Undergraduate Bulletin 2012-2013 Table of Contents
The School of Foreign Service was founded in 1919 as a direct response to the involvement of the United States in the First World War. Having entered upon the stage of world politics and world commerce, we assume world-wide obligations. Our viewpoint can never be the same again, wrote the Rev. Edmund A. Walsh, S.J., the Schools first Dean. Five years before the diplomatic corps of the United States was reorganized and named the Foreign Service, Georgetown created a program dedicated to educating students on global issues and preparing them for lives of service in the international arena. This mission reflected both the Universitys Jesuit heritage, with its emphasis on intercultural understanding, and its origins as an institution of the American Enlightenment, dedicated to the rights of man and the education of citizens.
Today the undergraduate program of the School of Foreign Service offers about 1,450 students a liberal arts education that stresses multidisciplinary studies in a global context. Students devote much of the first two years to a Core Curriculum that provides the essentials of a liberal education and a foundation for further intellectual development. During their sophomore year, students choose from one of seven majors focused on global issues. Although the majors are rooted in particular disciplines, each incorporates intellectual perspectives from several fields. For example, the program in Science, Technology, and International Affairs (the only multi- and interdisciplinary science studies major at Georgetown) combines course work in the biological and physical sciences, geography, bioethics and other areas of the philosophy and history of science, government, economics, and policy studies. This dual emphasis on international scope and multidisciplinary approaches distinguishes the curriculum of the School of Foreign Service from that of other liberal arts programs, including that of Georgetown College.
In the summer of 2005 the Georgetown University School of Foreign Service in Qatar was established by agreement between Georgetown University and Qatar Foundation for Education, Science and Community Development. With this agreement Georgetown joined four other distinguished American universities on the campus of Education City in Doha, and the School of Foreign Service in Qatar began with the guiding principle to maintain the standards and quality of its academic program in all its dimensions. Taught by a faculty recruited both from the Georgetown Main Campus and from around the world, undergraduate students in Qatar pursue the same curriculum as students in Washington. They also study abroad in the United States, England, and Australia, and travel to learn and to provide service to less fortunate people in India, Israel, Jordan, Palestine, Rwanda, and Tanzania.
Graduates of the School of Foreign Service are a diverse group who make careers in many different areas. While the largest group of graduates works in the private sector, with law and business providing a range of opportunities, the traditions of public service and scholarship both remain strong. Alumni can be found in the areas of diplomacy, international organizations, and humanitarian work, as well as in scholarly careers as members of university faculties or research organizations. In all, about two-thirds of the Schools alumni go on to postgraduate degree programs in a variety of fields.
The BSFS Core Curriculum (the Core) is distinct from a general education distribution requirement in that (1) it integrates thematic material across courses and (2) it combines theory and practice in international affairs while instilling values of citizenship and service, in direct alignment with the mission of the School.
To fully understand the complex global problems, BSFS students need foundational knowledge in multiple disciplines. For example, international and regional conflicts cannot be explained by political science alone; economic, historical, religious, and cultural dimensions, among others, are intertwined inextricably. The Core, therefore, consists of disciplines and courses deemed to be most relevant for providing foundational knowledge and problem-solving skills while maintaining the ecumenical nature of a liberal education.
Knowledge from ECON-243 International Trade and ECON-244 International Finance is vital in international affairs. These and their foundational courses, ECON-001 Microeconomic Principles and ECON-002 Macroeconomic Principles, expose every SFS student to quantitative methods in the social science.
To fulfill the history requirement, students study both western and non-western history distributed over three courses: one course that covers the west (HIST-007 Introductory Early History or HIST-008 Introductory Late History) and two courses that cover the non-west (from a list of 100-level and 200-level HIST courses).
The University requires two philosophy, two theology, and two humanities & writing courses. The Core adapts these requirements to explore questions about humanities, values, and ethics through the framework of international affairs. BSFS students must fulfill the first philosophy requirement through an SFS-specific political philosophy course, PHIL-099 Political & Social Thought, and they may fulfill the second humanities & writing requirement through a foreign literature course. There is also a specially designed course for non-native English speaker students, ENFL-114 Critical Writing for International Affairs, which fulfills the first humanities & writing requirement.
Students complete most of the Core courses during their freshman and sophomore years, but they are not mandated to do so. Students have the flexibility to start their major studies early, to take extra foreign language credits, or to take free electives by having advanced credits, taking summer courses, or deferring some of the Core courses until the junior and senior years.
The Core requirements build on one another and form the foundation for all of the majors. INAF-100 Freshman Proseminar and PHIL-099 Political & Social Thought introduce students to academic reading, writing, and discussion, through intense assignments, small group interactions, and close instructor attention.
Knowledge builds across courses and disciplines. For example, game theory is introduced in ECON-001 Microeconomic Principles. This theory is then applied as an explanation of nuclear proliferation in GOVT-006 International Relations. The inter-governmental game is developed further to understand trade treaty negotiations in ECON-243 International Trade. Theories of international trade and international relations explain some of the regional interactions that have shaped history and are covered in the Regional History courses.
