Get ready for academic advising sessions and course registration

After Fall Break, students will meet with their academic advisor to prepare for Winter, Spring, and Summer 2026 course registration, which begins in early November. Take advantage of the opportunity now to use the resources from the Academic Advising office, prepare for your advising session, and know what you need to do for course registration.

Make a plan for the flu vaccine

Don鈥檛 get sidelined by the flu this fall. Students can get vaccinated during Fall Break or sign up now for one of the remaining flu vaccine clinics. Make a plan to finish the semester healthy by scheduling a shot in advance.

Follow Elon Social Media

The best way for students to stay informed about university events and activities includes not only , the University Events Calendar and the , but also these Elon Instagram accounts offer timely updates on news, events and campus life:

• 鈥� main University account
• 鈥� all things Phoenix Athletics
• 鈥� making the most of your experience with events, tips and more
• 鈥� pop-ups, special events, and the latest from your favorite dining staff
• 鈥� focus on health and well-being
• 鈥� latest news from your student media

Residence Life student staff hiring (Spring & Fall 2026)

Applications close Thursday, Oct. 24 at noon on PhoenixCONNECT.

Residence Life is hiring Resident Assistants and Apartment Managers for Spring and Fall 2026! These roles are an excellent way to develop leadership skills, build community and make a positive impact on campus. Students interested in applying are required to attend one information session to learn more about the positions, neighborhoods, and the department:

• Monday, Oct. 13, 4 p.m. 鈥� LaRose 200
• Tuesday, Oct. 21, 12:30 p.m. 鈥� Moseley 215
• Thursday, Oct. 23, 2:30 p.m. 鈥� Zoom

For details about positions, neighborhoods and the department, visit the .

Get ready for Fall Break

Fall Break for undergraduate students begins after classes end on Wednesday, Oct. 15. Students can check their email inbox on Monday for a special email from Vice President for Student Life Jon Dooley, with information about how to secure their residential space, where to park their vehicle, and how to plan for a safe break. Residence halls do not close for Fall Break, so you are welcome to stay on campus 鈥� Monday鈥檚 email will have all the information you need about the adjusted schedule for campus services and operations.

Rebecca 鈥淏ecky鈥� Olive-Taylor and G. Smith Jackson were each presented with the Elon Medallion by 福利亚洲国产精品 President Connie Ledoux Book in a ceremony attended by hundreds of faculty and staff inside Alumni Gym to formally begin the new academic year.

Rebecca 鈥淏ecky鈥� Olive-Taylor

Rebecca 鈥淏ecky鈥� Olive-Taylor reshaped the way 福利亚洲国产精品 supports student learning throughout her 42 years of meritorious service to the university.

Olive-Taylor began her Elon career in 1978 as an English instructor. In 1990, she transitioned into the Office of Academic Advising, where she became assistant and later associate director.

In those roles, Olive-Taylor oversaw peer tutoring, advising center functions and the Elon 101 seminar, now called Elon 1010. Her leadership strengthened the university鈥檚 first-year signature program by recruiting and training faculty and staff, developing curriculum, managing budgets and creating assessment tools that ultimately led to increased student retention.

In 2007, Olive-Taylor was promoted to associate dean of Academic Support and Advising where she guided advising, learning assistance, accommodations, and new student registration. She also coordinated more than 100 sections of Elon 1010 annually and maintained the university鈥檚 degree audit system, ensuring students stayed on track to graduate.

Understanding the need for centralized services, Olive-Taylor envisioned and advocated for a new hub to unite academic support in Belk Library. Her efforts and collaborations helped secure a major gift that established the Koenigsberger Learning Center, which opened in 2018 with Olive-Taylor as founding executive director. She expanded programs, grew staff and coordinated with other support units to create a vibrant learning commons serving students, faculty and staff.

Known for her generosity and collaborative spirit, Olive-Taylor inspired colleagues, parents and students alike, building high-functioning teams and encouraging students to set ambitious goals. Before retiring in 2020, she was recognized with the Algernon Sydney Sullivan Award for excellence of character and service to humanity.

Her devotion to Elon, colleagues said, was equaled only by her love for her family, including her husband, George Taylor, a retired professor of public administration and political science.

鈥淭he truth is, one individual may receive the medallion, but one individual did not do all the work,鈥� Olive-Taylor said in her acceptance remarks. 鈥淚 have been proud to lead and work beside competent, dedicated professionals who make up the Koenigsberger Learning Center. Some are retired now, but others are here, demonstrating not only competence, but a heart for college students.

鈥淲orking in tandem with Residence Life, the Registrar’s Office, Admissions, and so many more, the KLC serves Elon well. At the root of that service has been, and continues to be, an operating principle that what is best for student learning and well-being is also what鈥檚 best for Elon.鈥�

G. Smith Jackson

George Smith Jackson dedicated 28 years of loyal service in helping to shape 福利亚洲国产精品 into a national model for student-centered higher education and a community devoted to both academic excellence and human flourishing.

Jackson joined Elon in 1994 as dean of students and coordinator of the Elon Experiences, and four years later was named vice president for student life. He led 15 departments dedicated to student development, wellness, leadership and engagement. Under his guidance, Elon increased its residential population from 1,800 to 4,000, adding new facilities including the Oaks, the Station at Mill Point, the Colonnades and the Global Neighborhood.

A champion of holistic learning, Jackson founded the Kernodle Center for Service Learning and Community Engagement, expanded living-learning communities and helped implement the Elon Experiences transcript. He also guided the creation of the Call to Honor ceremony and advanced the residential campus initiative that now defines Elon鈥檚 educational model.

Beloved for his calm leadership and deep compassion, Jackson鈥檚 commitment to diversity and inclusion led to the creation of the Center for Race, Ethnicity and Diversity Education, the Gender and LGBTQIA Center, and the vision for the Numen Lumen Pavilion.

Smith鈥檚 contributions have been honored with the Residence Life Golden Key Award, the Phillips-Perry Black Excellence Lifetime Service Award, the LGBT Alumni Community Enrichment Award, and the Civic Engagement Professional of the Year Award from what was then known as North Carolina Campus Compact. His legacy endures through the Outstanding Student Mentor Award and the National Residence Hall Honorary that bear his name

After stepping down as vice president in 2017, Jackson designed and founded Elon鈥檚 Master of Arts in Higher Education program, leading it until his retirement in 2022. Alongside his wife Ren茅, a retired 福利亚洲国产精品 career services administrator, he also established two experiential learning funds supporting undergraduates and graduate students.

