by George Mason University Academic Calendar 2023 24 – Through rigorous coursework, experiential learning, and a case study approach, Georgetown’s MBA curriculum inspires collaboration between students and faculty. A challenging core curriculum with an emphasis on ethical leadership provides students with a global management framework essential to continued professional success. A tailored and intensive learning experience allows students to tailor their coursework and strengthen their professional skills to thrive in today’s global marketplace.
All students begin by taking individual core classes such as finance, marketing, strategy, decision science, economics, and management in groups of approximately 60-70 students. Beginning in the second semester, full-time students begin to tailor their curriculum to meet their interests by taking electives alongside their core courses.
George Mason University Academic Calendar 2023 24
The Georgetown MBA offers a variety of courses focused on quantitative analysis and management science, enabling students to complete a STEM-focused management science major. In addition to the STEM elective credits they receive as part of the core curriculum listed above, students must complete 12 elective credits during the MBA program from a selection list to earn the designation.
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Your MBA begins with three weeks of intensive, interactive and engaging instruction in leadership development and global business. You will complete leadership teams courses on the performance and impact and structure of global industries.
Although you don’t have to choose an area of concentration, you can tailor your academic experience by choosing electives from over 70 course offerings.
Intensive Learning Experiences (ILEs) are elective courses offered for a short period of time (one to two weeks) and award one and a half or three hours of academic credit. These courses employ innovative pedagogies such as experiential learning, client-centered work, and off-site visits that take advantage of a focused time format.
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Georgetown McDonough MBA students may request to transfer a maximum of 12 credits for specific courses at an accredited institution.
At their McDonough reception. Only courses that meet the following requirements will be considered for transfer credit:
A minimum of 75% of the credits required for the Georgetown McDonough MBA program must be completed. Therefore, transferring credit may limit your ability to enroll in DC University Consortium courses, cross-register at Georgetown University, and study abroad.
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Requests for transfer credit are considered for Flex MBA students upon admission to McDonough; Applications from full-time students will be processed upon receipt and deposit.
As an additional way to personalize your MBA, we offer you the opportunity to apply for up to 13.5 elective credits outside of the McDonough School of Business. Corresponding graduate-level courses may be taken by cross-registration elsewhere at Georgetown University. You can also take courses through the DC University Consortium, such as American University, George Mason University, Howard University, George Washington University, and the University of Maryland at College Park.
Through certification programs, academic instruction, classroom client work, and experiences like the Venture Associate Program and Real Estate Clinic, we bring the real world into the classroom for our students. At Mason, we focus on the success of our students and fostering a culture of wellness. The challenges of the past few years, including the COVID-19 pandemic, have been overwhelming for our students. Whether these challenges include health problems, personal loss, isolation, racial violence or uncertainty about their future, it is more important than ever to support students in need.
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The purpose of this document is to help faculty and staff recognize student problems and guide them in problem management. Use this guide to support the health and mental health of our students.
Focusing on Student, Faculty and Staff Health During the COVID-19 Pandemic released these statistics about respondents at risk for depression:
, 75% of students said their mental health had been negatively affected by the pandemic, reflecting widespread sentiments:
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The aforementioned feelings, along with a loss of connection and campus community, make it difficult for students to stay focused and focused and/or motivated.
Students are not alone. Nearly 40% of faculty, staff and students surveyed at the University of Wisconsin-Milwaukee tested positive for post-traumatic stress disorder (PTSD).
Many students struggle with multiple mental health challenges, and we don’t yet know the long-term consequences of the pandemic. So we need to be more attuned to the needs of student welfare and show that we care.
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At Mason, we face the same challenges as any other college campus, if not the same. But at the same time, our student community is unique in its makeup, stresses, and struggles.
We all want to help. 70% of students feel uncomfortable telling their teachers that their mental health is preventing them from working6.
We work together to foster a culture of warmth, tolerance and well-being where students feel comfortable. In many cases, difficult students will not come to you first, so check in with them often and look for signs that a student may be in trouble.
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When all the attention is on the students, it’s easy to take care of yourself and forget about your own trauma and anxiety. Many of our suggestions for students also apply to you. Talk to your peers or supervisor about any insecurities, worries or concerns.
It’s been a difficult year for many of us, and acknowledging our shared experiences is a good starting point for creating open, honest communication and a psychologically safe space. So talk to students, set a tone of openness and acceptance, and be honest. Overcome uncertainty and stress. Let students know that you are open and available to talk about wellness.
Some students feel alone and “less than” because they feel like “everyone has it all,” so be vulnerable and let students know you’re struggling too.
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Be supportive and approachable, understanding that some students feel comfortable connecting with each other. Whether it’s office hours, scaling meetings, or even texting, make time to talk to students in person whenever possible.
Students may have a history of trauma or have heightened struggles due to the COVID-19 crisis. Keeping this in mind will help you create a safe and supportive space for your students.
Students look to you for comfort, guidance and direction. Sharing positivity, hope and humor can help ease the stress load.
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Health and mental health are important for everyone. There are underserved and marginalized groups of students who have historically lacked access to resources that fully understand their experiences. It can feel lonely and alienating. Work to create a sense of connection and belonging where every event is welcomed and valued. This can be done by listening to their stories, validating their experiences and showing empathy. Do everything you can to direct the student to resources that are appropriate for him or her.
Counseling and Psychological Services (CAPS) at Mason provides culturally inclusive care. If students want to find resources outside of Mason, here are some options to share.
Consider yourself a front-line worker when it comes to student welfare. Explore and take advantage of the many mental health and wellness resources Mason has to offer.
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Peer support is essential, so take the opportunity to facilitate connections between students outside of any specific crisis or problem. Encourage interaction outside the classroom whenever possible.
Part of not feeling alone is knowing that other people are going through the same challenges and overcoming them. Share the research and tools in this resource as you see fit.
When talking with a student you suspect may be struggling, take the time to connect them with the right resources for their needs. Jack.org’s Be There initiative offers a simple five-step process (with examples) to help you start the conversation:
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We are fortunate that Mason has a variety of resources to help support our students. Depending on the type of support you are trying to provide, know that we have and are equipped to help our students.
You don’t expect all the answers. Once you’ve determined that a student may need help beyond your abilities, you can take the following steps.
Tell the student that you are not “putting them down” as a problem or a burden. Reiterate that you are here to help them and that you are not going away.
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A struggling student may feel uncomfortable connecting to a resource on their own. Guiding them through the resource access process makes them more likely to follow through and feel more confident about getting help.
Follow up to make sure the student has successfully connected to the resource(s) you provided. This validates the connection you’ve made as part of their support system and lets the student know they’re not “left.” This may be an option to redirect the student to another resource if the original resource is not appropriate.
Professionals associated with Trusted Resources will be happy to hear from you about student welfare. However, due to privacy laws such as FERPA and HIPAA or professional ethics, some resources cannot provide you with mutual student information. This