The Core Curriculum lays the academic foundation for entry into one of seven interdisciplinary majors that will be outlined below. Unlike traditional discipline-based major programs, SFS majors have two characteristics:
The two characteristics highlighted above are apparent within each of the majors. Taking one of the majors, International Political Economy, as an example, we can see that seven of the Core requirements (ECON-001 Microeconomic Principles, ECON-002 Macroeconomic Principles, ECON-243 International Trade, ECON-244 International Finance, GOVT-006 International Relations, GOVT-121 Comparative Political Systems, and PHIL-099 Political & Social Thought) serve as foundational courses for the major, but none of these courses count toward the major itself. Because basic competencies have already been established through the Core, the major courses can be at the specialized level and can span across academic disciplines without compromising disciplinary expertise.
Thus within each of the BSFS majors, students can take full advantage of course offerings and faculty expertise across several departments, utilizing the full range of disciplinary theories and methods, and integrating them to attain a complex understanding of the problems and challenges faced by the global community. This combination of advanced coursework and interdisciplinary approach prepares students to be effective problem-solvers in a wide range of career fields.
The School of Foreign Service modern language requirement forms part of Georgetown Universitys mission to prepare students to be reflective, engaged and informed global citizens. The goal is to prepare students for professional discussions in a modern language other than English that occur in public, private and non-profit sectors of international affairs. Thorough language study builds both linguistic competency and develops cultural literacy--a goal of the SFS curriculum. To satisfy this proficiency requirement, a student must demonstrate the ability to exchange ideas in conversation on contemporary issues involving international affairs in a modern language other than English. Students who complete this requirement early in their matriculation are strongly encouraged to continue to study, practice, and use the language to maintain and enhance competency.
All undergraduate students in the School of Foreign Service are expected to enroll in a modern language class each semester, for a letter grade, until they have met the proficiency requirement. Failure to comply will subject the student to academic probation. Students cannot take a language course pass/fail. Language classes occupy elective slots in the academic schedule.
Option 1 A student who has graduated from a secondary school in which the language of instruction was a modern language other than English may have already fulfilled the language proficiency requirement. Students must provide relevant documentation to their dean during their first semester at Georgetown. At the deans discretion, students may still be required to take a language placement test or language proficiency exam during the first semester to verify whether further coursework is needed to obtain language proficiency.
Option 2 A student may take the proficiency exam offered by the language departments at Georgetown. A student may only request this examination when he/she has taken the appropriate preparatory coursework determined by the relevant language department. Students must register for the language examination at the office of the appropriate language department. A final examination schedule is posted on the departmental bulletin boards and students are expected to present themselves for the examination at the appointed time and location.
The proficiency exam is separate from the final course exam and is evaluated on a pass or fail basis. Students who pass the proficiency exam are able to sustain a discussion dealing with current events and demonstrate familiarity with relevant historical, cultural, political, and economic information. Students are also able to satisfy routine social needs and to discuss themselves, their studies, and their plans for the future.
A pass on the proficiency exam is comparable to achieving, depending on the language, an Intermediate high to Advanced mid on the American Council for the Teaching of Foreign Languages Proficiency Guidelines (ACTFL) rating, or a B1/low B2 in the Common European Framework of Reference.
Students should check with individual departments for language specific examination formats and criteria. A two-member board conducts the exam. Most examinations entail: a) a reading comprehension component in which the student is given time alone to read an article on a topic in international affairs; b) a 20 minute oral conversation in which the student is asked to summarize the article, to answer questions relating to it, and to respond to questions on the culture and civilization of the language area.
Students who fail the exam should consult with a member of the appropriate language department about the additional coursework necessary to prepare for reexamination. Seniors who do not pass the examination in April may be able to retake the exam in May.
Option 3 A student may take the proficiency exam on-site at the end of a Georgetown-Approved, summer intensive language program that offers the exam. A list of relevant programs is available online on the BSFS website.
Option 4 A student who successfully completes a one semester Georgetown-approved direct matriculation study abroad program meets the language proficiency requirement. Successful completion means that a student has taken a full-time course load and passed each course as defined by the Office of International Programs Academic Policy. Direct matriculation means that a student was directly enrolled in courses offered by a partner university on a Georgetown-approved program. These courses were conducted in a language other than English and were the same courses offered to degree candidates at that university. A list of approved programs is available online on the BSFS website. Only programs on this list are eligible to fulfill the language proficiency requirement.
All students are expected to complete the language proficiency requirement prior to study abroad if they are nominated to an English language site or to another site in a language other than the one the student is pursuing to fulfill the requirement.
The School of Foreign Service offers majors in seven fields, all of which have significant international and interdisciplinary elements. These are: Culture and Politics, International Economics, International History, International Political Economy, International Politics, Regional and Comparative Studies, and Science, Technology, and International Affairs. Please note that credits awarded for Advanced Placement classes taken in high school may not under any circumstances be counted towards a major in the School of Foreign Service.
The CULP major is designed to provide students with a complex understanding of the relationship between culture, knowledge, and power. It aims to provide students with theoretical frameworks and analytical skills that enhance cross-cultural tolerance, social justice, and ethical leadership, in order to make a difference in a world marked by power hierarchies and cultural conflicts.