In 2018, 福利亚洲国产精品 named the G. Smith Jackson Residence Hall in the Global Neighborhood in recognition of Smith鈥檚 prolific contributions to the growth of the university and his commitment to student success.

鈥淲hen I arrived at Elon in January of 1994, I found a place unlike any other,鈥� Jackson said in his acceptance remarks. 鈥淚 saw that Academic Affairs and Student Life were not divided, but instead, they were united in the common purpose of creating a seamless learning environment with students at the center and the world as the classroom.

鈥淭hat was really exciting to me, and over the years, Elon has far surpassed my greatest hopes. I was welcomed by highly talented senior staff, an astonishing team whose high expectations and belief in me stretched me to grow. I felt at home in the best division of student life anywhere.鈥�

Jackson offered parting advice for his 福利亚洲国产精品 friend and colleagues.

鈥淪ince retiring, I鈥檝e lived more in the present, and have reflected on what matters most,鈥� he said. 鈥淭hree aspirational values have shaped my thinking and outlook on life. First, let compassion be the first response no matter how difficult the circumstance. Two, remember, there is goodness in every person. Let鈥檚 be open to affirming it and to receiving it.

鈥淭hird? Simply be grateful for what we have.鈥�

Historically, stands for the National Association Student Personnel Administrators, recently, the association has updated its name to NASPA, Student Affairs Administrators in Higher Education. The association is dedicated to advancing the student affairs profession and supporting student success through advocacy, research and professional development. With more than 15,000 members representing all 50 states and 25 countries, NASPA is a leading voice in the field, fostering innovation and excellence in student affairs practice and leadership.

Jon Dooley, vice president for Student Life and associate professor for education, was named a member of the class of 2025 Pillars of the Profession. recognizes individuals who have served as leaders, teachers and scholars within student affairs and higher education. Nominated by their colleagues, students and peers, selected individuals have provided service to NASPA through regional and/or national leadership, created lasting impact at their institution and have demonstrated a long-standing record of excellence and impact in student affairs and/or higher education throughout their career. Nominators of selected individuals also raise at least $3,500 in their honor to support the NASPA Foundation鈥檚 work to advance research and scholarship in student affairs. Each donation invests in the student affairs profession, the next generation of student affairs leaders, and individuals like Dooley who do this vital work daily on college campuses around the world.

With over 30 years of experience in student affairs, Dooley held leadership positions at Marquette University and the University of Illinois at Urbana-Champaign. As vice president for student life, he oversees 16 departments and supports student learning, mentoring, health and well-being, inclusive excellence, multifaith engagement, civic engagement and the residential campus experience

鈥淚 am deeply humbled and grateful to my 福利亚洲国产精品 colleagues for nominating me and to the NASPA Foundation for naming me one of the 2025 Pillars of the Profession,鈥� said Dooley during his acceptance remarks. 鈥淭his recognition is as much about the communities and individuals who shape us as it is about the honorees themselves. Reflecting on my own career in student affairs, I鈥檓 reminded of the countless students, colleagues, mentors and friends who have inspired me to grow as an educator and professional.鈥�

Another notable accomplishment was Brandy Propst, director of Elon 1010 and adjunct assistant professor of education, being named the award runner-up. Supported by the NASPA Foundation, this award honors exceptional doctoral research completed by individuals currently working in or planning to pursue a career in student affairs.

Propst鈥檚 dissertation, grounded in Sista Circle Methodology and Black Feminist Theory, examines the workplace experiences of Black women student affairs professionals at historically white institutions (HWIs), focusing on critical incidents involving white women colleagues. Findings from her study highlight how these interactions often result in structural violence and racialized harm while ultimately influencing their career trajectories. The study also identifies the tools, strategies and support systems Black women use to navigate and succeed in these environments.

With nearly 20 years of experience in higher education, Propst has expertise in new student programs, first-year experiences, student success and retention and graduate admission and enrollment management.

“I鈥檓 very grateful for the support and celebration of my award from my Elon Student Life colleagues during NASPA! My dissertation research is very personal to me, so I am truly appreciative that my work was recognized for such a prestigious award,鈥� Propst stated. 鈥淭his award has elevated my work as a Black-Feminist scholar-practitioner as I continue to center my scholarship and service to the field on the experiences and needs of Black women student affairs professionals.”

Along with Dooley and Propst, several Elon staff members presented at the conference.

Presentations included:

• Luis Garay, director of the Gender and LGBTQIA Center, who co-presented 鈥淲hat is Motivating You?: The Experiences of and Considerations for BIPOC Mid-level Professionals Pursuing a Doctoral Degree.鈥�
• Megan Noltemeyer, assistant to the vice president for Student Life and director of strategic initiatives, and Jonathan McElderry, dean of student inclusive excellence and assistant professor, who presented 鈥淓quity & Excellence: Transforming Student Life at 福利亚洲国产精品.鈥�
• Lak茅 Laosebikan-Buggs, director of inclusive excellence for graduate and professional education, who was a featured speaker during a pre-conference workshop 鈥淪triking a Balance: Understanding the Connection and Impact of Wellbeing and Emotional Intelligence.鈥�
• Propst, served as faculty co-lead for 鈥淪owing Seeds – Providing a Counterspace for Leadership Development and Advancement鈥� during the African American Women鈥檚 Summit Pre-conference.
• Stephanie Hernandez Rivera, assistant professor in the Master of Higher Education program and the Dr. Jo Watts Williams School of Education Emerging Professor.
• Cassandra North G鈥�25 and Ellie MacMillan G鈥�26, who presented 鈥淟aying Self Bare: Facilitating Student Learning Through Artistic Expression.鈥�

Another prominent presentation was Dooley, McElderry and Noltemeyer鈥檚 鈥淪trategic Planning as a Process to Advance Divisional Excellence,鈥� providing insight on the Division of Student Life鈥檚 process in developing its five-year strategic plan.

鈥淚t was an honor to share the student life strategic planning work we鈥檙e doing at Elon alongside colleagues at NASPA. We had the opportunity to connect with higher education professionals from across the country as we partner on engaged learning and work to create transformative student experiences,鈥� Noltemeyer expressed. 鈥淚鈥檓 proud of the innovation and collaboration happening in Student Life and the Elon community, and I鈥檓 excited for what the future holds for student life as we finalize the five-year plan.鈥�

Echoing Noltemeyer, McElderry shared his excitement in highlighting the work of the division of student life and celebrating the accomplishments of Elon staff.

