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Summer 2018 ETDs (Electronic, Theses and Dissertations 

The DigitalGeorgetown Institutional Repository is a service of the Georgetown University Library that preserves and makes available scholarly research by Georgetown's faculty, staff, and students. The open access repository includes conference papers, images, peer-reviewed scholarly articles, technical reports, theses and dissertations, working papers, and more.

Image: DigitalGeorgetown, Institutional Repository logo

Teaching, Learning & Innovation Summer Institute 

The Teaching, Learning & Innovation Summer Institute (TLISI) brings together Georgetown faculty and staff each year to participate in numerous sessions, keynotes, social hours, lunch presentations, and multi-day workshops on topics related to teaching and learning, including (but not limited to) innovative pedagogy, technology enhanced-learning strategies, teaching to the whole person, and the intersections of diversity, inclusion, teaching, and learning.

This collection contains filmed workshop sessions and keynote addresses that were produced and made available to Georgetown faculty, staff, and students.

Image: Still from "Direction of Diversity" Lunch Plenary, 2018

Georgetown College Journal  

Yearbooks were first produced by Georgetown university students in 1901. Several of the pre-WWI volumes were created by Law School students; for these coverage is limited to that school. Varying titles were used initially but from 1908, a yearbook known as Ye Domesday Booke was produced.

The contents of the yearbooks provide a wealth of information about student life. Through images and text, they document athletics, student organizations and activities, and physical changes to campus, as well as individual students and faculty members.

Image: Detail of Georgetown College Journal, Vol. 48, no. 08

Featured Scholarly Publications

The Art of Ecological Selfing: Speculative Ecobildungsromane in Cloud Atlas and Never Let Me Go

This thesis explores how contemporary clone narratives explicate human-made ethical dilemmas, and how the nonhumans seem to stay in the periphery even if they appear human-like. Central to this thesis is the idea of an Ecobildungsroman: a development narrative which focuses on nonhuman subjects rather than human ones. I examine David Mitchell's Cloud Atlas and Kazuo Ishiguro's Never Let Me Go in order to detail how both novels critique the traditional genre of the Bildungsroman in order to show how the category of personhood needs to be challenged in order to permit space for nonhuman personhood.

Desegmenting a Gameworld: The Super Mario Series

Throughout game studies scholarship, the term “gameworld” has often been used to contain two notions simultaneously: the navigable virtual space of a videogame and the collection of characters, settings, and events represented by a videogame’s audiovisual output. Resisting this haphazard use, this study closely examines five videogames in the Super Mario series and presents its findings in context of two theories of gameworld: Seth Giddings’s theory of gameworld and Kristine Jørgensen’s theory of gameworld interfaces. This study employs two methods of analysis: iterative game analysis, a method that strategically utilizes the save state affordance of console emulators, and comparative game analysis, a method that uses a wide range of analytic tools across sets of other media forms and videogames. Chapter 1 offers an analysis of Super Mario World, the most salient feature of which is its interface metaphor: the world map. Chapter 2 investigates techniques used to segment gameplay, space, time, challenge, and narrative across Super Mario Bros. 1, Super Mario Bros. 2, Super Mario Bros. 3, Super Mario World, and Super Mario World 2: Yoshi’s Island. By investigating techniques of segmentation across a range of games that constitute the same gameworld, a method of analysis I am calling “desegmentation,” this study aims to make more robust the theorization of gameworld and future study of videogames.