Students learn to apply analytical tools from multiple fields as they practice critical reflection on self and society, and enhance their analytic sophistication through collaborative problem solving. The CULP major offers great individual flexibility. Students build a rigorous foundation for their studies through an in-depth gateway course that stresses fluency in a variety of theories, definitions, and genres of culture. Students then go on to assemble their own course sequence around individually chosen concentrations, in consultation with the dean. All students are expected to master the analytical methods and skills necessary to become thoughtful, rigorous readers and writers of scholarship on cultural power relations in the international arena.
CULP students are actively involved in publishing their own scholarship, linking up with such Georgetown programs as the Center for Justice and Peace and the Mortara Center for events and speakers; student groups such as the Critical Theory Society; and utilizing the rich cultural and social resources of Washington, DC.
The contemporary world is characterized by extensive cultural contacts that enhance connections, but also pose new challenges to acting responsibly and sensitively to the unfamiliar. Cultural competence and diplomacy are central to the peaceful functioning of a global system marked by deep, historically grown inequalities. Preparing students to treat opposing viewpoints and experiences with respect, CULP fosters a sophisticated and informed understanding of cultural diversity and the politics of identity. To prepare students for unforeseen conflicts and opportunities, they will be educated to do the following:
This major is available to students of the School of Foreign Service in Qatar. For more information, see http://qatar.sfs.georgetown.edu/academics/.
The International Economics major is grounded in the belief that economic analysis is essential to the understanding of modern world affairs. With decreasing costs of transporting goods and information, market forces, which guide the international flow of goods, assets, people, technology, and information, are becoming a dominant factor in the process of globalization as well as in international conflicts. For example, when markets link countries, domestic policies such as subsidies and environmental regulation in one country affect the welfare of other countries. The integrating force of the market is redefining boundaries beyond those of the traditional nation state.
Economics is a social science that studies the behavior of social systems--such as markets, corporations, unions, international institutions, legislatures, and even families--through the lens of a unified analytical framework. That framework is built on the premise that individuals have goals and pursue those goals, subject to the constraints of resources, technology, and institutional setting. Thus, the focus is on the way individuals make decisions and how those decisions add up, and interact with one another, to produce the social systems we observe. Ultimately, economics offers insights into the study and design of policies to improve the performance of the system.
The applications of this approach to international issues are myriad, covering topics such as trade policy, international economic organizations, economic growth and development, international financial markets, financial crises, international migration, economic integration, international policy coordination, international political economy, transition to market economies, global environment and production standards, multinational corporations, international business and banking, and regional economies.
Because students receive rigorous training in quantitative techniques and objective analysis, a major in International Economics is excellent preparation for careers and leadership positions in the private or the public sector. Our students have been highly successful in areas such as finance, consulting, law, management, media, international development, international organizations, research institutes, government, non-profit organizations, and academia.
The International Economics major is designed to develop in students the ability to conduct innovative, well-informed, rigorous, quantitative analysis of all aspects of the world economy. Whether it is used in the service of business strategy, public policy, scientific research, or any other endeavor, this ability is essential to understanding the economic forces at work in the world and making sound decisions in the face of them. All students are expected to master the theoretical and empirical tools necessary to conduct such analysis. The major provides students with in-depth knowledge and opportunities for application in three main arenas in international economics:
Economics is a social science that studies the behavior of social systems--such as markets, corporations, unions, international institutions, legislatures, and even families--through the lens of a unified analytical framework. The focus is on the way individuals make decisions and how those decisions add up, and interact with one another, to produce the social systems we observe. Ultimately, economics offers insights into the study and design of policies to improve the performance of the system. To understand and apply this approach, the student must learn the following:
Students can earn Honors in the IECO Major by submitting a letter of intent during the junior year, writing a thesis based on original research within IECO-401 during the senior year, the thesis judged as honors quality, earning a major GPA of at least 3.67, and earning a cumulative GPA of at least 3.33. In addition, students must successfully complete Honors Intermediate Microeconomics and Honors Intermediate Macroeconomics, or earn grades of A or A- in the regular sections of Intermediate Microeconomics and Intermediate Macroeconomics.
More information about the major and its faculty can be found at: http://bsfs.georgetown.edu/majors/ieco/.
Processes of historical change have become increasingly global during recent centuries. The major in International History combines a broad introduction to the analysis of historical changes that transcend national boundaries with the opportunity to explore a particular theme or question in the context of a self-designed major concentration.
The major goes beyond study of the formal relations between states--the traditional subject matter of diplomatic history--to address themes in social, cultural, and intellectual history. Historical scholarship today draws on ideas and data from subjects as varied as anthropology, philosophy, sociology, political science, religious studies, and literature, and this mix is reflected in the coursework for the International History major.
In addition, the major exposes students to a range of theoretical tools and methodological approaches to historical analysis and places special emphasis on the development of critical thinking, argumentation, and writing skills.
The International History major prepares students to understand how the world got to be the way it is today and the forces that govern its ongoing evolution. It is designed to introduce them to the breadth and depth of the human experience by a comparative study of past and contemporary societies and cultures, and to develop their ability to conduct research, analyze and assess evidence, and articulate sound conclusions both orally and in writing.
