African American Studies, Catholic Studies, Comparative Literature, Medieval Studies, and Womens and Gender Studies. A list of courses satisfying this requirement will appear each semester in the Registrars Schedule of Classes, identified as Humanities and Writing II courses.
The study of history is one of the best ways to challenge ones ideas and assumptions about the world. The study of history leads us to question the many simplified accounts of the world and of its problems that we all encounter in our daily lives. Knowledge of history accomplishes this objective because it consists of the integrated study of all elements of the human experience as they change over time. It therefore introduces students to the interrelations between political, social, economic, cultural, religious, intellectual, artistic, and other developments, and expands their ability to engage with complex causal analysis. This holistic approach gives students a sound understanding of the complex links that characterize societies and cultures, in the past as well as in our own time. The History general education requirement thus calls for students to be exposed to both the recent and the more distant past, so that they may explore changes and continuities in all spheres of human endeavor, and understand the human experience as a process of long-term dynamic evolution.
In addition to covering long time spans, the required courses also have a wide geographic scope, and thus offer students access to trans-national and cross-cultural developments, raising their awareness of global themes and issues and leading them to examine the interaction of diverse cultures and groups. The vast geographic scope and long time spans covered in the required courses also give students insight into the deep roots of contemporary globalization.
All required History courses feature small-group discussion, through which students familiarize themselves with history as an analytical tool. In addition to engaged participation in discussions of primary and secondary sources, the courses also include substantive writing assignments. Altogether the courses thus help students hone their critical reading and writing skills, develop their ability to examine evidence, and improve their capacity for verbal and written argument.
All students in the College are required to complete two one-semester courses in history, ordinarily these two courses: Intro Early History, with sections focusing on World History, the Atlantic World, or Europe (HIST-007); and Intro Late History, wtih sections focusing on World History, the Pacific World, or Europe (HIST-008).
Students who wish to study different world regions, and who feel prepared for the more complex demands of higher-level courses, may replace one semester of the courses described above with one semester of the following courses, always maintaining the requirement for an early and a late course. Again, all students must take at least one of either HIST-007 or HIST-008:
Students with a score of 4 or 5 on the Advanced Placement tests in European or World History will be awarded three credits and will place out of the required general education courses; they still need to take any HIST course of their choice, numbered 100 or above. Students with these scores on both of the European and the World history tests will receive six credits and have completed all history requirements. Students with a score of 3 on the Advanced Placement test in European or World History will receive no credit, but may fulfill the History requirement with any two History courses. No credits or exemptions are granted for the AP test in US history or for the SAT II tests. Students with a score of 6 or 7 on the International Baccalaureate Higher Level exam in History of Europe and the Islamic World receive credit for HIST-007; students with a score of 6 or 7 on the Higher Level exam in History of the Twentieth Century/Regional Topics receive credit for HIST-008: in both these cases, they place out of the required general education courses, and complete the requirement by taking any HIST course of their choice, numbered 100 or above.
Why Philosophy? Through the general education requirement, the Philosophy Department is committed to providing courses that promote students personal growth as human beings in search of meaningful lives, foster their development as responsible citizens, and offer effective introductions to the discipline of philosophy.
Georgetown, with its commitment to the Jesuit tradition, believes that modern men and women should consider reflectively their relationship to the world, their fellow humans, and God. All students take a year of Philosophy and a year of Theology.
All students in Georgetown College are required to take two courses in philosophy, normally one in the first year and one in the second year. One course must be in ethics and one in an area other than ethics. The first class should be PHIL-010 or 020. If the first class is PHIL-010, the second should be PHIL-150199 or PHIL-020. If the first class is PHIL-020, the second should be PHIL-100149 or PHIL-010. The department strongly advises students to take their second philosophy at the 100-level, especially if they are considering majoring in philosophy.
Why Theology? Through the general education requirement, the Theology Department is committed to fostering in students a critically appreciative awareness of the religious dimension of human existence, and to assisting students in reflecting upon their own experience and understanding in that enlarged context. The goal of the second course is to allow students to develop their critical awareness by applying it to a particular area of interest in religion or theology.
Problem of God (THEO-001) and one intermediate level theology elective fulfill the theology requirement. Introduction to Biblical Literature (THEO-011) may be substituted for Problem of God or may be used as an intermediate level elective. (Transfer students are exempt from Problem of God and may select any two intermediate level courses, including Introduction to Biblical Literature, to fulfill this requirement.)
