Georgia Southern's College of Education faculty travel to University's Irish learning center for exchange of ideas in advance of summer study abroad program

Mar 21, 2022

6 min

Dr. Howard Keeley

$100K student scholarship pool available for 2022 summer courses in Ireland


Six professors from Georgia Southern University’s College of Education (COE) recently broadened their horizons during a trip to Ireland as they learned from and shared insight with instructors and educational leaders in the Wexford County community.


Led by Howard Keeley, Ph.D., director of the University’s Center for Irish Research and Teaching, COE faculty traveled to Georgia Southern’s learning center in Wexford, Ireland, to observe Irish educational settings and exchange ideas with local leaders just ahead of a summer study abroad program opportunity for Georgia Southern students in which $100,000 of scholarship funding is available.


“The main thing we did was get in front of leaders in the education space in Ireland,” stated Keeley. “We spoke to a number of folks who are either principals or vice principals or, in some way, senior administrators in a variety of schools including all-boys, all-girls, religious, secular and mixed schools.”




The group included Catherine Howerter, Ph.D., associate professor of elementary and special education; Kip Sorgen, Ph.D., assistant professor of leadership, technology and human development; Alex Reyes, Ph.D., assistant professor of middle grades and secondary education; Amanda Wall, Ph.D., associate professor of middle grades and secondary education; Betsy Barrow, Ed.D., assistant professor of middle grades and secondary education; and Dan Calhoun, Ph.D., professor of leadership, technology and human development.


Reyes, who trains pre-service and in-service teachers to work with culturally and linguistically diverse students, was excited to travel to Wexford after a study abroad program in Czech Republic she spearheaded with Wall was canceled in March 2020 due to the pandemic. Intrigued by Ireland, a plurilingual country, she was curious to see how Wexford’s environment might benefit students culturally.


“I thought it was really exciting,” said Reyes. “All of the street signs are in Irish, even though English is the main language spoken. That prioritizing of that cultural heritage is fascinating. It was great to learn that the students in their primary and secondary schools take Irish language and culture as a subject every year.”



She was especially motivated by a field trip to an Irish-language school, Meanscoil Gharman, which serves middle and high school students. With the exception of one daily class in English, teachers and students conducted all lessons in Irish.


“It was really interesting to see that perspective,” she said. “There has been a revitalization of that culture. I thought that was fascinating to see how that can be handled in school.”


In addition, Reyes was duly impressed with the country’s prioritization of social and emotional literacy for children, and the mandated well-being hours that are incorporated into daily school routines as a result of the pandemic. A program that promotes hygiene and an anti-bullying campaign also fit into the wellness curriculum.


“It really impressed me that as a nation they prioritize the wellness of students, and how language and cultures can really be supported in a meaningful way,” Reyes said. “It’s affirming to see a proactive approach that has positive outcomes. Now, thinking ahead, we can look at how we can create opportunities for our students to experience this kind of approach.”


Sorgen, who teaches in the educational leadership program at Georgia Southern, was interested in Ireland’s professional preparation.


“None of them had advanced degrees, like what we offer at Georgia Southern,” noted Sorgen. “Learning about how to be a principal in Ireland is on-the-job training. In Georgia, there are specific educational requirements for our school administrators guided by professional standards. In Ireland, they generally ascend through the ranks, which makes professional mentoring essential to their success. We are exploring ways our educational leadership students could learn from Irish administrators about their experience, specifically with mentoring.”


He also foresees the international partnership as a two-way exchange.


“Given educational leadership programs are not common in Ireland, our faculty are considering ways in which we could use our expertise to foster leadership development of principals and teachers in Wexford,” said Sorgen. “We would utilize the Georgia Southern Wexford campus to host some of these sessions, furthering Georgia Southern’s relationship within the Wexford community.”


Keeley also arranged meetings with education policy makers, including an extended meeting with an Irish congressman who is a representative for the County of Wexford in the Irish national parliament and chairs the joint committee for the Irish equivalent of the House and Senate Committee on education and higher education.


“That was a tremendous opportunity for our faculty to talk to somebody at the highest level of government in Ireland, creating Irish state policy on education,” said Keeley. “And I know from the feedback we got from our College of Education colleagues that particularly for those in higher education, that to them was a really useful, next-step experience.”


The trip exceeded expectations.


