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Student Programs Annual Report

The following report captures the achievements of our students this year, celebrates a decade of accomplishments, and looks to the future of Berkley Center student programs. Scroll down or use the navigation at the top of the page to discover highlights from teaching, learning, and researching at the center from the past year.

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The Berkley Center offers a number of ways for students to get involved with the work of the center, including participating in fellowship programs, taking courses and conducting research through the Doyle Engaging Difference Program, and working as student assistants. 

Our approach to student programs at the Berkley Center is grounded in the Jesuit value of caring for the whole person (cura personalis), a central tenet of the Georgetown University education. Our programs are animated by the center's mission of bringing together scholars, practitioners, policymakers, and students to seek a more just and peaceful world by deepening knowledge and solving problems at the intersection of religion and global affairs.

2019-2020 marked the 10-year anniversary of two cornerstone student programs, the Education and Social Justice Project and the Doyle Engaging Difference Program. This year also brought new opportunities for growth in our Religion, Ethics, and World Affairs minor with the support of a newly created director of student programs position. The following report captures the achievements of our students this year, celebrates a decade of accomplishments, and looks to the future of Berkley Center student programs. 

Upon completing any Berkley Center student program, the participant should be able to:

  • 1

    Show evidence of global awareness, particularly interreligious and intercultural competencies, by engaging in discourse and practice on matters of political, religious, social, economic, and racial differences.

  • 2

    Demonstrate analytical skills and the ability to clearly articulate complex issues in research and digital scholarship.

  • 3

    Illustrate interdisciplinary knowledge integration and intellectual curiosity in traditional and experiential learning spaces.

Students and professor in a Doyle Seminar

Doyle Engaging Difference Program

Shaping our student engagement mission is the Doyle Engaging Difference Program, which is celebrating its tenth year in 2020. The program began with a generous gift and accompanying vision from William J. Doyle (C’72, chair of the Georgetown University Board of Directors) to see Georgetown University lead the way in creating and implementing learning spaces that equip Hoyas to authentically and constructively engage differences, ultimately enabling them to repair communities through public and private institutions at local and state levels. The following report highlights our contributions to the Doyle Program as part of our collaboration with Georgetown’s Center for New Designs in Learning and Scholarship.

Read more about the Doyle Engaging Difference Program here.

Ten Years: Doyle Engaging Difference Program

Research Interviews

Teaching at the Berkley Center

Berkley Center faculty bring years of scholarly and practical experience to the classroom, teaching in seven departments across the university while conducting active research projects at the center. The center also supports Doyle Seminars, high-level undergraduate courses that are provided extra funding to develop inclusive pedagogies and engage diversity and difference.

Katherine Marshall teaches a class at the Berkley Center

Berkley Center Faculty

Our faculty seek to educate the whole person and encourage informed citizens who will go on to live out the Jesuit ideal of interreligious understanding. Senior fellows are trained in a wide range of disciplines—including public policy, history, development, political theory, literature, and law—and hold academic appointments across the university. Several of the center’s faculty previously worked outside of academia as senior officials in organizations like the U.S. State Department and the World Bank. 

Learn More about Berkley Center Faculty

New Faculty and Staff

New Faculty and Staff Slider

Student Testimonials

Student Testimonials Slider

My involvement with the Berkley Center has been the highlight of my academic experience at Georgetown. The classes I have taken towards the Religion, Ethics, and World Affairs minor and my work experience as a research assistant for Fr. McGlone have been incredibly intellectually stimulating and have made me reconsider my post-graduation goals. All of these experiences have taught me to embrace complexity and be ready and willing to think and act in newer, more creative, and more compassionate ways.

Alejandra Rocha (SFS’21)

Participating in mentored research at the Berkley Center has been one of the most rewarding experiences of my Georgetown undergraduate career. As a fellow in the Education and Social Justice Project, I have been able to combine my academic passions with real-world applications. In addition, my work as a research assistant for Professor Shaun Casey has allowed me to explore the intersection of religion and politics, while also inspiring me to further study these topics in graduate school. These opportunities have enabled me to use my research skills outside of the classroom and to make a difference in the lives of others as an undergraduate student.