Why Math and Science? The impact of science and technology in our daily lives grows at an astounding pace. Through the Math/Science general education requirement, the departments of Biology, Chemistry, Computer Science, Mathematics & Statistics, and Physics aim to develop an appreciation of the role of scientific knowledge in our modern culture and improve the abilities of all students to participate in the scientific decisions required of us as individuals and members of society.
The math/science requirement may be fulfilled by two courses in either of the following two patterns: (1) any major introductory sequence from Biology (103104), Chemistry (001, 002, 009010 or 055056, 057058), Computer Science (071072), Math (035036/040), Physics (041042 or 105108); or (2) any pair of courses provided one is taken from among Biology, Chemistry and Physics and the other is taken from Math or Computer Science.
Why Social Sciences? In addition to examining the world through the humanities, languages and sciences, the social science general education requirement introduces students to the study of human society in the context of sociology, anthropology, economics, government, psychology, or linguistics. Students engage these perspectives by taking two courses, generally starting with one at the introductory level, in one of these disciplines.
All students except those majoring in Biochemistry, Biological Physics, Biology, Biology of Global Health, Chemistry, Environmental Biology, Neurobiology, or Physics (B.S.), satisfy their Social Science requirement by taking two courses in one of the following fields: Anthropology, Government, Economics, Linguistics, Psychology, or Sociology. In addition to courses in the Linguistics department, the following courses count toward the Social Science requirement as linguistic courses:
Why Foreign Language? Now more than ever, it is essential that all of us learn to see the world through the eyes of another. The study of a language, literature, and culture other than our own enables us to understand the world better, identify commonalities, and respect cultural differences. Along with the in-depth study of the culture and literature of other lands and times, language studies are integrated with the various fields of linguistics. Thus, understanding language in all its forms, styles, and uses ultimately leads to successful cross-cultural communication and more authentic relationships among peoples.
All students in the College must achieve proficiency in a language (ancient or modern) through the intermediate level. During New Student Orientation, placement exams are offered in most languages. Students who do not place above the intermediate level of a language must fulfill the requirement by completing language coursework through the intermediate level. Please note that the number of courses required varies depending on the language family* and the intensity of instruction.
Please note the College does not grant credit for language study repeated at the same level of instruction. Transfer students (including from within the University) should be certain to clear their choice of course level with the Deans Office before enrollment. Intensive language study may or may not make further language study necessary.
Georgetown College requires of its students the standards set forth under Academic Regulations in this Bulletin .
Degrees are awarded three times a year: in May, August, and December. Seniors must file an application for the degree in the College Deans Office. The last day to file for a May degree is February 1; for an August degree, August 1; for a December degree, November 1. Failure to apply for the degree may necessitate the postponement of graduation.
Diplomas are distributed at Commencement in May. Those students who graduate in August may participate in the previous May Commencement. Those who graduate in December may participate in the following May Commencement. Students may elect to have their diplomas mailed to their homes in the summer following the completion of the degree.
The Council on Studies of Georgetown College, composed of the Dean, Associate Deans, Assistant Deans, and Academic Counselors, convenes at the conclusion of the fall and spring semesters to review the grades of each student in the College. In instances where a student has incurred an academic deficiency, the Council may take one of four courses of action: dismissal, suspension, probation, or warning. The Council notifies the student in writing of its decision.
The Board of Academic Appeals shall consist of two members of the Faculty and one College Dean. This Dean will not participate in the original decision during grade review. No member of the Faculty or Deans Office may sit on a Board if:
The student should submit to the Dean of the College a written request for an appeal from the Councils decision within the time limit specified in the notification from the Council on Studies. The student may then present to the Board evidence which would indicate reason for the Board to recommend to the Dean a change in the Councils decision.
Normally the student must appear for the hearing; however, if because of extraordinary circumstances the student is unable to be present, he or she may present a written summary of the grounds for his or her appeal. When presenting his or her appeal to the Board, the student may appear alone or may bring a member of the University community to assist in his or her presentation.
The Board may recommend upholding the Councils decision or it may recommend a mitigation of that decision, e.g., instead of dismissal, a suspension; instead of suspension, a strict probation. It cannot recommend a harsher decision or completely abrogate the original decision.
See the description of the Georgetown University Undergraduate Honor System in the Academic Regulations section of this Bulletin.
The Colleges advising system is designed to inform students of the many curricular options and programs available to them and to help them in making responsible choices which nurture their intellectual interests.