“It was a fantastic learning experience for everyone,” said Keeley. “We had lots of high-level and also very practical experiences, and I could see our College of Education team thinking, ‘How can I bring what I’m learning, what I’m experiencing in this moment, into my classroom, into my curriculum, into my prospective study abroad courses in a way to build student success for our Georgia Southern folks.’ I think it was a great visit.”


Complementing the faculty’s trip, a COE Irish study abroad program on diverse education in Ireland was recently approved for Summer 2022 and will give education students the opportunity to take one or two courses with the study abroad component. This will be a part of a broader study abroad program in Wexford, presented by the Honors College and the Center for Irish Research and Teaching, with assistance from the Office of the Provost and the Office of Global Engagement.


The costs for undergraduate students at Georgia Southern’s Wexford campus will be offset by a $100,000 scholarship fund with awards of $1,000 for each student accepted into the program.


“For students traveling to Wexford, Ireland, this summer, we will be able to defray the cost of the program through a generous travel scholarship through the Georgia Southern University Foundation,” said Dustin Anderson, Ph.D., associate provost for Student Success. “The donation makes these the most affordable multi-week programs that we ever have been able to offer.”


Keeley is thrilled the gifts from generous donors will enable a number of students to earn valuable global experiences.


“For students to have an opportunity to have international lives is powerful, and it’s powerful in ways that sometimes we can’t even predict,” he said. “Just the very fact of being abroad is going to change any of us, right? It can have a really transformative effect to feel a sense that, you know, as a student, ‘I can do this,’ and then a sense after the fact, ‘I did this,’ and just that in itself is educational. Giving students a safe space in Wexford, Ireland, to grow and feel that they are in a sense global citizens and bring the best of America, bring the best of Georgia, bring the best of the states from Savannah to Ireland, and learn to be an ambassador. That’s wonderful.”


In addition to the education courses, students will also be able to choose from a Wexford-Savannah honors inquiry and an interdisciplinary program open to all students on human migration with courses in geography, religious studies, public health and a CORE study abroad course.


Students interested can learn more about the program by clicking here and can email Kristin Karam in the Office of Global Engagement for more information about the scholarships.


Georgia Southern University-Wexford is a global hub for learning housed in a historic building constructed in 1812. The space now features state-of-the-art classrooms and student apartments. Georgia Southern is the first public university in the United States to open an outreach learning facility in Ireland.


If you're a reporter looking to know more about this initiative, then let our experts help. Howard Keeley, Ph.D., is the director of the Center for Irish Research and Teaching at Georgia Southern University. He is available - simply click on his icon now to arrange an interview today.

Connect with:
Dr. Howard Keeley

Dr. Howard Keeley

Assistant Professor

Dr. Howard Keeley is the director of the Center for Irish Research and Teaching at Georgia Southern University

Modern Irish Literature

You might also like...

Check out some other posts from Georgia Southern University

2 min

University-wide mental health services strengthened by Georgia Southern’s JED Campus initiative

As a result of Georgia Southern’s commitment to increasing student awareness and access to mental health resources, the University has recently been named a full JED Campus (JED) Member university. Georgia Southern recently completed a four-year partnership with JED, a national collegiate mental health program that guides colleges through a collaborative process of building comprehensive systems, programs and policy development with customized support to build upon existing student mental health, substance use and suicide prevention efforts. Along with the JED efforts, Georgia Southern has significantly increased student awareness and access to mental health resources. A recent report shows that 83% of Georgia Southern University students agree that the administration is listening to the concerns of students around health and wellness. This is a 15% increase since 2020. In 2020, the University System of Georgia launched several system-wide initiatives and resources to increase the mental health awareness and resources for all of its institutions. One of these initiatives was to fund the enrollment of all institutions in the JED Campus program. This included the creation of a JED campus team, an initial campus mental health climate study conducted by the Healthy Minds Institute on behalf of JED, the completion of a Georgia Southern self-study, a campus site visit by JED and the development and completion of a four-year strategic plan. “Engaging in the four-year JED Campus process has enabled Georgia Southern to strengthen and expand its university-wide commitment to the mental health of our students, faculty and staff,” said Jodi K. Caldwell, Ph.D., Counseling Center executive director & JED Campus team lead. “The JED team remains committed to growing Georgia Southern’s efforts in providing awareness, education, resources and support for the well-being of our community. We are grateful to the University System of Georgia, whose support funded this opportunity for all USG institutions and to the support of our Georgia Southern administration.” Recently, the University has increased awareness and resources through programs like the H.E.R.O. Folder. Students aware of mental health outreach efforts grew from 40% to 60%, and those knowing where to seek professional help increased from 78% to 84%, according to the JED feedback report. Additional findings can be found in the full report at the bottom of this article. Georgia Southern will now be considered an alumni of the program, and will continue several of the programs and initiatives launched with JED. If you're interested in learning more about Georgia Southern's  partnership with JED and want to book time to talk or interview with Jodi Caldwell then let us help - simply click on her icon now contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.