Amber Stanford (C’21)

Five musicians playing instruments at a Doyle Seminar performance

Doyle Seminars

Part of the Doyle Engaging Difference Program, Doyle Seminars offer instructors the chance to enhance their course with experiential learning through invited guests, outings to local museums or performances, and film screenings coupled with an intensive focus on student research projects. Smaller classroom settings provide a focused learning space for exploring national, social, cultural, religious, moral, and other forms of difference, and deepen student learning about diversity and difference through enhanced research opportunities. 

Learn More about Doyle Seminars

Doyle Seminars: A Year in Numbers

Guest Lectures
Saturday Morning Discussions
Film or Play Screenings
People seated at tables attend the alumni network launch for Religion and the Work of a Lawyer

Finding Faith in the Legal Profession

This year, Amelia Uelmen launched an alumni network for her Doyle Seminar, Religion and the Work of a Lawyer (LAW J/G-1038), which explores how practitioners think about legal questions and their own work as lawyers as related to their religious or spiritual outlooks. Uelmen brought together over 100 alumni, faculty, and students to launch the alumni network at a luncheon held during the Georgetown Law reunion weekend in mid-October.

Read more about the alumni network launch here. 

Students Reflect on Religion and the Work of a Lawyer

Students Reflect on Religion and the Work of a Lawyer Slider

I think [Professor Uelmen's Doyle Seminar] has been so valuable in allowing us to really dig deep within our own reflection and then when we encounter things that we don’t necessarily agree with, learning how to interact with that and communicate with differing perspectives or values.

Alexander Afnan (L’21)

Lindsey Keiser

Faith and law do not contradict. This idea really opened up in Professor Uelmen’s class. It was my first time that I got to talk about my faith at law school and didn’t feel as though I had to hide it. 

Lindsey Keiser (L’16)

[Professor Uelmen's Doyle Seminar] serves as an annual ‘check in’ for me—a time set apart for thoughtful self-reflection, when I can meaningfully contemplate my personal and professional decisions and better align those to my core values and desires.

Micah Fielden (L’16)

2019-2020 Doyle Seminar Faculty

2019-2020 Doyle Seminar Faculty Slider

Laura Benedetti

Laura and Gaetano De Sole Professor of Contemporary Italian Culture, Department of Italian

Benedetti’s Italian Writing and Culture (ITAL 233) course helped advanced Italian learners practice and refine their writing skills through intensive work on a variety of texts that deal with culturally salient topics in modern Italy.

Claire Catenaccio

Assistant Professor, Department of Classics

Students in Catenaccio’s Shakespeare and the Classics (CLSS 206) course asked how Shakespeare adapted his sources to explore the most urgent social, political, and aesthetic questions of his own era.

Evan Jewell

Assistant Teaching Professor, Department of Classics

In Migration and Mobility in Rome (CLSS 244), Evan Jewell introduced students to issues surrounding the history of migration in the Roman Empire, taking chronological focus spanning the history of the empire. The seminar also scrutinized contemporary definitions of mobility for their applicability to the Roman world.

Terrence L. Johnson

Senior Research Fellow, Berkley Center

Associate Professor, Department of Government

In Philosophy of Liberation (GOVT-457), Johnson led students in examining twentieth-century African-American and Black diaspora liberation philosophy, theology, and human rights activism in an effort to understand the moral frameworks, ethical traditions, conceptual basis, and historical roots of liberation thought in the United States, the Caribbean, and Africa.

Elyse Kelly

Adjunct Lecturer, Department of Art and Art History

Intermediate Animation (ARTS 226) explored experimental and traditional animation practices through exercises using 2-D digital techniques. Kelly prompted students to consider the content of their work: What ideas are you trying to express, why are they important, and what is the best way to communicate that to an audience?

Jennifer Boum Make

Assistant Professor, Department of French and Francophone Studies

In Caribbean Crossings: Mobility and (In)Hospitality in the 20th and 21st Centuries (FREN 339), students examined the different art forms that reflect the pathways and challenges of Caribbean migrants beginning in the late-1940s. This seminar, taught by Jennifer Boum Make, emphasized the Caribbean as a culturally diverse religion.