Our students thus acquire knowledge and skills that help them develop as informed, engaged, and thoughtful citizens and scholars. The study of international history enables our students to become more involved with the complex world in which they live, and to maintain throughout their lives a spirit of inquiry and curiosity that not only makes them more active in their communities, but also provides them with personal enrichment and enjoyment.
The study of history plays a distinctive and central role in a strong liberal arts curriculum. Knowledge of history is essential to understanding the emergence of the modern world and for grappling with continuing global interactions and conflicts. International History majors enjoy considerable freedom to focus their work on their own areas of interest and to design programs that complement the rest of their academic work.
The International Political Economy (IPEC) major is designed to provide students with the multi-disciplinary, methodologically rigorous tools needed to understand and analyze the interaction between political and economic forces around the world. These tools, as well as the substantive knowledge gained, will serve students who pursue graduate work, or careers in the private, public, or non-profit sector, international or non-governmental organizations. The IPEC major derives in part from the overlap between economics and political science, and the substantive knowledge gained by students in the IPEC major will partly reflect this. But the IPEC major also goes beyond these constituent disciplines and will provide students with knowledge of a variety of areas, including but not limited to the problems of globalization, the processes of economic development and reform, and the role of political power in economic policymaking.
Students will acquire both analytical tools and substantive expertise through unique core courses as well as through foundational courses from International Economics and International Politics on economic theory, econometrics, and international political economy. Students will also gain further expertise on specific areas by specializing in subsequent courses. All students, finally, will apply analytical tools to a particular topic of interest by writing a senior thesis.
Substantively, International Political Economy analyzes how international and domestic political factors interact with economic factors to determine outcomes in a wide variety of areas. The scope of inquiry ranges from mature capitalist countries, to developing economies to nations making transitions to capitalist systems. In all cases, the focus is on issues that cannot be properly understood without insights gained from both international economics and international politics. This requires an understanding of the methods and principal issues animating the areas in which these fields intersect.
Students can earn Honors in the IPEC Major by submitting a letter of intent during the junior year, writing a thesis based on original research during the senior year, the thesis judged as honors quality, earning an A grade in the Senior Seminar, earning a major GPA of at least 3.67, and earning a cumulative GPA of at least 3.33.
More information about the major and its faculty can be found at: http://bsfs.georgetown.edu/majors/ipec/.
The International Politics major examines how states and non-state actors cooperate and compete on political issues. In contemporary geopolitics, there is no longer the stable hierarchy of issues that dominated policy makers and scholars attention during the Cold War period of 1945 through the late 1980s. Now, numerous non-security issues compete with security for the attention of policy makers, outside analysts, scholars, and citizens.
The International Politics major is designed to provide students with the substantive expertise and analytical skills necessary to understand, and become leaders in, the study and practice of world politics. The major provides all students with in-depth knowledge of the issues and actors that constitute three central arenas in international politics:
Students build their substantive expertise in these areas through in-depth foundational courses. Within each area, they are also expected to gain expertise on matters of particular interest to them by taking supporting courses in a wide range of specialized topics within each area. In addition, all students are expected to master the analytical methods and statistical skills necessary to be productive consumers and producers of research in international politics.
The international political arena is dynamic. The ability to recognize the potential for cooperation and conflict among a diversity of state and non-state actors, and then to choose and implement an appropriate policy response to the issue at hand requires a sophisticated and informed understanding of international politics as well as the skills to respond unforeseen threats and opportunities. To be prepared to do so, students will be educated to do the following:
There are three major fields in which International Politics majors may concentrate: 1) International Law, Norms, and Institutions; 2) International Security; and 3) Foreign Policy and Policy Processes. See the website for current listings. Please note that although the majority of courses in the major are taught by political scientists, there are significant contributions from the Departments of History, Philosophy, Sociology, and Theology, and from regional studies programs.
The eleven courses for the International Politics major are divided between a six-course concentration in one of the major fields (13) listed above, four additional courses drawn from at least two of the other subfields, and a quantitative methodology course. The requirements are summarized as follows. See the website for detailed course listings.
This major is available to students of the School of Foreign Service in Qatar. For more information, see http://qatar.sfs.georgetown.edu/academics/.
The study of a particular region or two regions is a vital enterprise that provides the student with insights into different societies that cannot be gained otherwise. Understanding regions through intense study of its languages and cultures allows students to gain expertise that is invaluable in a globalizing world. It is this focus that makes it possible to see crucial differences and similarities within and between regions. Students, through the study of a region(s) of the world, become informed world citizens able to interpret the actions and policies of the areas they study.
Regional and Comparative Studies students develop the insight, knowledge and skills needed to deal effectively with far-reaching challenges of the contemporary world. Given the largely self-defined nature of the major, students become responsible for their own education through grounding in core theory and methods courses and region-specific courses selected to explore a topic in greater depth. The theoretical component and rigorous curriculum provide students with tools that serve virtually any profession, whether in the region(s) studied, or elsewhere. The literacy in language(s) and the understanding of political, economic, social and cultural realities permits them to do specialized work. Graduates are prepared to enter careers in law, education, government, non-governmental organizations, and business to meet the needs of a broadening global vision.