鈥淚 thoroughly enjoyed sharing the remarkable work that our division is doing at Elon,鈥� said McElderry. 鈥淭he university was well-represented by presentations from several division employees, MHE faculty and graduate students in the MHE program. Moreover, it was an honor to celebrate Jon鈥檚 recognition as a 2025 Pillar of the Profession.鈥�

The recognition and accolades received during the NASPA conference illustrate Elon鈥檚 commitment to professional development, strategic planning and promoting excellence in higher education.

The sessions will take place on聽Wednesday, April 23 from 4:30 to 5 p.m. EST and聽Monday, May 5 from 4 to 4:30 p.m. EST聽

Students interested in attending one of the sessions should email Macy Mills (mmills11@elon.edu) for the Zoom link by noon of the session date that they would like to attend.

If you cannot attend either session, please email Macy Mills and she can provide a video recording.

The spring 2026 LA tentative courses include:

COM 4000 Media Law and Ethics
CTA聽3670 Master鈥檚 Class: Directing
CTA 3700 Advanced Writing: The Writers鈥� Room
BUS/COM聽3985 Internship
MGT 3230 Principles of Management
BUS 2210 Legal and Ethical Environment
MKT 4701 Entertainment Marketing

The early action deadline is May 15. Students can apply here.聽Enrollment is limited. Questions? Contact the GEC 336-278-6700.

Academic Advising Tips

As course registration begins for the 2025-26 academic year on Tuesday, April 15, now is the time to schedule a meeting with your advisor. Check your email for a message about how to sign up for an appointment. You can also find their information in OnTrack under the Advising tab (the same page where you view your class schedule).

To help you get ready for your advising session, here are some key tips:

• Use MyProgress as a critical guide to identify the courses you need. Additionally, use the Office of Academic Advising鈥檚 videos to assist you.
• Prepare your questions in advance of your advising meeting. Add them into the Notes section of the Advising tab so your advisor can review them before you chat.
• Waitlists are meant to improve your schedule, not to build it. Do not count on getting into a class from the waitlist.
• Review My Progress after class registration is completed. Ensure that the classes you chose check the boxes that you had intended. Then, update your schedule as needed.

Multifaith Calendar of Religious Celebrations

Holi (Hindu)

Friday, April 11, 4 p.m., Speaker鈥檚 Corner (rain date April 25)

Join the Truitt Center for Religious and Spiritual Life for Holi, a Hindu spring festival of color and sharing love. Holi marks the end of winter and the beginning of spring. The Elon community gathers to throw colored powder on one another to celebrate the earth returning to color and life and good triumphing over evil. There will also be crafts, food and other ways to celebrate the holiday. Visit the for more information. If you plan to throw color, please wear old clothing that can get dirtied by paint.

Passover (Jewish)

Jewish Life Passover Seder, Saturday, April 12, 5:30 p.m., Elon Community Church

The Jewish holiday of Passover (Pesach) celebrates freedom & commemorates the exodus of the Jewish people from slavery in Egypt. It begins at sunset on Saturday, April 12 and continues through Sunday, April 20. The Elon community will celebrate the Passover holiday together with a Seder, a special ceremonial meal, on the first night of Passover, Saturday, April 12, at 5:30 pm at the Elon Community Church. All are invited 鈥� by Monday, April 7.

鈥嬧�婼pring Music Concerts

Support your talented classmates this spring as performing arts groups host their final concerts of the year throughout the months of April and May.聽 Two concerts will be held this week; visit the for more information and future concert dates.

Jazz Ensemble Spring Concert

Friday, April 11, 7:30 p.m., McCrary Theatre, Center for the Arts

Join Elon鈥檚 Jazz Studies program for the Jazz Ensemble Spring Concert. The program will include an exciting selection of traditional and contemporary jazz music performed by the 福利亚洲国产精品 Jazz Ensemble and Jazz Combos.

Camerata Spring Recital

Sunday, April 13, 3 p.m., Elon Community Church Sanctuary, 271 N. Williamson Ave.

The Elon Camerata presents a recital of South African songs from traditional selections to pieces by contemporary songwriters. Featuring guest percussionist Bashir Shakur.

鈥嬧�婸hoenix Athletics Calendar

There are several athletic contests this week as the spring sports teams continue their seasons. Check out the Athletics Calendar and make your plans to cheer on your Phoenix classmates!

• Softball 鈥� hosts College of Charleston, Sunday, April 6, noon, Hunt Softball Park
• Baseball 鈥� hosts UNC, Tuesday, April 8, 6 p.m., Latham Park
• Women鈥檚 Tennis 鈥� hosts UNC Greensboro, Wednesday, April 9, 2 p.m., Powell Tennis Center
• Lacrosse 鈥� hosts Stony Brook, Friday, April 11, 5 p.m., Rudd Field
• Baseball 鈥� weekend series vs. Towson, April 11-13, Latham Park

While at the conference, Abby Davidson, Kenzie Woody and Julia Hawthorne had the opportunity to present a poster on Elon 1010: The First-Year Advising Seminar. Their selection to present is an exciting recognition of the program鈥檚 impact and the work being done at Elon to support first-year students. As a university consistently ranked #1 in the nation for First-Year Experiences by U.S. News & World Report, Elon takes pride in the success of Elon 1010, a required seminar course designed to help first-year students transition into college life.

The course focuses on three main goals:
1. Engaging in academic planning
2. Fostering academic and personal Success
3. Connecting with the 福利亚洲国产精品 community

During the presentation, attendees learned about what makes Elon 1010 successful鈥攊ts curriculum, advising-as-teaching approach, instructor and peer educator training, assessment strategies and the impact on student retention. The session offered practical takeaways for institutions looking to develop or enhance their own first-year seminar programs.

By sharing best practices at NACADA, Elon鈥檚 academic advising team continues to contribute to national conversations on student success while learning new ideas to bring back to campus.

鈥淓lon has long been a place where individuals have made a difference, by going above and beyond,” said Gozik. “The GEC and Elon could not continue to do such important work without the passion and care offered by faculty, staff and students as exhibited by this year鈥檚 award winners.鈥�

Recipients of the 2024 awards include:

Elizabeth (Libby) McKivigan 鈥�24聽was recognized as the recipient of the Dean鈥檚 Award for Excellence in the category of 鈥淪tudy Away Student鈥�. As an international business dual degree (IBDD) student, who completed her last two years at NEOMA Business School in Reims, France, she was recognized for her many contributions to the IBDD program.

