A history major with teacher licensure from Marietta, Georgia, Dierker鈥檚 research project, “Improving Youth Voter Turnout: The Role of Civic Education in Modern Political Socialization”, examines how schools can better and further prepare students for active citizenship. Dierker presented the project at the Spring Undergraduate Research Forum in April.

鈥淪tudents are more likely to participate in civic life when they feel empowered and connected to political systems,鈥� Dierker said. 鈥淪chools that encourage critical thinking, respectful discussion and participatory learning help prepare students to become engaged citizens.鈥�

While young voters have historically had lower turnout rates than older age groups, Dierker believes younger generations are engaging politically in new ways, particularly through social media and digital activism.

鈥淪ocial media allows Gen Z to interact with a wide range of political viewpoints and participate in conversations on a much larger scale,鈥� she told the Times-News. 鈥淎t the same time, it can intensify political polarization and shape how young people perceive society.鈥�

Layton recently earned a Deutscher Akademischer Austauschdienst (DAAD) grant. Also known as German Academic Exchange Service, DAAD is a Germany-based international funding organization for exchange students, researchers and academics. Layton, a German studies and history major with minors in museum studies and public history and international and global studies, plans to pursue a master鈥檚 degree in intercultural communication and European studies at Fulda University of Applied Sciences.

Layton discovered the DAAD grant via a tip from her German professors, Kristin Lange, associate professor of German, and Scott Windham, associate professor of German. She received strategic support from Nicole Galante, assistant director of national and international fellowships, and Ann Cahill, professor of philosophy, distinguished university professor and director of the National and International Fellowships Office (NIFO).

鈥淭he guidance I received from faculty was instrumental in helping me achieve this milestone,鈥� Layton said. 鈥淣icole Galante and Dr. Cahill at NIFO assisted me in writing a statement of purpose and making clear that I am an ideal candidate for DAAD. I am also thankful for my German professors Dr. Scott Windham and Dr. Kristin Lange for encouraging me to pursue studies abroad and to challenge myself.鈥�

Layton also discussed how the DAAD grant will help her achieve her dream of earning a master鈥檚 degree abroad.

鈥淭he value of studying outside of your home country is something that I don’t think many Americans grasp, and I am excited to gain new academic perspectives by engaging with a culture that is not my own,鈥� Layton said.

Layton鈥檚 inspiration for pursuing a master鈥檚 degree in Germany stems from her semester abroad in Heidelberg during fall 2024 after immersing herself in the city and culture, she longed to return to Germany.

鈥淚 took all of my coursework in German and wrote a semester paper in German, so my language skills and ability to engage with German texts in my field of study expanded drastically,鈥� Layton said. 鈥淚 felt one with Heidelberg and like I belonged there. This showed me that I am capable of pursuing further education in the country.鈥�

Layton鈥檚 strong interest in German studies began when she was 13 years old. She started completing German coursework at this age and was fascinated to learn about a language and culture that was different from her own. Layton continued her studies in high school, which ultimately carried over to her time at Elon.

鈥淚t was at Elon that I really thrived in German, developing advanced proficiency and connecting German to my career goals,鈥� Layton said. 鈥淢y advisor Dr. Windham taught me in my first semester in German my freshman fall, and he saw my potential and encouraged me to continue pursuing language education.”

Because Layton knew she wanted to take a German course each semester to maintain her language proficiency, creating a German studies major seemed like the logical next step. She also noted how courses in German studies, history, museum studies and international and global studies intersect.

鈥淒r. Windham introduced me to the idea of being a German major, and he was clear that he would support the process of designing the major, so I wasn’t too overwhelmed by the idea,鈥� Layton said. 鈥淎s an ambitious student, I was more excited to start something new than I was nervous.鈥�

Designing this new major involved curating a list of required courses and proposing a capstone thesis project. Windham, Evan Gatti, professor of art history, and Amanda Laury Kleintop, assistant professor of history, helped Layton make sure that the German studies curriculum coincided with her other degree programs.

