Grants for Curriculum Enrichment

    GLI Grants for Curriculum Enrichment

    GLI Grants for Curriculum Enrichment

    GLI grants for curriculum enrichment support instructors who want to increase student engagement in course material by creatively incorporating resources of the larger community.

    Experiences funded by the grants help to strengthen interaction among students and professors, as well as extend topics of conversation beyond the classroom. Reflecting Georgetown’s mission of engaging all students in the culture of undergraduate learning, the grants provide the means for faculty to help students link their academic learning to outside experiences.

    Going to the ballet was a great chance to tie in what we are learning in class and apply it to a different art form. Don Quixote was particularly interesting, as it showed the staying power of the themes we are learning about in class.

    Student in Sarah McNamer’s Medieval European Literature class


    GLI Grants for Curriculum Enrichment

    Experiences funded by curriculum enrichment grants include:

    • Lectures and class visits by local writers
    • A trip to an outdoor cultural fair, the Mexican Cultural Institute, and a Mexican restaurant
    • An exit-poll project where students surveyed Arlington residents after the Virginia gubernatorial election
    • Visit to the International Spy Museum
    • Afternoon at the Folger Shakespeare Library
    • An ecology class’s trip to the forests of West Virginia

    Beyond the Classroom

    Making Connections

    The students and I both agree that the field trip [to the National Museum of the American Indian] significantly enriched the course, facilitating a culminating experience within the dynamics of the semester, and provided a venue for the students to learn from each other and extend their learning environment beyond the classroom to Washington, DC.

    Shiloh Krupar (SFS), Theorizing Culture and Politics

    I was grateful for the opportunity to make valuable class concepts such as ideological consistency and survey-response bias tangible by allowing students to see them in action [by conducting exit polls in Arlington, Virginia].

    Daniel Hopkins (Government), The Changing American Electorate, 1960-2008