鈥淚n my years of having peer-educators, no one has fostered community across cultures more effectively than Libby,” said Mark Kurt,聽assistant dean of global education and professor of economics.

While in France, McKivigan assumed a leadership position among dual degree students, while also working to develop her language fluency in French. She immersed herself in local culture through clubs and organizations at her host institution as well.

鈥淪tudying abroad with the dual degree program has completely changed my life,” said McKivigan. “I am from a very small town in Pennsylvania and always wanted to see the world and engage with new people, cultures and languages and the dual degree program has given me that amazing opportunity.鈥�

Hao (Howard) Chi 鈥�22 G鈥�24聽was awarded the Dean鈥檚 Award for Excellence in the category of 鈥淚nternational Student鈥�. Chi鈥檚 award acknowledged his many contributions to Elon as an undergraduate student in psychology and international & global studies, where he completed a capstone project entitled, 鈥淎 Framework for Study Abroad Experience: The Transition to Adulthood鈥�. During his time as an undergraduate student, Chi served as an International Student Ambassador. This award also recognized his time as a student in the master of arts in higher education program, where he completed a graduate apprenticeship with Undergraduate Admissions and internships at both Duke University and 福利亚洲国产精品, including within the GEC.

Chi鈥檚 recommender explained that: 鈥淗oward represents the very best that international students have to offer to Elon. He is passionate about international education and high-impact practices and has contributed to both of those areas throughout his time as a student at Elon.鈥�

Kathy Ziga, director of academic advising, was awarded the Dean鈥檚 Award for Staff Excellence for her dedication to integrating global perspective and understanding the work of the Academic Advising team. It was noted that Ziga and her team have collaborated consistently and creatively with the GEC to provide student information sessions, cross-train staff in both offices, share professional development opportunities around inclusive advising practices and support international exchange partners.

鈥淜athy has revolutionized how the international community (degree seeking, exchange, etc.) is served academically at Elon,” said Kristen Aquilino, director of international student services. “Knowledge of serving the international community is integrated throughout her team’s work and values. Kathy’s leadership has committed her unit to fully owning the inclusive efforts and unique support required to serve this awesome community.”

Martin Kamela, associate professor of physics and chair of the department of physics, was awarded the Dean鈥檚 Award for Faculty Excellence. Born in Poland and raised in Canada, Kamela has taught at the university level in both Canada and the United States. Kamela was recognized for his work in developing three short-term, faculty-led programs in Brazil and India, serving as a faculty in residence for the Elon in London semester program; serving on numerous committees including the Isabella Cannon Global Education Center Advisory Committee (GECAC), and his involvement in the Asian Studies and Periclean Studies programs.

鈥淢any of us across the GEC are fully aware of how immense Martin’s impact has been across international education at Elon when it comes to the GECAC, faculty, staff and student involvement in global engagement, support of the international faculty/staff and student community and more,” said Aquilino.

The eight pilot programs were created and designed by the university鈥檚 Mentoring Initiative Design Team and launched in fall 2023. The programs included areas of focus such as academic advising, developing relationships and networks as graduate students, mentoring for first-year students, peer mentoring, supporting historically underrepresented minority students and faculty and staff professional development. Collectively, the pilot programs involved 476 students, faculty and staff, with each program concluding with an analysis of its impact and potential next steps.

“One of the many dynamic features of this design work was the opportunity for expansive innovative exploration that truly reflects how all aspects of the Elon community are connected to this work,鈥� said Professor Buffie Longmire-Avital, co-chair of the Mentoring Initiative Design Team. 鈥淧revious work on mentoring centered the faculty-student relationship and roles, while the pilot work developed by the design team was meant to be representative and inclusive of the many spaces and people across campus that sustain the mentoring ethos of Elon.鈥�

The Mentoring Initiative Design Team, co-chaired by Longmire-Avital and Emily Krechel, director of new student programs, was created in fall 2022 to help achieve goals laid out in Boldly Elon, the university鈥檚 10-year strategic plan, related to Elon鈥檚 commitment to fostering relationship-based mentoring as a key outcome of an Elon education. The plan calls for 100 percent of Elon graduates to be able to identify faculty mentors, staff mentors and peer mentors.

鈥淭he goals of the pilots were to serve as both catalyst and assessment of where capacity can be built as well as form formidable foundations for a groundbreaking model and infrastructure for mentoring at Elon,鈥� Longmire-Avital said. 鈥淲e know from our mentoring mapping work that mentoring is happening all over the campus, these pilots capture not only where there was room to grow our opportunities and services but where we could deepen already engaging work.

With the completion of these pilot programs, university will be examining how to act upon the findings and will be exploring options to integrate this work more broadly at the university.

Later this month, the university will host its inaugural Mentoring in Meaningful Relationships Summit, an invitation-only event that will bring together faculty, staff and administrative leaders from a range of higher education institutions to work on how to create environments where meaningful relationships can form and grow.

The Pilot Programs

The Phoenix Mentors

Summary: The Phoenix Mentor Program aimed to help first-year students transition to college by fostering a sense of belonging, providing academic guidance, and promoting personal development by connecting them with an upper-class peer mentor. With a 93.1% retention rate for participants and an average GPA over 3.0, the program has shown significant success. Mentors and mentees meet regularly to discuss campus resources, involvement opportunities, and personal growth, contributing to a higher retention rate and engagement in student organizations.

Who was involved: Assistant Director of New Student Programs Destiny Payne designed and executed the program. Peer Mentors were recruited from the 2023 Orientation Leader team. These student leaders expressed overwhelming interest in serving in this peer mentorship role. The 17 mentors were paired with 51 mentees. The mentees were first-year students who were identified as having no one else from their high school attending Elon.

Key takeaways:

• Mentor Development: Mentors built connections and enhanced leadership skills, as evidenced by a post-experience survey.
• Student Transition: Mentees had a smoother transition to Elon, with higher average GPAs (3.45 vs. 3.04) and better retention rates (93.1% vs. 89.1%) compared to non-participants. Mentees also joined two or more student organizations while participating in the program.
• Program Impact: The program significantly benefited first-year students who attended Elon without peers from their high school. Mentors were able to support their mentees as they navigated personal development, roommate challenges, their four-year plans, technology like Moodle and OnTrack, and health issues.