Ricardo Ortiz

Chair, Department of English

A graduate-level seminar, Ortiz’s Latinx Literature Now (ENGL 641) familiarized students with an emerging body of literary and cultural work by artists hailing from the largest cultural minority population in the United States, creating opportunities for critical reflection on how national, comparative, and “minority” literatures mutually interact and inter-implicate one another.

You-Me Park

Teaching Professor, Women's and Gender Studies Program

In Violence, Gender, and Human Rights (WGST 260), Park explored the gendered manifestations of violence in public and private spheres within the context of the relationship between globalization; development; and human, civil, and citizen rights. Special emphases were given to the issues of racism, sexual exploitation, poverty, labor, health care, homophobia, militarism, and globalization.

Amelia Uelmen

Senior Research Fellow, Berkley Center

Lecturer, Georgetown Law

Amelia Uelmen guided students through reflection on how spiritual or religious outlook can shape how they think about legal questions and work as lawyers in Religion and the Work of a Lawyer (LAWJ/G-1038).

Evan Jewell on Teaching a Doyle Seminar

Evan Jewell on Teaching a Doyle Seminar Slider

In many ways, [my Doyle Seminar] was the most fulfilling teaching experience of my career so far, as every class we ended up having such meaningful discussions and debates about immigration, refugees, displacement, xenophobia, and more. At another level, meeting the other Doyle instructors earlier in the semester was formative for my own teaching: I built connections with two professors working on the issue of migration/immigration in different fields, and even co-led a joint class excursion to a museum, which turned out to be a very meaningful moment of cross-pollination between our classes—and the basis for future scholarly collaboration.

Evan Jewell, Assistant Teaching Professor, Department of Classics

Learning at the Berkley Center

The Berkley Center administers the Religion, Ethics, and World Affairs minor, which offers students the opportunity to reflect on faith and ethics in international affairs, religion and politics, and religion in history and culture. Learning at the Berkley Center extends far outside classroom walls through the global experiences of the Junior Year Abroad Network and our collaboration with the Pulitzer Center on Crisis Reporting.

Ryann Craig addresses students at a REWA event

Religion, Ethics, and World Affairs Minor

The Berkley Center administers the Religion, Ethics, and World Affairs (REWA) minor, which offers students the opportunity to reflect on faith and ethics across three thematic areas: international affairs, religion and politics in comparative perspective, and religion in history and culture. REWA students take five electives and a capstone seminar to foster engagement on salient issues at the intersection of religion, ethics, and world affairs.

Learn More about Religion, Ethics, and World Affairs Minor

REWA students can now benefit from new opportunities, including:

  • Program Tracks - We designed “tracks” for REWA students based on their interest in a particular region, religious tradition, or thematic focus. The new tracks sort the almost 400 REWA-designated courses to help students achieve their academic and professional goals.

  • Cross-Campus Collaboration - Beginning in fall 2020, the Berkley Center will offer the REWA minor across Georgetown’s schools, opening up opportunities for students in the School of Nursing and Health Studies and the McDonough School of Business.

  • Publication Experience - Growing our campus partnerships, we plan to increase opportunities for student research presentations and publications, offering more ways for students to gain valuable experiences in scholarship and digital outputs.

REWA Alumni Outcomes

Stay in Washington, DC
Study in Graduate Programs
Work in Government, Research, or Consulting
Rev. Drew Christiansen, S.J., teaching in a classroom

REWA Capstone Seminar

This year, the REWA capstone was taught by Michael Kessler in fall 2019 and by Rev. Drew Christiansen, S.J., in spring 2020. Kessler’s course focused on questions of justice, particularly at the global and transnational levels. Christiansen’s course emphasized how the contemporary rise of xenophobia and “illiberal democracy” challenges faith-based advocacy and humanitarian outreach. Seniors presented their capstone projects in a virtual spring symposium that included a week-long digital poster session and an engaging roundtable discussion with faculty.

Explore the digital poster session here.

