In early August, French Professor Olga Amarie, Ph.D., in 91ɬ��’s Department of World Languages and Cultures, was named the newest executive director of the board of Pi Delta Phi, the oldest national academic honor society for a world language within the United States.

The organization also provides opportunities for students to connect with leading scholars in French studies and assists students in applying for study abroad scholarships. However, Amarie’s involvement extends beyond her current title.

“I joined Pi Delta Phi as a graduate student at the University of Notre Dame, chapter Mu Phi. It is not common for European universities to have honor societies for each specific field. It was completely new and interesting for me as an international student,” she said.

In 2012, Amarie took her commitment to the organization and the students it serves a step further.

“Dr. David Seaman, emeritus, advised me to visit the Pi Delta Phi board at the Rocky Mountain Modern Language Association Conference because they had an open session, which I did,” Amarie said. “Soon after, I volunteered to serve as vice president for the society and opened nine chapters of Pi Delta Phi,” Amarie said.

Although this is her first time with the Executive Director title, this veteran educator has spent more than three decades devoting her career to supporting future generations of French scholars.

“The responsibilities are new but something I like to do: maintain all sorts of records for the society; represent the society at the annual meeting of the Association of College Honor Societies; work with chapter moderators on Pi Delta Phi materials; and work with scholarship recipients who will study abroad in Chicoutimi, Canada, and in Paris, Aix-en-Provence, France, etc.,” Amarie said.

As technology continues to rapidly evolve, Amarie stresses the importance of world culture and language as an integral part of human connection, scholarship and meaningful advancement.

“Many employers value multilingual employees. I personally speak four languages: Romanian, French, English and Russian. Foreign language skills are useful in many fields, including education, business, health care, government, tourism, international relations and technology. Being bilingual or multilingual can make job candidates more competitive,” she said.

Looking ahead while honoring history, Amarie anticipates future generations of eager undergraduate and graduate students as they explore academic and career opportunities, connecting scholars from across the globe and unifying learners through their shared admiration and commitment to French language and Francophone literatures.

“The motto of Pi Delta Phi is very inspirational: «Avançons, amis fidèles de la culture française», which means, ‘Let us move forward, faithful friends of French culture,’” she said. “I like this motto because it emphasizes both growth (avançons) and commitment (fidèles) to French studies. We work together toward shared language, cultural traditions and values.”

How often do you notice Spanish in your community? A group of student researchers sought to discover the sociolinguistic uses of the Spanish language throughout two of 91ɬ��’s communities: Statesboro and Savannah. Through this research, students gained valuable undergraduate research skills while also raising awareness of the linguistic landscape of the communities the University serves. 

For Miguel García, Ph.D., who taught the course, research isn’t just a means of concluding; it’s also an invaluable learning opportunity for students.

“These experiences build confidence, develop transferable skills and prepare students for graduate study and professional careers. At the same time, student research showcases Georgia Southern’s commitment to innovation and experiential learning, strengthening its academic reputation,” he said. 

According to 2023 Census data, , respectively. With thousands of potential Spanish-speaking residents, García wanted to create an opportunity for his students to participate in research beyond the classroom.

“We grounded our study in five recent investigations that examined the presence of Spanish in the linguistic landscape of the United States,” García said. “Specifically, we drew on studies conducted in Orlando, Los Angeles, Tuscaloosa, Philadelphia and Dallas. These studies provided a useful framework for analyzing how Spanish appears in public spaces while allowing us to explore how the linguistic landscape of two Georgia cities compares with those of other regions of the country.”

The research focuses on accessible public texts found in community spaces, including public signage and online publications. Students then analyzed writing styles and linguistic patterns in these texts across Statesboro and Savannah.

One student researcher, Kaidence Phillips, said that the opportunity to participate in community-based research was not only a positive experience, but a transformative one as well.

Variations in formality and the commercial focus of Spanish-language content reflect the needs and diversity amongst the two cities as well as highlighting space for improvement when it comes to consistency and informed translation. 

“This research project taught me the importance of conducting research within our local spaces,” Phillips explained. “Studies like these open up new conversations that have the power to create change. By making people aware of language use in our communities, we can work together to create solutions to make media more consistent and better.”

After gathering dozens of photos from each city, students then began looking at similarities and differences in how Spanish was utilized among businesses, community service organizations, informal spaces and digital media. 

Phillips represented the class’s research at CURIO Undergraduate Research and Intellectual Opportunities (CURIO) and GS4 symposiums highlighting student research projects. 

The findings revealed both similarities to previously reported , particularly with respect to the diversity of the Spanish language.

“In our project, students collected and analyzed original data from two Georgia cities, making the research personally meaningful and relevant. They were also able to connect what they learned about the Spanish language in the classroom to real-life contexts by observing how Spanish is actually used in public spaces. That connection between academic learning and everyday life made the experience particularly rewarding,” García explained.

Previously, García published a book project centering around Spanish poetry, “Voces, poemas e historias,” and believes student work is critical to furthering understanding of community, language and research both inside and outside of the classroom.

However, research opportunities soar beyond methodology and findings alone. For students, it’s a chance to contribute to a greater pool of knowledge while also getting involved off-campus. For Georgia Southern faculty, opening doors to new experiences is one of the many ways they encourage students to engage outside of the classroom.

“My favorite part was hearing how the project changed the way students think and observe the world around them. One student on the data analysis team told me that he had started applying some of the analytical techniques we used in the project to his current job,” García said. “Knowing that the project changed the way they perceive their everyday environment, including its language use, was incredibly gratifying.” 