What participants said:

• 鈥淓lon does an incredible job offering peer mentoring opportunities for new students 鈥� through cohorts, with New Student Orientation, in Elon 1010, for underrepresented students, in Residence Life, through social student organizations, and many others. The gap we need to fill is for sophomores and juniors, especially when they are declaring majors and no longer have the same safety nets or structured support that is in place for our first-year students.鈥�

• 鈥淎cademically focused student organizations are a prime place for deepening the peer mentoring that is organically happening and could be strengthened to make a significant impact on our student body 鈥� both for the mentors and the mentees.鈥�

What’s next?: To address challenges presented in this pilot, Assistant Dean of Retention Paul Tongsri is partnering with the Director of Elon 1010 to expand the Elon 1010 Advising as Coaching pilot to include the student population this pilot attempted to capture. Additionally, Advising Fellows are going to have a case load of students that will also include first years who do not have anyone else from their high school at Elon. The Student Success Dashboard pilot is also launching this fall which will be designed to provide insights to advisors and others on a student鈥檚 success team. Shifting in this direction will allow clearer pathways to connect with students most at risk of not being retained.

The FYE Mentoring Learning Outcomes Assessment

Summary: The FYE Mentoring Learning Outcomes Assessment Pilot aimed to evaluate the extent of mentorship and meaningful relationships were occurring within and across first-year experience programs. Representatives from various departments collaborated to identify existing efforts, develop and align learning outcomes, and find gaps for cross-divisional collaboration. The pilot identified key areas for improvement and set the foundation for mapping initiatives and aligning learning outcomes across programs to enhance mentoring and engagement for incoming first-year students.

Who was involved: This work was led by Brandy S. Propst, director of Elon 1010 and assistant director of academic advising. The work group consisted of seven representatives from the signature first-year experience programs: Admissions (Evan Sprinkle), New Student Programs (Emily Krechel), Elon 1010 (Propst and Janelle Ellis-Holloway), Core Curriculum (Paula Patch), and Living & Learning at Elon (Kirsten Carrier and Jennifer Stephens).

Key takeaways:

• The workgroup created six learning outcomes for Mentoring in Meaningful Relationships (MIMR) to be used across the signature first-year experience programs. The learning outcomes address the following areas: Peer Leadership/Mentorship, Faculty/Staff Mentoring, Student Learning/Awareness, and Mentor Opportunities/Planning.
• In addition to the learning outcomes, the workgroup developed recommendations for mapped initiatives and programs to meet the recommended FYE MIMR learning outcomes and that align with the MIMR framework. These mapped initiatives also outline methods of assessment and campus partners/stakeholders.

What participants said: 鈥淢entoring in the first year occurs in a multitude of ways, in both curricular and co-curricular spaces, so it was impactful having a team of faculty and staff from across campus working together to pilot holistic mentoring outcomes for first-year students. The energy and creativity that came from this pilot leaves me excited for the ways this work will help to enhance the First-Year Experience at Elon.鈥�

What’s next?: In the coming months, leaders of the FYE signature programs will work to infuse the newly developed learning outcomes into their current structures and programs. This will include an evaluation of programs and developing new initiatives (or retooling existing ones) to ensure programs are achieving all learning outcomes.

Orienting Graduate Students to Mentoring & Meaningful Relationships

Summary: The graduate programs at Elon include 786 students. This pilot effort aimed to foster skills training for establishing meaningful mentoring relationships despite challenges such as varied program structures.. The pilot initiative introduced a flexible mentoring framework to enhance student well-being and belonging, focusing on equitable access to mentoring opportunities. The program featured interactive workshops on cultivating relationships and intentional networking, tailored to different graduate schedules, with additional events like a welcome reception to promote engagement among students, faculty, and alumni.

Who was involved: Helen Grant and Elena Kennedy, members of the Mentoring Initiative Design Team, led the development and execution of this pilot. Additionally, the pilot involved four key partners: Elon Law, Love School of Business, Center for Design Thinking and Student Professional Development Center. The key participants of this programming were incoming JD (168 students), MBA (14) and MSBA students (26).

Key takeaways:

• Positive Reception: Despite logistical issues, both training sessions were well received, with dual workshops adding more value but needing separation for better engagement.
• Evaluation Results: Most participants already had mentoring relationships, but expressed a need for more guidance on building these connections and desired more interaction opportunities with mentors, faculty, and alumni.
• Graduate Student Needs: Greater support for mentoring, more frequent connection opportunities, advising improvements, and professional mentorships are necessary. There is a call for additional resources like dedicated spaces, events, and specific staff for graduate students.
• Resource Requirements: Successful implementation of the mentoring program requires increased personnel and financial resources, as well as consistent programmatic coordination and support from the university.

What’s next?: Support for graduate students continues to be a priority for the institution.

Handbook for Elevating the Advising Relationship (HEAR)

Summary: The Advising Working Group developed the Handbook for Elevating the Advising Relationship (HEAR) to enhance faculty advising at 福利亚洲国产精品. The HEAR, launched as a Moodle course, includes resources, tools, and prompts aimed at deepening faculty-student connections, particularly during the sophomore and junior years. A pilot program in Spring 2024 involved 36 faculty members, with feedback indicating that centralized resources and pre-advising surveys improved the efficiency and depth of advising sessions.

Who was involved: Jeff Carpenter, Professor of Education, Director of the Elon Teaching Fellows Program, convened the group; Kenneth Brown Jr., Assistant Director, First-Generation Student Support Services; Jen Hamel, Associate Professor of Biology and Associate Director of Undergraduate Research; Scott Hayward, Associate Professor of Management; Karen Neff, Assistant Director, Elon Charlotte; Paul Tongsri, Assistant Dean for Student Success and Retention

Key takeaways:

• Centralizing advising resources is valuable but challenging due to varied needs across majors and units.
• Survey information on advisees enhances advising meetings by clarifying goals and discussion topics.
• Organizing extensive advising content in an accessible manner is difficult.
• Faculty advisors have diverse needs based on their disciplines and advising loads.
• Inconsistent department-level advising training exists.
• Initial communications between advisors and new advisees need improvement to strengthen relationships from the start.
• Further development and assessment of advising resources are necessary.