Graduating REWA Students

Graduating REWA Students Slider

Michael Blank (C'20)

Thesis: "Holy Seeing an Advantage in International Law"

In my REWA thesis, I explore the capacity of the Roman Catholic Church to exert its will within international law. My research examines whether it is more able to do so in bilateral or multilateral contexts, and uses several arms treaties and the Paris Climate Agreement as examples for comparison.

Read more about Michael Blank's project here

Matthew Buckwald (C’20)

Thesis: "The Enemy of My Enemy is My Friend, Unless They're a Terrorist: Proxy Use of Middle Eastern Non-State Actors in U.S. Counterterrorism Policy"

My research explores the role of non-state groups in U.S. counterterrorism policy and attempts to assess the effectiveness of using these groups to counter terrorism. It provides an in-depth analysis of two major non-state actors: the Syrian Democratic Forces and the Afghan Local Police.

Read more about Matthew Buckwald's project here.

Mikaela Ballon Carneiro (SFS'20)

Thesis: "The Peruvian Gold Rush: Is the Government Restoring Social Order in Madre de Dios?"

I examine the restoration of social order in the Peruvian region of Madre de Dios, where illegal mining is accompanied by a host of other illicit activities including human trafficking, prostitution, and money laundering. My paper analyzes how the Peruvian government re-established rule of law and its efforts to restore moral norms that are not delineated within the legal system.

Rachel Corbally (SFS’20)

Thesis: "Religion as a Political Vehicle: An Examination of the Influence of Orthodoxy in Serbia by Russia"

My thesis explores how Russia is wielding Orthodox Christianity to exert its influence in Serbia. I found that Russia has successfully used the church to increase Putin’s favorability in Serbia and thus widen the division between Serbia and the West—a tactic that could very well be employed within other Orthodox states.

Read more about Rachel Corbally's project here.

Kathryn Derewicz (C’20)

Thesis: "Religious Solutions to Religious-Fueled Conflict: A Comparative Case Study of Northern Ireland and the U.S.-Mexican Border Immigration Policies"

The research I conducted for my REWA capstone presents a comparative analysis of the Troubles in Northern Ireland and the disputes over family separation at the U.S.-Mexican border, two conflicts that were fueled in different ways by religious identities and religious rhetoric. I argue that conflict fueled by religion necessitates a response by religious institutions.

Carly Gordenstein (C’20)

Thesis: "The Efficacy of the Guantanamo Military Commissions"

My REWA thesis examines the implications of enhanced interrogation techniques used in wake of the 9/11 attacks on the ability of military commissions to administer true justice. Using the framework of efficacy, I argue the military commissions provide the most auspicious option for legal recourse but cannot give detainees justice to its fullest extent. 

Read more about Carly Gordenstein's project here

Maya James (C'20)

Thesis: "'You’ve Got to Destroy the Foundations’: Destruction of Sacred Spaces as Preludes to Genocide in China and Bosnia"

In my REWA thesis, I present a comparative analysis of the Bosnian War and eventual genocide with contemporary China, which projects real security threats (violent separatists) onto non-combatants (Uighurs) in the name of state security. I argue that these perceived security threats are unfounded and used to justify the destruction of sacred spaces before committing genocide.

Read more about Maya James' project here

Samyukt Kumar (SFS'20)

Thesis: "Holy Sites Governance and Religious Conflict"

My REWA research explores competing religious claims to land and holy sites through a comparative analysis of the Temple Mount in Jerusalem and the Ram Janmabhumi/Babri Masjid site in Ayodhya, India. Using these case studies, I consider how competing religious claims to holy sites can be resolved in a manner that is just and minimizes conflict.

Read more about Samyukt Kumar's project here

Hear from REWA Alumni

Hear from REWA Alumni Slider

As a major in international economics, concentrating on finance and commerce, the REWA program definitely shaped my undergraduate experience. The program helped me focus my passion on macroeconomics, as it gave me the opportunity to explore the ethical components of those topics in greater depth. More importantly, though, I think the program provided the chance to see challenging situations that are extremely relevant to our world today through the unique vantage points at the intersection of religion and world affairs, making all of its classes truly exceptional.

