Doyle Seminars are small* upper-level classes that foster deepened student learning about diversity and difference through research and dialogue. Part of the Doyle Engaging Difference Program, the seminars provide curricular resources that enrich faculty-student research collaboration and support dialogue between students, faculty, other scholars, and policy experts. Students complete a sustained research project to develop their research, analytical, and writing skills. Doyle Seminar faculty structure classroom opportunities to critically engage complex problems and dialogue with others in a free and candid exchange of ideas from a variety of perspectives.
The Doyle Seminars focus on a range of topics that address questions of national, social, cultural, religious, moral, and other forms of difference. Previous seminars have addressed topics ranging from globalization and foreign policy to same-sex marriage and interfaith dialogue. A list of past courses can be found here.
*Your course does not have to be designated as a seminar to apply. We will work with the Registrar's Office to cap enrollment, generally between 12–15 students. If you are required to have a larger course size, you are still eligible to apply.
Participant Expectations
Faculty who teach a Doyle Seminar agree to:
- Use the activity fund for appropriate learning activities, including off-site trips such as museum visits or "in the field" experiences, guest lectures, etc., that expand the learning engagement of students;
- Utilize collaborative research design and methods as part of the class, enrich the course with research opportunities in the surrounding area, and reserve time at the end of the semester for class discussion of student research projects;
- Include the participation of guest experts, as appropriate, during the course to offer their expertise in issues related to the course and written and/or in-person guidance about student research and writing;
- Utilize, where appropriate, dialogical pedagogical techniques, including small group discussions and other exercises to encourage reflective engagement with peers' viewpoints (support can be offered via Berkley and CNDLS experts for developing appropriate techniques); and
- Participate in one or two faculty workshops, at a mutually agreeable time, to discuss logistics and best practices in teaching research methods and writing.
Program Benefits
Professors of selected courses will receive a $1,000 stipend (+ fringe) and have access to a $2,000 activity fund for the course.
The Berkley Center provides an introductory framing workshop and ongoing pedagogical support, through continued cohort conversations and individual consultations. In addition to the stipend, course funds, and pedagogical training, Doyle Seminar professors will have access to the Doyle Seminars Graduate Academic Assistant, who can offer students enrolled in the Doyle course supplemental guidance on their research and writing projects, as well as assist with course visitor arrangements.
Call for Applicants & Application Link
Please submit fall 2022 applications by April 8.
Instructors should submit a brief proposal including the title of their course, preliminary course description, and how they intend to make use of the Doyle Seminar funds via this Google Form.
Program questions can be directed to Michael Kessler (mjk62@georgetown.edu), Berkley Center Executive Director, or Ryann Craig (rc282@georgetown.edu), Berkley Center Director of Student Programs.