• Demand Georgetown University expands its current renovations in residential and academic facilities to the accessibility-related infrastructure that has largely fallen into disrepair. This infrastructure includes repairing automatic door buttons, redesigning accessibility ramps and alternative pathways, updating all public water-bottle stations, and more. 

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• Mandate monthly check-ups by Georgetown facilities on the functionality and overall performance of accessibility-related infrastructure in all campus buildings. These check-ups would be compulsory, separate from those prompted by direct complaints from students or staff. 

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• Demand that Georgetown’s Department of Planning and Design guarantees that all on-campus construction projects provide alternative routes that are quick, safe, and universally accessible for all campus members.  

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• Establish a panel of community stakeholders that includes student organizers, outside consultants, and field specialists to re-assess the current efficiency and effectiveness of Georgetown’s Counseling and Psychiatric Service programming. This reassessment must incorporate the re-prioritization of student accommodations over forced or coerced medical leaves of absence for students experiencing mental health crises. 

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• Push for the expansion of off-site academic, financial, and emotional resources available to students that do choose to take medical leaves of absence, including a program that transitions them back into campus-life with a university-sponsored therapist. 

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• Establish institutional stipends and donor-based grants to cover the cost of off-campus psychiatric and therapeutic services for students ineligible for Georgetown’s Counseling and Psychiatric Service.

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• Work with the Provost and Deans’ Offices to upgrade university websites, online courses, and network resources to meet modern web accessibility standards. This restructuring of digital platforms must include Georgetown’s Disability Alliance and other disability-centered advocacy organizations as they see fit.

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• Advocate to establish water fountains and filters in halls currently lacking these facilities such as Village C West and Village C East.

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• Supplement current sensitivity training for faculty with modules centered on the use of accessible language, classroom accommodations that should be standardized for all courses, and the intersectionality between disabilities and other identities. These modules can be built from the Academic Ableism platform developed by Gwyneth Murphy, Dominic DeRamo, and Nesreen Shahrour.