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Teaching to the Whole Person
The integrative philosophy of educating the whole person, based on the Jesuit ideal of cura personalis, encourages students as well as faculty to bring their “whole selves” into the classroom. This is realized through curriculum infusion projects such as the Engelhard and Doyle Initiatives, which foster connections between academic content and students’ real-life experiences, as well as through projects that encourage affective learning in a number of ways.
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Participatory Learning and Social Media
Outside the classroom, students are constantly learning by drawing on the collective knowledge of online communities. See how Georgetown professors are asking them to apply these informal learning practices to their coursework. Whether they are puzzling through questions together on a class discussion board, collaborating to produce multimedia projects, or sharing their work with experts virtually, students are creating and connecting through social media.
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Students as Authors and Creators
Students are writing, creating, composing, sharing, and remixing their ideas in a range of new and interesting ways. For example, students are learning about social justice by producing documentaries, reflecting on their own writing processes, and using digital portfolios to draw connections across their Georgetown careers. In this section, you’ll find out what can be learned from these innovative representations of student work.
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Global Learning
Learning at Georgetown doesn’t stop at the Healy gates. Students can connect with peers around the world in a number of ways, from sharing classes with students in Doha via our telepresence classroom to keeping in touch with classmates studying abroad through community blogs. These connections in turn broaden students’ perspectives and their academic interest in global issues.
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Reinventing the Curriculum
Goals for Georgetown's undergraduate curriculum should be no less ambitious than aspirations for the university's research activities. Explore some of the ways that we are rethinking the undergraduate learning experience, from creative interdisciplinary seminars for first-year students to advanced independent research projects for seniors to large-scale initiatives that cut across departments and schools.
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Learning through Authentic Practice
How can we help students to become mathematicians, historians, or scientists, rather than merely students of those subjects? The projects in this section highlight ways that faculty encourage students to take on authentic problems in a particular field, whether that means showing them how to understand their own thinking processes, putting them in dialogue with real-life experts, or empowering them to tackle original research projects.
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