What’s next?: The HEAR will continue to exist on Moodle and should continue to be developed. Re-engaging the Academic Advising Committee would be a critical next step and a potential home for THE HEAR work – The Academic Advising Committee works with the Executive Director of the Koenigsberger Learning Center to understand, develop, and implement best practices for academic advising on the 福利亚洲国产精品 campus. These practices include services in the Office of Academic Advising as well as school specific advising programs.

Meaningful Relationships as an Equity-Driving Support System for Historically Underrepresented Minority Students Summary: SMART

Summary: The SMART Mentoring Program at Elon, through the Center for Race, Ethnicity, and Diversity Education (CREDE), supports first-year ALANAM students by promoting academic success, social integration, and leadership development. The 2024-25 pilot aimed to enhance peer mentors’ professional and personal development using the Intercultural Development Inventory Assessment. Mentors developed intercultural plans, engaged in regular reviews, and faculty and staff were integrated into the mentoring structure to enrich the mentee experience. This approach fostered a stronger sense of belonging and academic identity among participants.

Who was involved: CREDE as well as four student coordinators, 30 mentors, 63 mentees and 23 faculty/staff members during the 2023-24 academic year.

Key takeaways:

• Intercultural Development Inventory (IDI) Use: IDI helped mentors deepen self-awareness of cultural biases and assumptions. It facilitated the creation of personalized intercultural development plans.
• Engagement Levels of Mentors: Some mentors actively followed their Intercultural Learning Plans, sharing and reflecting regularly. Others were less engaged, hesitant to share experiences or pursue development goals.
• Challenges with Support and Capacity: Capacity constraints limited personalized support from student coordinators and CREDE professional staff. This affected the intended effectiveness of IDI as a developmental tool. Leaders of SMART decided not to use IDI next year due to these challenges.
• Integration of Faculty and Staff in SMART Program: Initial enthusiasm and active participation of faculty and staff in family events. Decreased involvement over time due to availability constraints. Successful off-campus event improved relationships and understanding among all participants.
• Overall Program Direction: Focus on finding tools and methodologies that better align with program capacity and goals. Aim to foster stronger and more consistent relationships between mentors, mentees, faculty, and staff.

What’s next?: As a long-standing, successful, peer-mentorship program, SMART will continue to focus on adopting a more structured approach to engagement with faculty and staff. Leaders of the program will explore flexible pathways that will align with faculty and staff schedules and explore the potential from engaging with Employee Resource Groups.

Expanding the Peer Mentor Model

Summary: How or why do students come to see themselves as a mentor or someone who is responsible for and capable of cultivating meaningful relationships with their peers? Through two communities of practices (COPs), this question (and others) was explored with the goal of enhancing the leadership development journey for Elon students. Additionally, these COPs sought to gather tools, best practices, thoughts and ideas about peer-to-peer mentoring at Elon.

Who was involved: The COPs were led by Jodean Schmeiderer , dean of student development, and Brooke Buffington, assistant vice president for Student Professional Development Center.

Key takeaways:

• Many formal peer mentoring programs focus on new students’ university transition and are often social in nature. Mentor training varies, with assumptions about student knowledge and emphasis on skill development or resource education.
• Some new students struggle to engage with assigned mentors or utilize available resources like orientation leaders, Elon 1010 peer educators or resident advisers.
• Effective peer mentoring requires clear roles and comprehensive mentor training.
• Many students take on mentoring roles due to a lack of mentors who share their identities.
• Few programs extend peer mentoring beyond the first year or into professional and academic guidance, which is crucial for sophomores selecting majors.
• Student organizations, like fraternities/sororities, AKPsi, and club sports, often foster authentic peer mentoring. Enhancing guidance and training in these groups can strengthen mentoring culture.
• Advising organizations could redefine their purpose to include mentoring organization leaders, encouraging faculty/staff to mentor and model meaningful relationships, and teaching upper-level students mentoring skills.

What’s next?: There are numerous avenues for students to engage in peer mentorship. However, their training does not consistently focus on developing peer mentoring skills. In order to ensure students are well-prepared to build effective peer mentoring and meaningful relationships, our faculty and staff members will need to develop their own skills or competencies around mentoring, their understanding of how peer mentoring/meaningful relationships can be effective and include more effective training or materials for their students in peer mentoring roles.

The Student Advising Mentor

Summary: The Student Advising Mentor program supported first- and second-year students within specific majors (Love School of Business, Psychology and Public Health Studies) by offering academic guidance, identifying resources, and assisting with faculty advisor interactions. Mentoring sessions focused on major-specific success strategies, advising preparation, graduation planning, experiential learning, and fostering a supportive community among peers within each major.

Who was involved: Director of Academic Advising Kathy Ziga led this pilot development and implementation. She partnered with the Love School of Business, Psychology and Public Health Studies majors to help offset large advising caseloads in those areas.

Key takeaways:

• Participant Motivation: Student advising mentors joined the program primarily to share their knowledge and provide guidance to newer students. One mentor highlighted the opportunity to get involved and offer insights they wished they had received.
• Student Engagement: Meeting frequency with students varied. The fall semester yielded the most engagement. Mentors who met with students reported positive outcomes from peer-to-peer advising conversations.
• Marketing and Communication Challenges: Lack of awareness among students about the program was a significant issue highlighted by mentors. Suggestions were made to improve advertising through professors and school communications to increase program visibility.
• Capacity Challenges: Capacity emerged as the primary challenge for the student advising mentors program. Running the program effectively would require significant dedicated effort, covering activities from recruitment to assessment.

• Impact of the Program: Benefits include providing first- and second-year students with valuable advising and planning insights, developing mentoring skills in returning students, and offering additional resources to faculty advisors. The potential impact is substantial, though requiring substantial investment to achieve at scale.

What participants said: 鈥淸My student advising mentor] is so sweet and extremely helpful. I feel so much better about the courses I鈥檓 taking and have planned for the rest of my time at Elon. She also helped calm my nerves regarding research and how to get started. I will definitely reach out to her again if I ever have any more questions.鈥�

What’s next?: While the potential impact of this program is substantial, it requires substantial resources to achieve at scale. Given other demands on the Academic Advising Office, this program will not continue into the next academic year.

