How does the future of Georgetown look? CNDLS will contribute to the answer by devoting the next three years to research and development in teaching and learning practices for 2015 and beyond. The Georgetown future means coherent, reflective, self-directed learning; expanded and flexible ways of measuring and certifying learning; fluid interaction between graduate and undergraduate education; and a greater variety of curriculum experiences. CNDLS' role in this evolution is to coordinate and support the application of University efforts in undergraduate education, and contribute programs and projects related to course and curriculum design and professional development.

While this development will involve cross-campus collaboration, the overall vision will be managed and based in CNDLS and funded through the University Learning Initiative. This base is known as the Learning Design Studio-headquarters for the emergent paradigm for teaching and learning at Georgetown.

A cornerstone of the Learning Design Studio will be the LeaDS Scholars Program, which funds Georgetown faculty members for specific projects aimed at educational innovation-from curricular design to experiential learning. Like the projects arising from CNDLS-sponsored programs Faculty Colloquium and Teaching & Learning Technology Fellows, the LeaDS Scholars projects will comprise a cumulative innovative current by which the Georgetown undergraduate experience is strengthened, refined, and updated. While building on GU's core strengths, such as community-based learning and its unique location, the future of ULI and LeaDS Scholars dovetails with a host of campus-wide efforts to uncover the best practices in teaching and learning and promote research at the undergraduate level.

While the LeaDS program continues to take shape, early ideas for its direction include:

• the development of an integrated general education option in a block system;
• available credit for study-abroad students who develop teaching units based on their experience;
• Systematizing mentorships for graduate students working with undergraduates in specific disciplines.

The Learning Design Studio and the LeaDS Scholars Program form an integral part of CNDLS' future, the University learning Initiative, and the University teaching community as a whole. The next steps towards implementing the program include:

• Identifying CNDLS and campus 'intellectual capital' for teaching learning scholarly systems;
• Opening internal and invited dialogue with possible campus collaborators;
• Designing the Virtual Lab for Digital Narrative.