We make the following recommendations fully appreciating the current and foreseeable financial constraints the university faces.  It is only realistic to acknowledge that realizing these hopes will depend on securing substantial outside support.  We are optimistic that foundations and donors will recognize in Georgetown’s serious commitment to justice issues the opportunity for rewarding and enhancing academic excellence. 

1. We recommend that Georgetown deepen its institutional commitment to questions of justice. To accomplish this we urge the following:  

a. support those who devote a considerable portion of their academic time and energy to justice issues by allowing them to fashion their academic responsibilities in such a manner that they are rewarded for significant contributions in research and teaching and service to the community;

b. support those who have considerable service and research commitments by developing the newly established Center for Social Justice Research, Teaching and Service in such a way that it helps foster genuine scholarly work and professional development;

c. support justice programs, research projects and teaching by identifying funding sources that would stimulate program development, grant activity and reward faculty for their efforts on behalf of social justice.

2. We recommend that Georgetown continue and expand its support for faculty and student participation in justice programs and strengthening the academic excellence of these programs. To accomplish this we especially encourage the following:  

a. encourage new faculty hires to consider how the justice dimensions of their research and teaching might contribute to the many programs and activities undertaken by faculty colleagues;

b. encourage schools and department to recruit a more diverse faculty and staff in order that Georgetown might exemplify in its faculty and staff the values of inclusiveness and multiculturalism;

c. encourage more faculty and staff to become involved in programs designed to foster more cultural diversity in the curriculum and in the classroom;

d. recruit more Pedro Arrupe scholars in the graduate program; 

e. create an undergraduate scholarship program to support, through courses and counseling directed towards encouraging careers in service, students who seek to continue their service work and who desire to reflect on the implications of this work for understanding social structures and systems and all forms of injustice.

3. We recommend that Georgetown develop itself as a community of scholars dedicated to the care of each individual and the promotion of justice. To accomplish this, we especially recommend the following:   

a. promote outstanding programs such as the Law Center's Clinical Programs, the Main Campus’s Program on Justice and Peace, the School of Nursing & Health Studies’s various health care programs, and the Graduate Public Policy Institute’s centers concerned with health care, education, housing, and civic life.  These, along with many other graduate and undergraduate initiatives on all three campuses, can become models for other programs seeking to wed academic research, preparation and study, plus service to the community; 

b. undertake an assessment of the university's business functions--such as purchasing, hiring, investments, benefits and wages, staff participation in university governance--in other words, the entire gamut of business practice--to assess the university's commitment to social justice principles in all its activities; 

c. ensure that opportunities for participation in service programs, for exploring dimensions of social justice in a serious academic manner, for training in mounting effective service learning courses are provided to interested faculty, and especially to new faculty.