Bolstering Your Mentoring Skillset Professional Development Pilot

Summary: This pilot program aimed to enhance the mentoring skills of staff and faculty from across campus through a structured experience consisting of a pre-assessment, the completion of a LinkedIn Learning Pathway, participation in two community of practice sessions, and a post-assessment to measure their growth. Participants engaged in the asynchronous and self-selected learning within the LinkedIn Learning Pathway aimed at developing their skills in the four competency areas: cultivating empowered relationships with others, supporting growth and learning, developing your critical consciousness, and enhancing your own interpersonal skills. The community of practice sessions served as a time for participants to gather, meet colleagues, deepen those connections, discuss what they are learning, and any challenges they are experiencing within their meaningful relationships.

Who was involved: Director of New Student Programs Emily Krechel led the creation and implementation of the pilot for 41 participants: Seven from Academic Affairs, six from Admissions & Financial Aid, two faculty (psychology and strategic communications), seven from Finance & Administration (5 of whom are from facilities), one from Inclusive Excellence, one from the Law School, one from the Office of the President, four from Student Life, three from University Advancement, four from University Athletics, five from University Communications. Seven of the 41 staff are hourly. Position ranks everywhere from entry-level through mid-level, no senior leadership.

Key takeaways:

• Participants greatly appreciated having the opportunity to engage in self-paced, asynchronous courses, where they could learn, take notes, and digest the information before coming to the Community of Practice where they then could connect with colleagues and discuss how it applies to their meaningful relationships.
• Participants overwhelmingly felt the four mentoring competencies identified captured the skillsets required to bolster meaningful relationships.
• For participants who have more experience mentoring, they felt the LinkedIn Learning Pathway courses were too basic and would have appreciated more structured Community of Practice sessions.
• Most participants found the Community of Practice sessions invaluable and enjoyed connecting with colleagues from across the institution.

What participants said:

• 鈥淭his was a great program and I hope to keep revisiting these modules to help not only myself grow as an Elon employee and person but to also share what I have learned with those I surround myself with daily.鈥�
• 鈥淚 REALLY enjoyed this pilot. With due respect to the many trainings on campus, often I leave wishing we had talked about the application of the information we had reviewed and find that most of the time is spent telling us what we are about to learn than actually learning it. This was very different. I have completed this with steps toward practical application, key phrasing that is easy to implement, and some self-reflection on my own competencies and opportunities for growth. It was great!鈥�
• 鈥淚 am grateful for every opportunity I have to connect with people across campus. I find it so valuable to hear from different divisions about their strategies around mentorship and development. I appreciate the connection for my own benefit, and the value different perspectives bring to honing my mentorship skills.鈥�
• 鈥淭he community of practice sessions were IMMENSELY helpful in applying what I learned from LinkedIn to my real-world relationships. I found that taking notes while watching the videos helped me learn the material but having groups of people to talk about the videos with helped me think of real-world applications for what we just learned. It also helped me gain even more perspectives and ways of thinking about the competencies by hearing what my peers took away, also knowing that we all could have watched different videos.鈥�

What’s next?: To effectively implement a Mentoring in Meaningful Relationships framework across campus, we must provide staff and faculty ample opportunities to bolster their mentoring skillset. If we pour into the development of our staff, they will find ways to pour into the students, colleagues, peers, and others. This will shift our culture. It is the hope of the MDT that professional development, both in-person and asynchronous experiences, continues to be offered as a means to help staff and faculty develop. Future experiences could include participants developing a Personal Action Plan and being paired with an accountability partner whom they could check-in with regularly. This could meet the needs of staff on campus and regional employees.

The green is central to the university’s Global Neighborhood and now carries the name of the Riches in recognition of their contributions to the university and their impact upon generations of students. Bill and Lela Faye Rich, who were awarded the Elon Medallion in 2006 and 2008, respectively, were joined by dozens of family members, friends and former colleagues in the Global Commons building for the ceremony.

“Today we celebrate the careers of two leaders who played a central role in developing Elon’s academic programs as a national model of excellence in experiential learning,” President Connie Ledoux Book said. “They were out to break the mold, try new things, put Elon on the map and, most of all, to benefit students.”

Bill Rich came to Elon in 1977 as a religion professor and followed a path of administrative leadership that included leading general studies, directing Winter Term and summer school and finally leading Elon’s international study programs. He put together the program that sent five faculty members and 75 students to London in 1983, an initial study abroad program that would begin Elon’s path to becoming a national leader in global experiences.

When he retired as dean of international programs and director of the Isabella Cannon Center in 2004, Rich received the International Excellence Award from his peers in the Association of International Educators. By that time, Elon’s global offerings had grown to more than 25 Winter Term courses and 20 semester abroad programs.

“The impact that these offerings have had on our students, our faculty and our staff is incalculable,” said Provost Emeritus Gerry Francis.

During his remarks, Bill Rich recounted a variety of experiences he had during his time involved in study abroad programming at Elon and his pride in seeing the deeper integration of global experiences into an Elon education. He paid tribute to all of those who were involved in “throwing the first seeds into the Elon Study Abroad Garden” during the years when global education began to grow at the university.

“Life at Elon during the ’80s, ’90s and the 21st century were challenging but also exciting and rewarding,” Rich said. “On reflection those days were filled with the high energy of students, the commitment of faculty and the dedication of staff. If you don’t mind, I have to refer to that as being an enriching program.

“The dedication of the Global Neighborhood Green should include all those students, faculty and staff who were so much a part of opening these new ways to learn and new opportunities to know ourselves and to know others better,” he said.

Lela Faye Rich joined Elon a year after Bill, starting at the college as a grants coordinator and during her first year, writing grant application that would be approved and would pave the way for a pre-major advising program that she would lead. That grant led to the creation of Elon’s Academic Advising Center and the launch of its renowned Elon 101 program (now Elon 1010), a powerful component for new students that helps them adjust to college life and prepare them to succeed.

“The tens of thousands of students who have gotten a great start in college through their Elon 101 class 鈥� well, they have Lela Faye to thank,” Book said.

Rich offered the idea to give every first-year student the Myers-Briggs assessment to help them better understand themselves and others. “That simple test was a signal to every student to get serious about college, their learning styles and their future,” Book said. “It also told them that Elon was ready to help them follow their unique pathway and help them achieve personal and academic success.”

Lela Faye Rich helped create and oversee Elon Centro de Espa帽ol at Elon, an initiative she helped propel forward as she saw the surrounding community grow increasingly diverse with the immigration of new people to the area from Latin American countries.