5 min

Expert Q& A: ‘The Pope is also a monarch’

Kathleen Comerford, Ph.D., professor of history at Georgia Southern University, specializes in Catholic history in the 16th and 17th centuries. She is also an associate editor for the Journal of Jesuit Studies, which focuses on the work of the Society of Jesus (Jesuits), a religious order within the Catholic Church. Pope Francis was the church’s first Jesuit pope. With the global significance and rarity of the conclave, Comerford answered frequently asked questions about how the conclave works, how the conclave process has evolved over time, and what the passing of a pope means for the Catholic Church and the world. Question: What does the passing of a pope mean for the world? Comerford: Multiple things! First of all, there are 1.4 billion Catholics in the world scattered in many different countries. The pope is a unifying figure for all of the Catholics. He represents something immediate in the sense that he’s the head of the church and is a recognizable figure. The pope is also a monarch. I was just talking with my classes about this. He is the head of the government of the Vatican City State, which is the smallest independent state in the world. It has a very long history itself. Pretty much everybody who lives in Vatican City works for the Vatican. The pope is one of the few elected monarchs in history. He is responsible for financial and political decisions, and he has ambassadors around the world as a result of his role in global policy. Question: How is a new pope selected? Comerford: The College of Cardinals will meet for an election called a conclave, and they actually stay in a dormitory-like place in Vatican City for it. They are sequestered from the public, and they take some time to meet, pray and vote. The cardinals aren’t supposed to be sitting around talking about who would be a really good pope, but we don’t know whether they do because they’re sequestered and nobody is supposed to talk about it. They will likely take a vote on the first day, but that’s not required. Every subsequent day, they can take a maximum of four votes; two in the morning and two in the afternoon until a candidate gets a two-thirds majority. Question: What does the voting look like? Comerford: There are ballots, and the cardinals write their preferred candidate on the ballot, and then they put their vote in a chalice. To count the votes, there’s a group of three people who are in charge of counting and then announcing the results to the fellow cardinals. There are 252 cardinals, but only 135 of them are eligible to vote because anyone over the age of 80 is ineligible. The procedure where only cardinals can elect the pope dates from 1059. The secret ballot and the two-thirds majority requirement is from 1621. The sequestration for the process dates from 1271 because they argued about who the new pope would be for two years and nine months; a total of 33 months. And so, they decided that the only way to make sure that this didn’t happen again would be to create this scenario with the cardinals locked in a room with a key. Question: When one of the candidates receives a two-thirds majority and becomes the next pope, how will it be announced? Comerford: Well, this is kind of fun, because they have four votes every day until one of the candidates receives a two-thirds majority. After they take the votes, the papers used to vote are burned. How the news is shared to the crowds outside is based on the color of smoke. If the smoke is black, that means no one received the majority and there’s no new pope yet. If there’s white smoke, it means there’s a new pope. This practice really only dates to the early 19th century. At first, it was just if there was smoke, there was no pope; if there was no smoke, then there was a pope. In 1914, they changed this aspect of the election so that black smoke means “no pope” and white smoke means “new pope.” Question: It’s expected that the next pope will be one of the cardinals in the room when they vote, yes? Comerford: Yes, but it doesn’t have to be. There have been a lot of popes, but in the last 200-300 years, there hasn’t been somebody who wasn’t in the conclave that was elected. Theoretically, they could nominate somebody who’s not a cardinal and the whole room could say, “yes, that’s the person we want as pope.” However, they don’t vote by acclamation anymore. They stopped doing that in the 19th century. Question: Pope Francis appointed 108 of the cardinals, so that’s a total of 80% of those eligible to vote for the next pope. How likely is it that we see a pope similar to the late Francis, considering he provided the electorate for his successor? Comerford: First of all, he deliberately went out and created cardinals in places where there had never been cardinals before. And he didn’t do that by saying, “I’m going to find somebody who’s like-minded to me.” He just said, “There are a lot of Catholics in Myanmar and they’ve never had a cardinal. So I’m going to make sure that there’s a cardinal now.” Most of these new cardinals are in places like Rwanda, Cape Verde, Tonga, Myanmar, Mongolia and so on. So these are non-European cardinals. Now, less than 40% of the voting cardinals are European. So to speculate on how similar they are to Francis, you have to break down what Francis was. There has been his entire pontificate about how he’s the first American pope, but his parents were born in Italy. He didn’t grow up speaking Italian, but it was a dialect of Italian as well as Spanish, because he grew up in Argentina. He was the most European you can get and still be an American. Another part of the question is, will the new pope be somebody who is of a similar mind to Francis in terms of his governance, which was very devolved. He introduced this idea of “synodality,” which is about fairly consistent communication with groups of people. Pope Francis was not particularly monarchical or hierarchical. There is also the aspect of his thinking that leans more to the left than the right on a number of social issues like immigration, women’s rights, the rights of minorities and immigration. He opened a lot of conversations, which the very right leaning portions of the church have been very uncomfortable with. If you're interested in learning more about this topic and want to book time to talk or interview with Kathleen Comerford then let us help - simply contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.