The Regional and Comparative Studies major is designed to provide students with deep knowledge of one or two regions of the world so that they understand issues that occur on the world stage. In Regional Studies students pursue a study of one region: Africa, Asia, Latin America, the Middle East, Western Europe, or the region comprising Russia, Eurasia and Eastern Europe. For Comparative Studies students pursue any two of these regions with the addition of the United States and the region comprising Australia, New Zealand and the Pacific.
Students receive training in theories and methods, typically from two different disciplines, to gain analytical tools for a detailed study of the region(s). Drawing from the disciplines of anthropology, economics, government, history, international affairs, linguistics, sociology, and theology, students build a comprehensive grounding in a self-identified theme within a region(s). Students also acquire necessary language skills appropriate to the region(s) by taking a minimum of four semesters of language or by passing proficiency.
In the Regional and Comparative Studies major students design their own curriculum with the support of the curricular dean and a faculty mentor. RCST students identify and explain a major theme in a region or regions and justify the value of its study. Students construct an intellectual argument and propose a course list to enable a comprehensive multi-disciplinary study of the selected theme. Through the mentoring of the curricular dean, the Faculty Field Chair and faculty, students receive guidance to undertake a meaningful study within a region(s).
Through a diverse combination of courses centered on a theme, the RCST major prepares students to investigate and comprehend a topic of importance in a region(s). RCST students gain intellectual independence as they are responsible for selecting their own theme and for designing a curriculum to achieve an in-depth exploration of a key issue. The Regional and Comparative major enables students to:
A glance at the daily newspaper is enough to convince even the post casual observer that there are international dimensions to almost every aspect of science and technology, and that science and technology play a crucial role in foreign policy and international affairs.
The Science, Technology & International Affairs (STIA) major aims to equip students with the tools needed to understand the complex problems at the intersection of scientific and technical issues and international affairs.
The major combines work in the natural sciences with international affairs courses dealing with the environment, energy, business and economic development, information technology and communications, health, and security - many of which are specially designed for the STIA program.
Science, Technology, and International Affairs (STIA) is a unique, multi- and inter-disciplinary liberal arts program. It equips students with the tools they will need to understand and address the complex issues related to science and technology (environment, health, energy, security, and development) that are interwoven with the historical, political, economic, social, and cultural concerns of international affairs. STIAs essential goal is to produce graduates who can manage issues with a strong content of science and technology. STIA is the only SFS major to have a science requirement, and provides SFS students with the option of continuing in science after graduation in fields such as the environmental and energy sciences and medicine. The major provides comprehensive knowledge within four concentrations:
This core offers an essential introduction to environmental science and global energy, as well as the political, historical, and economic factors that influence environmental and energy policy and the state of the global environment and supply of energy. STIA offers a wide range of environmental and energy courses, including water resources, geographic information science, geoscience, climate, soil and agriculture, environmental restoration and policy, energy resources and security, and sustainable energy technologies. Related resources include the Universitys science departments and the numerous national agencies and organizations of Washington, DC.
This core explores policy and management issues arising from advances in technology, while building essential skills in international business and economics. Coursework covers four main areas: economics and business (accounting, finance, and marketing); technological elements of business (information, biotechnology, energy, industry, and agriculture); and business-government relations from regional to international scales; and national technology and competitiveness strategies. Related resources include the SFS Program in International Business Diplomacy.
Political, economic, cultural, and social factors influence world health as much as the traditional issues of medicine and public health. The challenges to health and society call for recognizing the close relationship between health and international affairs, and gives equal prominence to the public and the private sectors. This core area offers students courses spanning a broad range of topics from epidemiology to computational biology, health economics, biotechnology policy, medical bioethics, demography, and the politics of international health. Related resources include the Universitys science departments, the School of Nursing and Health Studies and the Medical School.
This core focuses on how science and technology affect existing and emerging security policy in the broader context of international politics. The key issues range from technology and military strategy to nuclear proliferation, testing, and monitoring, energy and security, communications and intelligence, weapons, and unconventional or emerging security threats, including terrorists, asymmetric and cyber warfare, organized crime, narcotics traffickers, and low-level conflict. Related resources include the Universitys science departments, including Computer Science courses.
Students build their substantive expertise in these areas through key foundational courses. Within each area, they gain knowledge and skills in matters of particular interest to them by taking supporting courses in a wide range of specialized topics within each area. In addition, all students are expected to master the analytical methods, the appropriate sciences, and quantitative skills necessary to be productive consumers of research in international science and technology. Many students enrich their coursework with world class internships and international field studies, and a select group writes Honors Theses based on original research conducted around the world.
Addressing many of the worlds greatest challenges requires a sophisticated and informed understanding of science, technology, and international affairs to choose and implement the best policy and management responses. The STIA education prepares students to do so in the following ways:
STIA faculty members include three elected Fellows of the American Association for the Advancement of Science and they produce cutting edge scholarship in many areas, including environmental science, management, and policy. As with our other core strengths, the faculty approaches these questions from multiple perspectives, producing well-educated and resourceful students who have gone on to become scientists, physicians, lawyers, development experts, and business people in positions worldwide. Our facultys research includes questions about the renewable energy industry and policy development, scientific uncertainty, privacy, global competitiveness, information policy, technology transfer and innovation mechanisms, the role of science and technology in economic performance, international competitiveness strategies, international climate policy, landscape and ecological change, geoarchaeology of Central America and the Mediterranean, and environmental history, low-fertility regimes particularly with regard to security issues, and infertility.
