National School Walkout: We encourage students to review their attendance policies in their syllabi and to speak to individual instructors about class policy regarding an anticipated absence. Faculty are invited to explore our resources on Responding to Critical Events.

The Doyle Engaging Difference Program


Call for 2018-19 Fellows

Are you interested in joining a community of colleagues in exploring applications of inclusive pedagogy? Are you looking for support designing or redesigning a course to integrate issues of difference and diversity in a significant way? Consider applying for the Doyle Program Faculty Fellowship—a cohort-based, year-long engagement with colleagues.

The Faculty Fellows Cohort Model:

  • ~Brings faculty from different disciplines together to engage in complex discussions about aspects of diversity during monthly meetings over the course of the academic year;
  • ~ Empowers faculty to be co-creators of a community that can act as resources for one another on questions of diversity and inclusion in the classroom;
  • ~ Creates a space to support faculty in designing or redesigning a course to explore various aspects of diversity and to integrate inclusive pedagogical approaches.

We invite all full-time Georgetown faculty who teach undergraduate courses to apply for the Doyle Faculty Fellows program for the 2018-2019 academic year. In recognition of the significant commitment made by participating faculty, fellows will receive a stipend of $2,500.

Requirements of the Doyle Faculty Fellowship:

  • 1) Design or redesign a course you will be teaching in the Fall 2018 or Spring 2019 semester so that issues of difference and diversity are integrated in a significant way.
  • 2) Attend an opening reception and workshop on May 3, 2018 from 12:00 to 2:00pm
  • 3) Participate in the Doyle Cohort Workshops during CNDLS’ Teaching, Learning & Innovation Summer Institute (TLISI), May 21-24, 2018.
  • 4) Meet once during the summer break for a small-group, course-design consultation.
  • 5) Meet with the Doyle Faculty Fellows cohort every month during both fall and spring semesters (a total of 8 monthly meetings) to discuss and reflect on your experiences while developing and teaching this course.
  • 6) Co-facilitate a portion of one of the monthly meetings to discuss the integration between a chosen topic or issue and your Doyle course.
  • 7) Help to research and assess the effects of the Doyle redesign in your course on your students and your teaching through student written reflection, student survey, and faculty reflection and writing.
  • 8) Participate in the annual Doyle Symposium and other Doyle Program events, when applicable.
  • 9) Write a final report documenting and reflecting on your experience with the redesign of your course.

Faculty Fellows Compensation:

In recognition and support of the significant commitment of time and effort that Doyle Faculty Fellows make from May through June of the following year, fellows receive a $2,500 stipend paid out in three distributions—two during the academic year and one final distribution after completion of the fellowship.

Fellows also receive substantial faculty development. Starting with course design assistance at TLISI, fellows receive CNDLS support and resources throughout the entire cycle of course design, implementation, assessment, and revision. Additionally, fellows have multiple opportunities during the year for discussing, reflecting on, and collaborating on teaching with a cross-disciplinary group of faculty.

To Apply:

Faculty interested in applying for the Doyle Faculty Fellows program for the 2018-2019 academic year should send a brief letter of interest by email to the Doyle Program ( In the letter, please indicate:

  • The course on which you intend to focus your redesign efforts (including student audience & expected enrollment);
  • The specific goals you hope to achieve by (re)designing your course as a Doyle course and the ways you envision your students engaging more intentionally with issues related to difference and diversity in the course; [Note: This might include such things as changes to course content, class activities or pedagogical approaches, and/or assessment techniques.]
  • The ways in which you will contribute to and hope to benefit from the interdisciplinary Doyle fellows cohort community; and
  • Any areas of inclusive teaching, pedagogical practices, and/or topics related to diversity that you hope to explore with colleagues.

Applications will be accepted on a rolling basis until April 9, 2018.