Mikaela Ballon Carneiro (SFS'20)

REWA was one of the best experiences of my time at Georgetown. I didn't discover the Berkley Center or REWA program until my junior year, and then I quickly made sure I took enough classes to get the certificate. The classes I took for REWA were among the best I experienced at Georgetown, and they shaped my thinking of world affairs. I especially enjoyed the small class sizes, which made for excellent discussion.

Kari (Coffman) Sahan (SFS'12)

I was part of the first class of REWA students, and the program was perfect for me at that time. It allowed me to back-door a lot more philosophy and theology classes into an SFS curriculum, and that has served me extremely well over time. I remember writing then, and still believe now, that ethics is an essential practical bridge between religion and world affairs—after all, anyone working in a multicultural, multiconfessional world is going to have to wrestle with ethics.

Colin Steele (SFS’12)

My REWA classes were among the most rewarding and memorable classes from my undergraduate experience. The small class sizes and direct engagement with some of the world's leading scholars on these issues was incredibly rewarding. I also found the curriculum to be flexible in allowing me to tailor the REWA courses to fit my interests.

Jared Ison (SFS’17)

REWA Alumni Network

In keeping with the university’s mission to offer an education that fosters lifelong learning and service, we’ve just launched our alumni network, connecting young professionals with our growing curricular program and allowing the Berkley Center to continue fostering these relationships and building meaningful mentorship into our model.

Explore the alumni network here.

Chinese New Year lights and lanterns in Malaysia

Junior Year Abroad Network

Part of the Doyle Engaging Difference Program, the Junior Year Abroad Network (JYAN) connects Georgetown students who are studying abroad and provides virtual platforms for them to reflect and engage in thoughtful dialogue on their experiences. In 2019-2020, JYAN students witnessed political unrest in Hong Kong and Chile, the thirtieth anniversary of the fall of the Berlin Wall, and the outbreak of the COVID-19 pandemic.

Learn More about Junior Year Abroad Network

JYAN students now benefit from new changes to the program, including:

  • Guided Discussion - JYAN participants now reflect on religion and culture in their host countries through guided discussion boards among smaller peer cohorts, a space for students to engage with diverse opinions and approaches.

  • Social Media Engagement - Students create social media posts around the role of religion in culture, politics, and society, and produce a final reflection piece for publication, connecting their experiences to issues of diversity and tolerance on campus. Explore social media posts and reflections from the 2019-2020 cohort.

  • Community-Building - The JYAN program is now bookended by a pre-departure lunch, establishing connections and trust as foundational to authentic engagement, and post-return dinner, designed to equip students with reflection resources.

Junior Year Abroad Network (JYAN) 2019-2020

In 2019-2020, 21 students participated in the JYAN program. They witnessed and wrote about issues ranging from political unrest in Hong Kong and Chile, to the thirtieth anniversary of the fall of the Berlin Wall, to the outbreak of the COVID-19 pandemic. Read about their experiences by clicking on each highlighted country.

JYAN Student Reflections

JYAN Student Reflections Slider

Amber Liao


Barcelona, Spain

"JYAN is a wonderful initiative—I found my abroad experiences more meaningful through guided discussions and sought camaraderie with fellow cohort members. I am so grateful for the community support given throughout the process."

Read Liao's final program reflection here.

Teak Hodge


Cape Town, South Africa

"Existing as Black in South Africa requires grappling with an anger that is not my own...My Blackness links me to this space, ties my foreign body to the history of South Africa, and allows me to feel this history on multiple levels. While my ancestral rage may occasionally overwhelm me, it is a lens through which I can complexify and more deeply engage with my experiences in South Africa." 

Read the full post "Bearing My Ancestors' Pain" here.

Michelle Zhu



"[A]chieving some semblance of unity—whether in Singapore, the United States, or even on a global scale—lies in...personal shifts. It demands that we acknowledge our individual shortcomings and gaps in understanding and strive to respect and embrace the appearances, perspectives, and experiences of those who are different from us."

Read the full post "(Dis)unity in Diversity" here.