Additionally, STIA taps into the other multifaceted resources of Georgetown, including its noteworthy group of scholar-practitioners who share their experience from the applied worlds of international affairs, science, and business with our students. Other synergistic institutions at Georgetown include The Center for the Environment, directed in the past by two STIA faculty members, which provides a wide ranging forum for all aspects of the environment; the Mortara Center for International Studies advances the study of all aspects of international affairs; the School of Nursing and Health Studies; and programs in development, international health, and the main sciences departments of Biology, Chemistry, Physics, and Computer Science. Lastly, STIA faculty work with their students to produce and publish their own scholarship, connecting with other groups for events and speakers, and drawing on the vibrant scientific, cultural, and social resources of the Nations Capital.
It is possible for students who wish to pursue a modified version of one of the seven majors to petition for permission to do so. Usually the modifications involve substituting one or two courses for those included on the current course lists. Students should consult the curricular dean responsible for their major for details. Without exception, a faculty mentor and the faculty chair of the appropriate field committee must endorse the modifications.
There are rare cases in which a student has received permission to pursue an independent major that does not fall under the jurisdiction of one of the seven major field committees. Such cases require a detailed description of the plan of study and approval by at least two faculty members and the Director of the Undergraduate Program before they may be considered by the Standards Committee, which makes the final decision on the proposal.
With an enrollment of about 350 students per class, the undergraduate program of the School of Foreign Service offers an intimate setting within Georgetown University. This scale makes it possible for students, faculty members, and deans to interact with one another on a personal basis. Ideally, each student will build up a network of professors who are knowledgeable about different aspects of his or her studies, as well as rapport with one or more members of the Deans Office staff. This pattern begins during the first year and continues to develop. For example, the professors who teach freshmen proseminars typically take an interest in their students and are prepared to offer general advice and support.
Most counseling about course choices during the first two years, when students focus on the Core curriculum, takes place in the Deans Office. Each entering first-year or transfer student is assigned to one of the Associate and Assistant Deans, who hold office hours on virtually every day of the academic year. One of their primary responsibilities is to help students work out an academic program that will enable them to complete their studies on schedule while also pursuing interests in elective subjects. The deans also direct students to members of the faculty who share their interests in one or more areas, and these introductions are among the most fruitful ways of identifying professors to serve as mentors in the major during junior and senior years.
As noted above, the course work for the Core and for the SFS majors draws on the offerings of several different Departments as well as courses sponsored directly by the School of Foreign Service. Courses sponsored by a Department are described under the heading of that Department. Courses sponsored by the School appear under two categories on the University website. International Affairs (prefix INAF) houses courses that serve the Core curriculum as well as upper-level courses that are integral to more than one major in the School. Courses commissioned for the majors in International Economics (prefix IECO), International Political Economy (prefix PECO/IPEC), Culture and Politics (CULP) and Science, Technology, and International Affairs (STIA) appear under the categories for those programs. For detailed listings of all departmental courses that figure into the SFS curriculum please see the SFS website, http://bsfs.georgetown.edu/.
Every semester, academic honors are noted on full-time students transcripts based on their grade point average for that semester. First honors is awarded to students who earn a 3.900 GPA or higher; second honors is awarded to those who earn at least a 3.700 GPA, and students who earn at least a 3.500 achieve the Deans list. Semester honors are recognized in a permanent notation on official transcripts.
Upon graduation, final academic honors are determined by the cumulative GPA. Students with a 3.900 cumulative GPA or higher graduate summa cum laude ; 3.700 to 3.899, magna cum laude ; and 3.500 to 3.699, cum laude . Final academic honors are printed on all official transcripts.
Named for the Dean Emeritus of the School of Foreign Service, this seminar offers 15 highly qualified students the opportunity to work closely with a senior member of the faculty. The Krogh seminar always addresses a theme of central importance in international affairs, with the topic and professor changing from year to year. Participation in the Krogh seminar is by invitation. Students who successfully complete the seminar receive the Peter F. Krogh medal at the annual Tropaia ceremony during graduation weekend.
Students who meet the criteria to graduate with honors in the major receive an honors citation on their final transcripts. They are also recognized at the annual Tropaia ceremony during graduation weekend.
Students in the School of Foreign Service are eligible for election to Phi Beta Kappa, Alpha Sigma Nu (Jesuit National Honor Society), Omicron Delta Epsilon (Economics National Honor Society), Pi Sigma Alpha (National Honor Society in Political Science), Phi Alpha Theta (International Honor Society in History), Pi Delta Phi (National French Honor Society), Sigma Delta Pi (National Spanish Honor Society), Phi Lambda Beta (Portuguese National Honor Society), and Dobro Slovo (National Slavic Honor Society).
The Schools three-semester requirement in history plus one additional course in this discipline are sufficient for eligibility for Phi Alpha Theta. Advanced placement credit in history does not qualify a student for Phi Alpha Theta, for which you must have completed a minimum of four college-level courses in history. Eight political science courses (which may include those required for the SFS Core), establish eligibility for Pi Sigma Alpha.