“It is only fitting that we’re dedicating the Global Neighborhood Green today in their honor, with Lela Faye, the true champion of what we practice as the Elon student-centered approach, and Bill, creating our now nationally recognized #1 study abroad program,” said Vice President for Enrollment Greg Zaiser, who was a student and later a young staff member during the Riches’ time at Elon. “And every day, I get to tell prospective Elon families about those very things, because of Lela Faye and Bill.”

In her remarks, Lela Faye Rich pointed to her own children and family members, and the fact that their main course of study did not always provide a direct connection to the careers in which they would find success. She said that one of the strengths of a liberal arts and sciences curriculum is that students learn to make a life, not just a living.

“This is what I was about 鈥� choosing what you love and not being so determined by what your parents think you want to do,” Rich said. “Take risks. Find mentors and in the process, maybe you’ll just learn to listen to others and to yourself.”

But his goals changed quickly as he became enamored with the concepts within the field of astrophysics. For more than two years, he has been working closely with Associate Professor Chris Richardson as a Lumen Scholar to explore the evolution of black holes, research that could contribute to humanity’s understanding of how galaxies like the Milky Way evolved.

鈥淲e know very little about the universe and don鈥檛 have a great idea of what鈥檚 happened during the last 14 billion years,鈥� said Wels, who is majoring in physics and computer science. 鈥淗opefully by seeing a spectrum of all the possibilities, we can have a better idea of what鈥檚 happened over these 14 billion years.鈥�

Wels has been able to pursue this in-depth research with Richardson as his mentor through Elon鈥檚 Lumen Prize program. The Lumen Prize is Elon鈥檚 most prestigious award for undergraduate research and awards scholars a $20,000 scholarship to support a chosen research project and allows the scholar to work closely with a faculty mentor on that project for two years. Each year, 15 rising juniors are named Lumen Scholars and conduct research that often produces conference presentations and publications.

Astrophysics, the Lumen Prize, and Elon, for that matter, were not even on Wels鈥檚 radar as a high school student in Westchester, New York. He would hear about the university from a college counselor and was hooked after he took a closer look. 鈥淚 loved the campus and it was incredibly beautiful,鈥� he said. 鈥淚 also liked the fact that all the classes were pretty small, and so it jumped up on my list pretty quickly.鈥�

Wels arrived on campus planning to pursue a degree in engineering but found himself more drawn to the physics aspects of the field. At the same time, his interest in computer science continued to grow. One of his physics professors recommended that he talk with Richardson, and that conversation put him on a path to the stars (and black holes).

鈥淎fter he told me what he did, I loved it and I thought it would be great to go and learn what he was researching,鈥� Wels said. 鈥淎s soon as we finished our conversation, I was starting to do research.鈥�

For the past five years, Richardson has been focused on filling a gap of knowledge in what we know about black holes, which are astronomical objects with gravitational pulls so strong that not even light can escape them. There are around a million small black holes in the Milky Way galaxy alone. Along with these commonly found small black holes, there are supermassive black holes that are typically found at the center of galaxies. Less common are intermediary black holes 鈥� those that fall between the two.

鈥淭hese have been pretty elusive,鈥� Richardson said. 鈥淧art of the reason we want to find them is to understand how the supermassive black holes become supermassive, and we can鈥檛 understand how they become supermassive unless we know what they were like before they got to that size.鈥�

Wels became fascinated with the work to advance this research, which has broad implications. 鈥淲e don鈥檛 really know how black holes or galaxies evolve,鈥� he said. 鈥淏ut we know that all galaxies contain a black hole a their center and we know that as galaxies grow, so do black holes. If we can get an understanding of how black holes transition through different masses, we can also learn how galaxies transition.鈥�

Wels can now speak at length about the core concepts critical to answering these questions and explaining to audiences with varying degrees of comprehension what his research is focused on. But that wasn鈥檛 the case when he first embarked on this journey. 鈥淢y research had a very steep learning curve,鈥� he said. 鈥淲hen I started doing it, I had no background in astrophysics. I was learning about astrophysics before I even took the class for it.鈥�

Richardson said that Wels had already established a firm foundation in physics by the time they began working together, including winning the physics award for first-year students. Wels was a quick study, and he credits the process of applying for the Lumen Prize for advancing his ability to explain concepts and his research in an easily understood way. By the time he submitted his Lumen application, he had a much better understanding of what he was doing and would do with the support of the Lumen Prize.

鈥淚 could explain it pretty well even to someone who wasn鈥檛 totally aware of astrophysics,鈥� Wels said.

Richardson saw Wels evolve as he became more immersed in the research and pursued the Lumen Prize. 鈥淓ven if he wasn鈥檛 awarded the Lumen, and I was confident he would be, going through the process of writing that proposal, you learn a lot more about the field itself and you learn more about yourself going through that process,鈥� Richardson said. 鈥淚 think he has a greater appreciation for the writing component in the sciences than he did before.鈥�

Wels has become more independent as his research has moved forward, Richardson said. Richardson and Wels were part of a group of Elon faculty and students who attended the American Astronomical Society in January. 鈥淗e really knows his own path and where he鈥檚 going with things,鈥� he said. 鈥淚 now act more like a sounding board for ideas rather than telling him where to go.鈥�

That work, which has involved collaborating with colleagues of Richardson鈥檚 at other institutions and applying for computing time on the supercomputers necessary to do this research, has evolved as Wels has narrowed his focus. He鈥檚 been examining the makeup of gases that are not hydrogen or helium around black holes. 鈥淚t鈥檚 been focused on finding a relationship between those two, and that, at least as far as I know, has not been published,鈥� Wels said. 鈥淎s soon as we created that relationship, the research took a pretty big turn and I think it鈥檚 one of the most novel aspects of my research.鈥�

Looking beyond graduation in May, Wels expects to leave his otherworldly pursuits to focus on something much more down to Earth 鈥� cybersecurity. He plans to leverage what he鈥檚 learned in courses in that area at Elon, and believes that his research as a Lumen Scholar has prepared him to succeed in the field of cybersecurity. 鈥淚 know in cybersecurity you have to do a lot of research, and while it鈥檚 a different topic, the process can be very similar,鈥� he said. 鈥淚 think having the practice that has come from conducting research and learning the patience that comes with it will definitely help.鈥�

So is he done with physics? Not likely. 鈥淗opefully after a nice long career in computer science, I can end it with teaching physics,鈥� he said.