Seater reporter takes notes

Pulitzer Center International Reporting Fellowship

As a continuing element of our partnership with the Pulitzer Center on Crisis Reporting, which began in fall 2017, the Berkley Center selects one Georgetown student to receive an international journalism travel grant each summer. This grant supports a student to pursue a journalistic project that investigates the religious dimensions of an international issue, bringing to light what is often overlooked, untold, or misunderstood. 

Learn More about Pulitzer Center International Reporting Fellowship
Kutupalong Refugee Camp in Bangladesh

2020 International Reporting Fellow

Rhya Evans (NHS’22) is the 2020 Berkley Center-Pulitzer Center international reporting fellow. Her project will explore the cultural and religious beliefs that influence menstruation and menstrual management, as well as its social and economic consequences, among Rohingya women and girls in Bangladesh. 

Read more about Evans' project here.

Researching at the Berkley Center

The Berkley Center collaborates with Georgetown’s Center for Social Justice Research, Teaching and Service to support Education and Social Justice fellows, in a model of mentored research echoed throughout the center. Student assistants and visiting graduate researchers at the Berkley Center play a critical role in supporting the work of scholarship at the center.

Student assistants working at the Berkley Center

Student Assistants

Berkley Center student assistants are integral to the work of the center, helping us achieve our mission through their contributions to faculty research projects, as well as their support of communications and outreach efforts. We employ between 25 and 35 students every year, who are given meaningful, content-rich work that develops knowledge and skills that make them strong candidates as they seek internships and enter the job market. 

Learn More about Student Assistants

Hear from Our Student Assistants

Hear from Our Student Assistants Slider

Margaret Hodson
Margaret Hodson (SFS'20)

Student Assistant, Student Programs

Current Position: Naturalization Legal Assistant, Catholic Migration Services

"Through my role at the Berkley Center, I gained exposure to the great work that faith-based organizations undertake in pursuing social justice. My experiences at the Berkley Center helped inspire me to complete a year of service with the Jesuit Volunteer Corps."

Alero Oyinlola
Alero Oyinlola (C'22)

Student Assistant, American Pilgrimage Project

Current Position: Facebook Intern

"I became a student assistant as a freshman; my skills and experience were quite limited. In the past two years, serving as a student assistant has allowed me to develop skills in project management, including research, outreach, and stakeholder engagement. Further, the center’s staff and fellows have provided me with opportunities for professional development and growth. This summer, I will be interning at Facebook, and I am convinced that securing the internship is largely attributable to the skills I acquired at the Berkley Center."

Micah Musser
Micah Musser (C'19)

Student Assistant, Faculty Research

Current Position: Research Analyst, Georgetown's Center for Security and Emerging Technology

"As someone who plans to pursue a career in the world of academia and think tanks, working at the Berkley Center provided me with invaluable research experience at a major research institution. I was able to interact with respected academics, develop my editing abilities, and learn about religion and international relations, all while helping the center in its mission of promoting research that can advance a more just and equitable world."

Elizabeth Pankova
Elizabeth Pankova (C'20)

Student Assistant, Communications

Current Position: Intern, "The New Republic" magazine

"As someone pursuing a career in media, the Berkley Center was a perfect working and learning environment. I was able to participate in so many aspects of the center's media presence, from writing articles to helping manage the website. But more than that, working at the Berkley Center allowed me to interact with fascinating research, speakers, and faculty with whom I never would have crossed paths otherwise."

Visiting Researchers

Visiting Researchers Slider

Tatiana Cojocari speaks at a Berkley Center event
Tatiana Cojocari

On May 14, 2020, Tatiana Cojocari, Fulbright visiting researcher at the Berkley Center from the University of Bucharest in Romania, presented on “Weaponizing God for the Clash of Liberal and Traditional Values.” Cojocari used the 2018 Romanian Pro-Family Referendum as a case study of a polarized debate on Christian values from the perspective of involved actors and promoted societal narratives.

Watch Cojocari's research presentation here

Students completing schoolwork in Bangladesh

Education and Social Justice Project

The Education and Social Justice (ESJ) Project provides Georgetown undergraduates summer research fellowships to explore the intersections between poverty, education, and empowerment. A collaborative project with the Center for Social Justice Research, Teaching and Service, ESJ fellows are trained to conduct qualitative, institutional review board-approved research. Fellows spend three to four weeks in-country conducting community-centered, interview-based fieldwork. Final case study reports by ESJ fellows analyze educational trends worldwide and showcase the relationship between Jesuit institutions and social justice around the world.