For detailed information about each of the honor societies open to School of Foreign Service students, please see the section Honors and Awards in this Bulletin. The foreign language honor societies are listed under Awards of the Faculty of Languages and Linguistics.
Students from the School of Foreign Service are very successful competitors for a variety of post-graduate fellowships and scholarships, including the DAAD, Fulbright, Luce, Marshall, Mellon, Rhodes, and Truman. For more information, please refer to the Georgetown Office of Fellowships, Awards, and Research website at http://gofar.georgetown.edu.
The Circumnavigators Club Foundation sponsors a special fellowship for a 90-day summer research trip around the world. Interested students compete for these awards during their junior year by submitting project proposals and defending them during an interview.
Under a 1980 agreement between Georgetown University and National Chengchi University of Taiwan, six China Studies Fellowships, including tuition, room, and board, may be awarded to undergraduates, graduating seniors, and graduate students with advanced Chinese language ability to pursue study at National Chengchi University. Information on these fellowships may be obtained through the Asian Studies program.
Two Junior Fellowships in Diplomacy are awarded annually to School of Foreign Service seniors who work on individual research and writing projects under the guidance of resident associates of the Institute for the Study of Diplomacy. Research and essay topics focus on themes consistent with the Institutes mission, to examine the process, conduct, and environment of diplomacy and the personal qualities required of an effective diplomat. Successful applicants register for a three-credit tutorial as part of their normal schedule of courses and receive a grant of $3,000 each.
Established by Diplomatic and Consular Officers Retired (DACOR), this fellowship is awarded each year to an outstanding member of the graduating class who wishes to pursue advanced study in international relations at an institution of higher learning in the United States.
This annual competition, established in honor of the late Horace Porter, ambassador to France from 18971905, takes place in late spring. Prizes are awarded for the best essays on the subject Anticipating Future Diplomatic and Strategic Problems.
Certificate Programs mark secondary levels of concentration within the bachelors degree. They are strictly optional and are awarded only in conjunction with the undergraduate degree. Certificate programs should be viewed as means for focusing interests and structuring elective course work. While a certificate program might require a student to select an advisor from its faculty, the student should also discuss the certificate, and its role within the general bachelors program, with his or her advising dean. Students may present themselves as candidates for no more than ONE certificate and only ONE will be listed on the transcript.
The certificates in African Studies, Arab Studies, Asian Studies, Australian and New Zealand Studies, European Studies, Islam and Muslim-Christian Understanding, Jewish Civilization, Latin American Studies, Religion, Ethics and World Affairs, and Russian, Eurasian and East European Studies are affiliated with centers within the School of Foreign Service that sponsor research and, in some cases, graduate study. A list of certificates recognized by the School is given below. Please see the SFS website for details.
Tutorials offer students special opportunities to study subjects that are not part of the regular curriculum. Usually, tutorials involve one student and one faculty member, although occasionally a group of two or three students will band together to pursue a subject of common interest. Normally, tutorials are given by full-time faculty members to full-time students in good academic standing. Tutorials represent a teaching overload for professors, so students cannot expect that faculty members will necessarily agree to offer tutorials at their convenience. Tutorials should represent an intellectual commitment and work load similar to that required of a normal three-credit course. As a rule, students take no more than two tutorials in the course of their undergraduate careers, although the special arrangements in place for honors in some SFS majors might fall outside this guideline.
Students in the School of Foreign Service interested in setting up a tutorial must meet five conditions: 1) the subject of the tutorial is not available as a regular University course; 2) there is an intellectually compelling reason for studying this subject as part of the undergraduate degree; 3) a faculty member with the appropriate expertise is available and willing to offer the tutorial; 4) the Department chair and the director of the undergraduate program, approve the request; 5) the appropriate paperwork is submitted to the Deans Office in a timely fashion (note: forms to request approval for tutorials are available in the Deans Office). Any tutorial that is approved as a substitute for a Core or major requirement must be taken for a quality grade (A through D). Tutorials that are taken for elective credit may be taken for a quality grade or on a pass/fail basis. Credits for tutorials cost the same as regular course credits. All the academic regulations governing the regular curriculum are applicable to tutorials. Tutorials come in two varieties, reading courses and research tutorials:
Please note: the material addressed in both reading courses and research tutorials should be defined in a way that allows you to finish all work for the tutorial by the end of the semester. Incompletes are not routinely granted for tutorials.
Many students ask about using a tutorial as a mechanism for getting credit for internships. It is sometimes possible to schedule a research tutorial that is compatible with the content of an internship and draws on some of the research carried out for the internship. Officially, credit is granted for the tutorial, not for the internship itself. You should be aware of the fact that most internships in Washington (especially those working for members of Congress) are not well-suited to tutorial programs. In fact, unless the internship contains a substantial research component, it is probably not feasible to set up a tutorial for credit. Please note that you may receive credit for only one internship-related tutorial during your undergraduate career. For more information, please see the director of the undergraduate program.