Rebekah Dyar is graduating from 91ɬ�� without ever taking on-campus classes. On Dec. 14, she will receive a bachelor’s degree in world languages focusing on French, after just two years of online classes. In high school, Dyar earned college credits through the International Baccalaureate program, setting the stage for her unconventional yet successful college career.

“My sister went to Georgia Southern, and she loved the school, so I decided to follow in her footsteps,” the Douglasville, Georgia, resident said. As a result of the COVID-19 pandemic, Dyar opted for online classes. 

“With COVID still going on, I wasn’t ready to move four hours away,” Dyar explained. “However, as I delved into my coursework, I found I really liked online classes and they suited me well. Ultimately, I decided to continue online and save money.”

The college credits she earned in high school allowed her to enroll in college as a sophomore. Dyar, who is graduating this December with a 4.0 GPA, missed being around other students but feels she had more freedom with distance learning. Still, balancing work and school proved challenging, especially with the demands of online learning and tight deadlines. She also discovered her tendency to procrastinate, but added, “I think if you apply yourself, you can learn just as well, if not better, than in an actual classroom.”

The student is the second youngest among three biological siblings and one foster sibling. She said her mother, a nursing instructor with a doctorate, and her father, who works on the design side of construction, were not helicopter parents.

“They made sure I did everything I needed to do, and they did help me if I needed help, but for the most part, I would do my homework by myself and get it done,” Dyar reflected. “They might look over it, but they weren’t ever pushy about it. They just encouraged me to do the best that I could and just continue studying, continue working.”

The upcoming graduate did not struggle with her online classes but said the virtual classrooms made personal connections with professors more challenging. She expressed gratitude for the support she receivedciting Professors Olga Amarie, Ph.D., and Martha Hughes, Ph.D., as influential figures who made significant impacts on her academic trajectory.

“I enjoyed learning and exploring different subjects,” Dyar said. “I had amazing teachers, especially in the French and comparative literature classes. My education experience has been amazing.”

Amarie has taught at Georgia Southern since 2011, and she is very proud of her former student. “Rebekah excelled in her classes, regardless of the course modality; a commendable approach to college education,” she stated.

Involvement in a study abroad program further enriched Dyar’s academic journey. The monthlong immersion in France, living with a French family, not only improved her language skills but also provided a unique cultural perspective. 

“This experience significantly improved her communication, travel and team-building skills, offering invaluable experiences that enhanced her career prospects,” Amarie noted. “Each morning at the Alliance Française in Bordeaux, Rebekah shared, in French, anecdotes about her previous day, encompassing both in-class and extracurricular activities. Her adventures included visits to the Dune du Pyla, Arcachon, Saint-Emilion, the Tour de France, the game of pétanque and numerous museums in Bordeaux and Paris.”

Dyar said, “The study abroad program changed my life and my goals for the future in the best way possible. I am now more motivated than before. I had never lived away from my parents before, so it was a little weird at first, but I enjoyed it. A study abroad is a terrific opportunity not only to learn the other language, but also to learn the culture, and I made some amazing friends.”

Inspired by the experience, the world language major wants to go back to teach English. For her, it’s a way of giving back.

“I love learning about new languages and cultures, and I want to help others gain the same interest,” she remarked. “I applied for the Teaching Assistant Program in France and will hear back in April 2024. I am ready to explore the professional world and find my career path, but it is scary to not be in school anymore.”

Dyar also is looking forward to traveling and has plans to pursue a master’s degree. As she prepares to receive her diploma, she said graduation represents a “little congratulations for myself and a nice little break.”

She has no regrets about her decision to attend Georgia Southern saying, “I learned a lot about myself and my studies. I would highly recommend Georgia Southern to anyone else.”

Online learners at 91ɬ�� can earn their degree anywhere in the world, and the middle of the ocean is no exception. Amy Levesque, who graduates this May with a Bachelor of Arts in Modern Languages with a concentration in French, completed most of her degree while at sea working on a cruise ship.

“I would not say that it was the easiest thing I have ever done, which I think makes the accomplishment all the more meaningful,” Levesque said. “I was onboard roughly two to three weeks a month and worked an average of 65 to 70 hours per week while onboard. At that time I was also registered for five full-credit classes at Georgia Southern.”

Levesque decided to pursue a degree in French after putting aside her goal of attending college years ago to raise her children. As an adult learner with a full-time job on a cruise ship, her classes would have to be all online, and she said Georgia Southern offered the most comprehensive online French program she could find.

“The program was not just a study of the language but also of the history, uniqueness and culture of France,” she said. “It is as close to immersion as you can have without living in France. It takes self-discipline, dedication, organization and communication to do any online degree successfully and if it means a lot to you to achieve it, you make the necessary sacrifices to do it.”

Levesque chose French because she enjoyed learning it in high school. She also will be able to use her new skills in her current job in sales in the hospitality and cruise industry where she often services French-speaking guests. However, her new degree has provided her with more career options, and Levesque said she may decide to become a teacher.

While she has never stepped foot on any of Georgia Southern’s three campuses, Levesque said she will remember Georgia Southern for the passion and commitment of her professors.

“I could not be happier with the education I have received here,” she said. “The professors are engaging and passionate about their profession and truly want students to succeed. They always made sure that if I needed anything they were there.”

If Levesque could offer advice to nontraditional students thinking about returning to college to get the degree they’ve always wanted, it would be to let go of any doubts and do it.

“If I can obtain my degree while working on a cruise ship roughly 26 weeks of the year and more than 50 hours a week, in time zones all over the world and often with spotty internet, you can too,” Levesque said. “Do not let your obstacles be your excuses. If it’s important to you, find a way.”