Learn More about Education and Social Justice Project
Students working at desks in Cambodia

A Decade of Research for the Common Good

Now celebrating its tenth year, ESJ has enabled 38 talented Georgetown undergraduate students to study a wide variety of institutions—including universities, primary schools, and health education initiatives—quite literally from Cambodia to Canada, Peru to Poland. No two experiences in the field look exactly alike, even for members of the same cohort. Take, for instance, 2019, when the program sponsored three fellows who each researched a different site: a secondary school in Malawi, a college in rural Thailand, and an urban university in Ireland.

Read more about the 10-year legacy of the ESJ Project here

A Decade of Success - The ESJ Fellowship, 2010-2020

This map highlights the 38 countries in which our Education & Social Justice fellows have conducted their research projects, noting the common vulnerable populations the program serves.

  • Indigenous Communities
  • Rural and Urban Poor
  • Women and Children
  • Post Conflict Communities
  • Migrants and Refugees
  • Communities with Health Disparities
  • Other

Our 2019 ESJ Fellows

Our 2019 ESJ Fellows Slider

Mackenzie Price
Mackenzie Price


Dublin, Ireland

In June 2019, Price traveled to Trinity College, Dublin, a renowned university in Ireland, to learn about the intricacies of ecumenical faith, religiously charged politics, and communal dialogue at Trinity College. Her consequent work investigated the history of Protestant and Catholic faith at Trinity College, and how members of the Christian faith who reside there are responding to the powerful trends of secularism that are sweeping the campus.

Read Price’s “Discussion with a Laurentian Society Member, Trinity College Dublin, Ireland” here.

Allison Ross
Allison Ross


Chiang Saen, Thailand

Ross spent three weeks at Xavier Learning Community (XLC) in Chiang Saen, Thailand, where she examined inclusion and inculturation. Ross’s final study focused on how XLC’s educational practices and Jesuit values create unity out of diversity, building an inclusive community for individuals from different nationalities, ethnicities, and religions.

Read Ross’ “Discussion with Chaloemsree Tahong, Sophomore Student at Xavier Learning Community, Ching Rai, Thailand” here.

Moving Forward: The Education and Social Justice Project

Grace Koehl (NHS’19)
New Digital Report Format

Moving forward, fellows will create a dynamic long-form final report and presentation that integrates the latest in digital scholarship. The publication of research findings in engaging digital formats, from text-mining tools and data visualization graphics to embedded videos, will allow fellows to develop highly marketable skills in research outputs. ESJ alumna Grace Koehl (NHS’19) redesigned her final case study, “Faith-Based Education and Social Responsibility in Spain and Latin America,” as a prototype of this new format.

Old Town Romerberg, Germany
Promotio Fellows: Our Vision

This brochure offers a vision for the future of ESJ, which entails renaming the program; expanding it to additional fields beyond education, including migrant and refugee care, global health, and environmental stewardship; increasing the number of annual participants; and increasing the academic rigor through course credits and incorporating digital scholarship design.

Hear from ESJ Alumni

Hear from ESJ Alumni Slider

Adam Barton

The idea of the whole person and how it can encompass solidarity with humanity and with your neighbors, friends, and loved ones was something that specifically came from the ESJ Project. That vision of human flourishing is what I took away from the program and has shaped how I want to impact the world through participatory design and co-creation for social change.

Adam Barton (C'16), 2014 ESJ Fellow in Brazil

Gianna Maita

Now, I work at an NGO focused on community development in Cape Town, South Africa, where I am responsible for research and project support. The ESJ Project definitely gave me the confidence to continue doing research. And I feel that the topic I studied, service-learning, also gave me the desire to work more on applied research. I loved academia, but I feel much more comfortable in the NGO space, where it is easier for our research findings to meet communities where they are.

Gianna Maita (C'15), 2014 ESJ Fellow in Nicaragua

Download a PDF of this Report