The School of Foreign Service strongly believes that a period of study in another country can contribute an invaluable intercultural dimension and language-learning opportunity to the educational preparation of all who aspire to international careers. Students are, therefore, encouraged to develop appropriate plans for foreign study in conjunction with their educational program at the School. In most cases students must be fully enrolled in a recognized foreign university and studying in the native language with students of the host country. Such direct matriculation puts a premium on post-advanced knowledge of the appropriate foreign language and is most feasible in countries in which French, German, Italian, and Spanish, Portuguese (or English) are the languages of instruction. A number of modified options are available in Arabic, Chinese, Japanese, and Russian-speaking parts of the world. These combine a heavy emphasis on language acquisition with a limited selection of course work in English, often with a regional focus. The Office of International Programs developed a range of study abroad programs that meet other needs, including intensive language study of French and Spanish.
One of the most important issues to address in terms of study abroad is how the course work taken abroad will or will not contribute to ones progress towards the BSFS degree, especially the requirements for the major. This is a subject for careful planning and consultation with the curricular dean responsible for coordination of the major. The deans bear final responsibility for crediting course work taken abroad towards degree requirements.
The School of Foreign Service and the Graduate School of Arts and Sciences sponsor several accelerated bachelors/masters programs for those qualified students who plan to continue their professional education in international affairs at the graduate level and desire to complete the two degrees in approximately five years. Students with appropriate undergraduate course work can count graduate level courses toward the 40 courses, 120 credits required for the undergraduate degree. Some of the graduate programs will permit appropriate courses beyond those required for the undergraduate degree to be applied toward the masters degree within limits set by policy and with explicit approval of the particular masters program, the BSFS Program, and the Graduate School.
Third year students in the School of Foreign Service who have maintained an honors average (3.500 or better) are eligible to apply to one of the six multidisciplinary masters degree programs within the School:
Admission for the accelerated degree programs is highly competitive. Applicants must satisfy all application procedures as outlined by the Graduate Admissions Office. Successful applicants matriculate fully into the graduate program in the fourth year and graduate with the Bachelors Degree upon completion of all undergraduate degree requirements. Please see the Graduate School of Arts and Sciences Catalog for information and requirements of the Masters programs. Undergraduates can contact Dean Murphy in the Bachelor of Science in Foreign Service Deans Office for more details.
The School of Foreign Service operates within the parameters of the general academic policies shared by all undergraduate schools of the University which are outlined in the Bulletin under Academic Regulations.
At the conclusion of the fall and spring semesters, the Committee on Academic Standards (Standards Committee) convenes to review the academic records of all undergraduates in the School of Foreign Service. The Standards Committee is comprised of the BSFS Associate and Assistant Deans. The Standards Committee meets in closed session and the Committees decisions are communicated to students in writing.
The Standards Committee has authority to impose sanctions on students whose academic performance is deemed deficient. Sanctions reflect the nature of the academic deficiencies they aim to address. The Standards Committee may recommend one of four courses of action: probation, final probation, suspension, or dismissal.
Students who fail a course or who earn a semester or cumulative GPA below 2.50 are automatically placed on probation. While on probation, students are expected to maintain a semester GPA of 2.50+ as a full time student in twelve credit hours. No notation of academic probation is made on the transcript.
Students who fail multiple courses, fail courses while on academic probation, or do not maintain a semester or cumulative GPA of 2.50, may be placed upon final academic probation. In addition to meeting the requirements for probation, students may be required to meet additional conditions deemed necessary by the Standards Committee. Students who fail to meet final probationary requirements may face suspension or dismissal from the university. No notation of final academic probation is made on the transcript.
Students may be suspended for one or more semesters because of unsatisfactory academic performance. The length of the suspension is determined by the Standards Committee. The committee may also impose requirements for re-admission to SFS. Students who are suspended may not transfer credits to Georgetown earned elsewhere during the suspension period. Academic suspensions are noted on the transcript.
Students may be dismissed from the university because of unsatisfactory academic performance. In cases of dismissal, students are permanently separated from Georgetown. Dismissed students may not register for or attend classes, attempt to complete a Georgetown degree, live in a residence hall, or participate in any activities reserved for students in good standing at Georgetown. Academic dismissal is noted on the transcript.
In some cases, the Standards Committee may offer a student the opportunity to take a leave of absence or withdraw from the University in lieu of imposing a sanction. In making its deliberations, the committee considers the entire student academic record and patterns therein.
The SFS Appeals Board shall consist of two members of the Faculty and the director of the BSFS Program, or his/her designate, who serves as Chair. No member of the Faculty may sit on the Appeals Board if he/she has at any time failed the student who is appealing.
The student must submit a written request for an appeal of the initial decision to the Chair of Academic Standards within the time line specified by the Standards Committee. The student is expected to present evidence to the Appeals Board that demonstrates cause for amending the initial decision. Students may appear in person to support their case. One character witness may provide a written statement in support of the appeal or the character witness may testify to the Appeals Board.
The Appeals Board deliberates in closed session. The Board may recommend upholding the Standards Committees initial decision or it may recommend a mitigation of the decision, e.g., instead of dismissal, a suspension; instead of suspension, final probation. The Appeals Board may not recommend a more severe judgment. The Boards decision is considered final and is not subject to further appeal. The final decision of the Appeals Board is communicated to the student in writing.
Undergraduate Bulletin 2012-2013 Table of Contents