As we pursue the Designing the Future(s) of Georgetown program, some common principles seem to be emerging. Many of the optional academic programs of the future require the questioning of traditional boundaries of the university.
For example, one traditional boundary is that, once the degree is conferred, whether bachelor’s, master’s, or Ph.D., the university routinely offers no other services to the graduate. In that sense, our work stops once the degree is awarded. At least, that’s been a long-held assumption.
Why must this be true? Indeed, are we failing to achieve the full promise of Georgetown if we limit ourselves by this assumption?
As scholars in every field know, what we teach students changes over time. Human knowledge is evolving; understanding of old concepts takes on new forms. Further, interdisciplinary research is creating whole new fields. Articles and books being written today become course content three to five years from now and lead to whole new educational programs in ten to fifteen years.
At the same time, we live in times in which occupational classes defined years ago are disappearing and being replaced by others. The job of a journalist in 2014 is very different from one of 1994. The early career of a lawyer in large firms has been greatly altered by globalized access to literate paralegals. Sales forces in the private sector have been impacted by web and social media communication. The retail sector retains little of its configuration of the 1990’s.
Some professions have built into their careers ongoing educational experiences, designed to update their members. Teachers, lawyers, physicians, nurses, and other groups routinely attend continuing and professional education sessions. However, many occupations have little ongoing education throughout the career.
While we can’t predict what will change in fundamental ways, it seems safe to predict that much of what we now teach at Georgetown will be affected by research and development in the coming years. Is it honest to say that what we teach at Georgetown in two to five years is all that is needed for a lifetime?
These questions force us to think about how Georgetown might be of value to those who have already graduated. Could we offer “refresher” or “update” education to them within their chosen fields? If their occupational class has been disrupted by change, could we offer educational experiences that allow them to thrive in the sector, using their valuable experience in the mission of their occupation, but with cutting-edge skills for the morphed sector?
As part of Designing the Future(s), Vice-Provost Randy Bass and his colleagues are beginning a process of reaching out to alumni throughout the country, seeking their ideas about the thoughts above. Are they interested in such educational opportunities? How could these educational opportunities be shaped to fit into their busy lives? Which experiences need face-to-face contact? Which learning experiences could take place online? Could there be groupings of Georgetown educational programs in cities around the world, where alumni could gather together? How much of the education is skill-based (e.g., learning new technology tools)? How much of the education depends on new interdisciplinary insights (e.g., geopolitical influences on global business)? Are there sustainable economic models that would permit us to offer these programs?
The fully evolved vision would result in first-year students at 18 years old entering a life-long learning institution at Georgetown, an institution that would be in continuous contact regarding their educational needs. We wouldn’t stop with the granting of the degree; indeed, we’d only just be beginning at that point.
We hope alumni are interested in discussing these topics, and we look forward to their insights.
Great questions and followup comments. Especially from BOG member Mike Karam who has been a passionate alumni leader in looking at Georgetown education FOREVER. Great discussions.
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Dr. Groves, as both an alumna and staff member responsible for alumni outreach, I support this notion wholeheartedly. I can attest, from experience as director of regional programs in the Office of Advancement’s alumni relations shop — and now here in SFS as director of outreach — that alumni interest in intellectual programming trumps all other avenues of outreach. What my colleagues and I have seen over the past few years is a shift from exclusive interest in social functions — happy hours and game watches — to a broader, more academically oriented demand on the part of our alumni to recreate the intellectual experience they had at Georgetown. I think that’s why we see positive responses to programs that offer mini-classroom replicas at Main Campus Reunion, JCW and Homecoming, and it’s why Alumni College Day continues to be a popular draw. It would be worth evaluating our recent MOOC to see how many alums signed up; and we can and should do more to market these unique offerings to our alums.
Thanks for putting this topic out there.
This is a great discussion of a very important issue. I would hope that the University would utilize alumni input in designing the continuing connection with alma mater of its many alums. I would also hope it continues to work with the GU Alumni Association especially with its career services committee and staff to continue partnering with Hoya Gateway and other opportunities to collaborate with the Award winning Alumni Career Services very successful webinar programs. Together i feel the university and Alumni Association can dialogue and come up with some very creative programs to continue Hoyas education beyond the hill top. I look forward to hearing what comes out of these alumni meetings.
Provost Groves,
As a member of the GUAA Board of Governors, I commend you and Vice-Provost Randy Bass on your plans to reach out to alumni as part of “Designing the Future of the University.” And I can assure you that alumni are, indeed, interested in discussing the topics you raise! For several years, the Board of Governors has engaged in lengthy internal discussions about many of the issues you raise, and, in that manner, we have anticipated Vice-Provost Groves’ upcoming inquiries. Our discussions have always been premised on the idea that a Georgetown education is not just for four years, but for forever! Whether it be support for the “Georgetown Learning Community” or encouraging the recording or videotaping of as many Georgetown events as possible, or discussing the MOOC movement, or hearing from you, Vice-Provost Bass, and Dean Noguchi at last year’s Winter Leadership Weekend, the BOG has been in the forefront of promoting life-long learning! And we will continue to work with your office and Vice-Provost Bass to ensure that you hear the alumni voice shout, “Yes, we are very interested in engaging in ‘Georgetown Forever'”
Thank you, as always, for your blog!
WE ARE GEORGETOWN!!
Michael E. Karam, F’72, L’76, L’81
Senator, GUAA Board of Governors
I think this is a good idea. It can also fortify alumni relations in important ways.
One thing I would like to correct: the relationship between faculty and students does not end with graduation. I have maintained relationships with many students I have taught over the past 30 years. Also, any student I have ever had can come to me to ask for a recommendation. That is a life-long commitment that I make to each student.