11:00-12:00 - One hour session
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In recent years, Georgetown students have begun to talk of an increase in the exclusivity of co-curricular organizations and experiences. Students are faced with increasing opportunities for engagement, yet many are gated by applications, interviews, and ultimately selection by their slightly older peers at rates that rival the Georgetown admission rate. Some selectivity is necessary; there are very real constraints on resources that create boundaries for participation. Similarly, students should be discouraged from spreading their time and attention across too many experiences. However, the selectivity models seen in both university-sponsored programming and student-created organizations may contribute to the perception that engagement on campus is exclusionary. For students, notably those in their first or second year at Georgetown, the backdrop of this narrative creates another level of insecurity and hyper-activity that may be detrimental to their early adjustment experiences and academic success.
What is actually happening with exclusionary co-curricular experiences? Does this impact students’ classroom experiences and learning outcomes? How do students make sense of this phenomenon? And what can be done about it? This round table discussion is structured to provide context for a conversation about student experiences with exclusionary structures at Georgetown, consider the impact on academic success, and explore the strategies to address this phenomenon.