Professional Development

The M.A. English program works closely with the Lannan Center for Poetics & Social Practice, the Writing Center, the Center for New Designs in Learning & Scholarship (CNDLS), and other entities on and off-campus to help connect students with employment opportunities that frequently present themselves in the course of any given academic year (and even in the summer). The department staff share these opportunities with students as they come up.

You can find opportunities for additional on-campus employment via the Student Employment Office’s online job board—HoyaWorks (new window).

Below is a list of on-campus positions typically available for M.A. English students to apply for during the fall and/or spring semesters and two optional training opportunities in teaching.


Hourly Job Opportunities:

Graduate Associates (GA) work with Georgetown’s Center for New Designs in Learning and Scholarship (new window), which is responsible for a number of projects relating to faculty and graduate student professional development, the scholarship of teaching and learning, and teaching with technology. The GAs will help with the overall operation of CNDLS and work on a variety of projects involving pedagogical and scholarly innovation.

The position may include working on writing and communication projects (composing, editing), assessment projects, technology projects, or projects involving research on student learning. The position does not require high technical skill, but some basic technical competency is important. CNDLS GA’s are expected to work approximately 15–20 hours per week.


Teaching Assistants (TA) work with the Community Scholars Program (new window), which provides academic support to exceptional undergraduate students from communities that have been historically underrepresented in U.S. higher education. Many of these students hail from working-class, immigrant and/or minority populations, and many are the first in their families to attend college. The Community Scholars TAs work for the program over summer session II and the fall and spring semester.

Teaching Assistants begin working in July during the five-week “summer bridge” phase of the CSP program. The average workload for the summer (which includes pre-program training, meetings with faculty, teaching support in writing seminars, as well as a good deal of individual tutoring of first-year undergraduates) is 20 hours per week.

In both the summer and fall semesters, each TA is paired with an instructor of a Writing & Culture Seminar. In the fall, they work an average of 10 hours per week, helping to prepare for class, attending and at times teaching class, helping with the assessment of student writing, and lending individual tutoring support to assigned students. In the spring semester, they do not assist a professor in class but continue an average of 10 hours per week of individualized tutoring and academic support for the undergraduate students in the program. Students selected as Community Scholars Teaching Assistants are strongly encouraged to enroll in ENGL-722: Approaches to Teaching Writing in the fall semester of their first year.


Responsibilities include: 

  • Events: Attends and serves as a point-of-contact for Lannan Center events, including overseeing room and catering set-up, assisting with set-up and transport of materials to venue, and clean-up after events.
  • Design: Designs event promotion materials for web and print, including postcards, posters, and program for the Lannan Spring Symposium.
  • Marketing and Promotion: Assists with promoting events to the Georgetown University community and greater D.C. area when applicable; posts flyers around campus leading up to events; sends email blasts to relevant departments, professors, student groups, and organizations.
  • Website Management: Makes updates to lannan.georgetown.edu, uploads podcasts, audio, and video to hosting websites such as Archive.org and Vimeo.

Reports to Program Coordinator for the Lannan Center for Poetics & Social Practice.

Responsibilities include:

  • Tutoring graduate students in the Writing Center—individualized 30- to 60-minute sessions for around 4–5 hours per week.
  • Using web and other skills to help professionalize the Center, through tracking of online appointment features and developing possibilities for online tutoring.
  • Holding administrative office hours in which you attend to Center business (e.g., coordinate class visits by the tutors to promote the Writing Center’s services; schedule tutor office hours; monitor undergraduate tutor attendance; arrange for substitute tutors when necessary; restock office supplies; read and tabulate student reports each week; match tutors up with special sections of WRIT-015 in fall and spring; assist with recruiting in the spring).
  • Scheduling graduate tutor office hours.
  • Coordinating and leading bi-weekly graduate training meetings.
  • Assisting with graduate orientations before classes begin in mid- to late August.
  • Coordinating instructional workshops for specific groups (such as international students or thesis writers).

Reports to Director of the Writing Center.

Responsibilities include: 

  • Tutoring graduate students and School of Continuing Studies students in the Writing Center—individualized 30- to 60-minute sessions for around 8 hours per week.
  • Undertaking research and web-development projects designed to enhance the work of the Writing Program (2 hours per week).
  • Participating in bi-weekly training sessions and staff meetings.

Reports to Director of the Writing Center.

A graduate student tutor will work with the School of Nursing & Health Studies (NHS) to provide writing support for distance students enrolled in an online graduate program in nursing. Comfort using new technology and willingness to study expectations for successful writing in NHS are essential.

Graduate student assistants will provide support in implementing the writing-intensive dimension of first-year seminars in the McDonough School of Business during the fall semester only. Assistants will attend course meetings, hold office hours, conduct in-class workshops and work with faculty in other ways to support the writing-intensive dimension of courses.

Optional Training in Teaching:

CNDLS Apprenticeship in Teaching Certificate (new window)

Institute for College Preparation (new window)