The Doyle Dialogue Seminars, which fostered dialogue on diversity and difference through upper-level, small group courses, have evolved into our current support of the Learning, Equity, Access, and Pedagogy (LEAP) initiative, which began during the 2022-2023 academic year. While the Doyle Seminars provided rich opportunities for faculty and students to engage with questions of difference, the LEAP program now carries forward this mission by focusing on department-wide efforts to create inclusive, accountable academic environments. Through this shift, the Doyle Program continues to promote deep learning and engagement with difference, now on a broader scale.
Doyle Seminars were small, upper-level classes that fostered dialogue on diversity and difference through student research and co-curricular learning. Doyle Seminars focused on a range of topics addressing critical questions of national, social, cultural, religious, moral, and other forms of difference. Previous seminars welcomed guest speakers and sponsored class outings around Washington, DC.
For Faculty
Doyle Seminars allowed Georgetown faculty to deepen learning and dialogue on difference through faculty development and teaching support. The program provided allocated funding for faculty to support learning inside and outside the classroom.
Faculty Development – All Doyle Seminar faculty participated in faculty workshops designed to equip them with resources on inclusive pedagogy. The faculty workshops helped instructors to think of ways to draw in differing perspectives through experiential learning opportunities such as guest speakers and outside course outings. It also served as a space for cross-disciplinary collaboration on teaching methods.
Allocated Funding – The Doyle Seminar program provided participating faculty with a grant of $2,000 for course enrichment activities. Past Doyle Seminar faculty applied the funds toward invited guests, outings to local museums or performances, and film screenings, among other activities.
Teaching Support – A Doyle Seminar Graduate Academic Assistant served all courses and focused on supporting student research projects. The Berkley Center Director of Student Programs also provided faculty consultations on course preparation and inclusive pedagogy as requested.
Students
Doyle Seminars allowed Georgetown students to deepen learning and dialogue on difference through experiential learning, small class sizes, and research projects.
Experiential Learning – Doyle Seminar students benefited from different perspectives offered by guest speakers, outings to local museums or performances, film screenings, and other opportunities. Past students participated in a wide range of activities, including a medieval music performance, a Chinese tea ceremony, and a trip to the U.S. Supreme Court to watch oral arguments.
Small Class Sizes – All Doyle Seminars were capped at 15 students. The small class size and seminar format encouraged close student-faculty collaboration and created an inclusive space for students to engage in challenging conversations on diversity and difference.
Research Projects – Doyle Seminar students could more deeply explore how forms of difference interact to shape our world through a final research project. Students were given a unique opportunity to develop research skills, guided by faculty and a dedicated Doyle Seminar Graduate Academic Assistant.