3 min

Rural health documentary earns Peabody Award for Georgia Southern professor

Georgia Southern University Professor Matthew Hashiguchi has won a Peabody Award for his documentary, “The Only Doctor,” which focuses on rural health and the services provided by a single doctor in southwest Georgia. The Peabody Awards are prestigious accolades in storytelling across television, radio, streaming and other digital mediums. Categories for winning a Peabody include journalism, social video, interactive documentary, gaming and more. The nearly hour-long feature received the award in the Public Service category, which recognizes projects that address or respond to public health concerns, enhance public engagement or educate the public. For Hashiguchi, the award represents a personal and career accolade. “This award isn’t just a professional achievement, but also represents a moment in my life where I became a father,” said Hashiguchi. “I started filming right before my first daughter was born, and finished right after the second. While this award is an incredible acknowledgment of my work, it means even more to me as a priceless moment from their childhood.” The documentary focuses on Karen Kinsell, M.D., the sole physician serving 3,000 citizens in Clay County, Georgia, near the Georgia-Alabama border. The film spotlights the plight of a community in need of medical assistance and the dedicated doctor fighting to keep her clinic’s doors open. Hashiguchi delves into Kinsell’s sacrifices for her clinic’s operations, revealing her commitment to her patients. “Dr. Kinsell gets calls at home at all hours of the day and night,” Hashiguchi said. “She, at times, has had to pay the bills from her own bank account. But I’d say the biggest sacrifice is that she’s a doctor who does not have breaks.” The final cut of “The Only Doctor” is a bit different from the angle Hashiguchi took when he began work on it several years ago. He initially started the project to better understand the risks associated with maternal health care and childbirth when he and his wife were expecting their first child. Through his work, he learned of a more complex issue of health care access in rural communities. The documentary first premiered on the PBS program Reel South and is now available internationally on Al Jazeera’s documentary series “Witness.” Hashigchi’s work earned him a 2019 Gucci Tribeca Documentary Fund award and a 2021 American Stories Documentary Fund award from Points North Institute. The film’s world premiere took place at the 2023 Hot Docs International Documentary Film Festival in Toronto, Canada, and was awarded Best Documentary Feature at the 2024 South Georgia Film Festival, Best Feature at the 2023 Newburyport Documentary Film Festival and Award of Merit at the 2023 University Film and Video Association Conference. His rise to media prominence wasn’t on his radar early in his academic career. He described himself as a “C student,” and still sees himself as that young boy struggling with math and science courses. With one of the nation’s highest media honors, he can show his students new paths to success as well as the skills it takes to win a Peabody. “I want my students to know how I failed and know that I struggled,” he said. “I tell them that if they want to excel, they really have to put in hard work. That’s very much who I am now as I devote myself to these films.” If you're interested in learning more and want to book time to talk or interview with Matthew Hashiguchi then let us help - simply contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.

View all posts