Advising of all first and second year students is supervised by the deans office in ICC 303. During their first year, students are expected to schedule a meeting with their assigned dean or academic counselor to discuss their intellectual interests and academic goals, and to construct a preliminary four year plan. Although the four year plan is designed to insure the timely completion of all degree requirements, it is in no way binding, and it is expected that students will revise their plans as their intellectual interests evolve. The development of the four year plan provides an opportunity for students to explore the full range of curricular options available to them in the College, and to discuss possibilities such as overseas study.
In addition to working with the deans staff, students who enter the College with declared majors in mathematics, the sciences, a language, or linguistics are assigned a faculty advisor in the department of their major. These departmental advisors provide their students with specific information about the proper sequencing of courses required for their majors, discuss and give formal approval to students proposed course selection during preregistration for each upcoming semester, and serve as intellectual mentors in the students chosen field of endeavor. Transfer students are also assigned faculty advisors in their major department.
Students who enter the College undeclared do not formally declare their majors until the second semester of their second year. The deans office staff encourages undeclared students to explore potential areas of interest by engaging in a combination of general education requirements and elective courses in the first two years. When an undeclared student declares his or her major, the student is assigned a faculty advisor in the major department. That advisor is responsible for assisting the student in choosing junior and senior year courses which will result in the timely and successful completion of all degree requirements. A faculty advisor who becomes well acquainted with a student can counsel perceptively and structure course work to prepare for a desired career and/or postgraduate study. Overall decanal supervision of junior and senior students is provided by the deans staff in White-Gravenor 108.
A number of the graduates of the College each year go on to graduate and professional schools. The College attempts, through its curricula, programs, and advising system, to give its students strong preparation for graduate work.
Students who are considering graduate study are encouraged to visit the College Deans Office at any time during the academic year to discuss their interests. Undergraduates should also consult with faculty advisors who can offer viable guidance regarding preparation for graduate studies.
Another university resource available to assist students with graduate school plans is the Career Education Center. Students interested in pursuing competitive fellowships should research opportunities with the Office of Fellowships & Awards.
Georgetown has a long tradition of preparing students to enter the legal profession. While there is no pre-law curriculum, students preparing for law school should concentrate on courses which require analytic thinking and clear written expression.
Most students who plan to go to law school major in one of the humanities or social sciences. However, there is no specific major required for admission to law school. The flexibility of the College curriculum gives students in any major ample opportunity to elect a diverse array of courses which may provide an appropriate background for law. Students interested in pursuing law school should plan to meet with the pre-law advisor in the Career Education Center.
Students who have achieved high honors should consider applying to the Georgetown University Law Center through the Early Assurance Program. This program allows exceptionally well qualified students to submit an application to the Law Center during the junior year. The advantages of the program are that students are not required to take the LSAT and have a less stressful senior year. Students not admitted under the Early Assurance Program may apply again through regular admission during the senior year. Interested students should contact the Law Center Office of Admissions for applications and details at the beginning of their junior year.
Georgetown offers a number of programs which prepare students to enter medical or dental school. In each of these the student must take the following basic pre-medical/pre-dental courses (a full year of each):
The B.S. programs with majors in Biochemistry, Biological Physics, Biology, Biology of Global Health, Chemistry, Computer Science, Environmental Biology, Mathematics, Neurobiology, and Physics include all or some of the above courses. The remaining courses on the list are taken as electives to round out the pre-medical/pre-dental requirements. The B.S. Pre-Medical/Pre-Dental programs are strong science programs, and are particularly appropriate for students who are interested in taking more than the minimum of science and math courses required for medical school admission.
Students may also choose to major in an A.B. program in one of the humanities, social sciences, languages, or linguistics and at the same time to fulfill the minimum science requirements for medical or dental school. Further science courses may be taken as electives at the option of the student in consultation with his or her advisor. The proximity of the College to the Georgetown University Medical Center allows the student to be exposed to the challenges of the medical professions.
Dean Meyertholen chairs the Georgetown Pre-Medical/Pre-Dental Recommendation Committee. The committee also includes Dean Howard, several faculty from the College, as well as one faculty member each from the NHS and Medical School. Students preparing to enter medical or dental school request the committee recommendation at the end of the spring semester in their junior or senior year.
The College has an Early Assurance Program agreement with Georgetown Medical School whereby a select number of pre-medical students, at the end of their sophomore year, may be assured of admission to the Medical School upon satisfactory completion of their junior and senior years. The program is designed to encourage exceptional students to undertake ambitious programs with a degree of security about eventual admission to medical school. Georgetown University Medical School will exempt these students from the MCAT requirement.
Undergraduate Bulletin 2012-2013 Table of Contents