鈥淒esigning the major took two semesters of meetings and collaboration with committees to prove I could undertake an entirely new major, a demanding process that strengthened my ambition and clarified my academic and career goals,鈥� Layton said.

DAAD is one of the world鈥檚 largest grant institutions. It funds research and study for over 100,000 people in Germany and across the world.

鈥淩eceiving the DAAD grant is significant because it鈥檚 proof that Tori is among the top young researchers in the United States and it鈥檚 a testament to her academic achievements and intellectual ambition,鈥� Windham said. 鈥淲e are ridiculously proud of Tori. The grant shows how well Elon supports undergraduate research, international grant and fellowship applications, and cross-disciplinary studies. It also shows that Elon鈥檚 language programs are among the best in the country. Tori鈥檚 DAAD grant wouldn鈥檛 be possible without her extraordinary abilities in German.鈥�

This year, Layton worked with Windham and Gatti to complete her German studies capstone project investigating how the extremist far-right political party in Germany, Die Alternative f眉r Deutschland (The Alternative for Germany, AfD), uses propaganda infused with historical visual rhetoric. She explained how this propaganda suggests that the party is helping restore Germany鈥檚 former glory.

鈥淭he research has consisted of considerable close reading of propaganda posters, culminating in a map that visually connects each image,鈥� Layton said. 鈥淭his is to exhibit how there is a global shift towards far-right extremism that is being influenced by internet-based propaganda today.鈥�

Layton met with Windham and Gatti weekly to discuss the work she completed and to receive feedback. She really valued this mentorship because of Windham鈥檚 position as a professor of German studies and Gatti鈥檚 background in German medievalism.

鈥淒r. Windham and Dr. Gatti guided me while I determined how this project would look in the end,鈥� Layton said. 鈥淚 am eternally grateful for their endless support, insight and encouragement.鈥�

Looking ahead to her future studies in Fulda, Germany, Layton anticipates continuing the research she started at Elon as she contemplates a topic for her master鈥檚 thesis.

Elon faculty and staff members gathered in Alumni Gym for the event, which also included recognition of employees for years-of-service milestones and special recognitions of faculty and staff members who are retiring this academic year. Thirty-one employees who were recognized for 20, 25, 30, 35, 40 and 45 years of service have served a collective 2,810 years at Elon.

Elon President Connie Ledoux Book opened the ceremony with highlights and successes from the 2025-26 academic year and encouraged the audience to pause and take pride in their work.

鈥淭hank you for the work you’ve done to strengthen our community and our mission and thank you for all you do to ensure that students succeed when they choose Elon,鈥� said Book.

During the ceremony, Book also announced the appointment of Katy Rouse, professor of economics, as the trustee chair for excellence in undergraduate teaching for 2026-2029. This three-year chair was developed by the Board of Trustees in 2023 to honor a faculty member who exemplifies Elon’s teacher-scholar-mentor model and contributes to the broader scholarship of teaching and learning. Rouse was praised for her impact on student learning and mentoring both in and beyond the classroom and for advancing the scholarship of teaching and learning through publications in leading economics education journals.

The ceremony concluded with a celebration of faculty and staff who were honored with awards from the university this year: Associate Professor and Chair of English Scott Proudfit, Associate Professor and Chair of Philosophy Ryan Johnson, Associate Professor of Geography Sandy Marshall and Associate Teaching Professor of Human Service Studies Sandra Reid.

Daniels-Danieley Excellence in Teaching Award

Associate Professor and Chair of English Scott Proudfit

Described as a mentor and teacher who 鈥減ersuades his students to be incisive and critical thinkers,鈥� Scott Proudfit, associate professor and chair of English, is the 54th recipient of the Daniels-Danieley Excellence in Teaching Award. The award was established by President Emeritus J. Earl Danieley 鈥�46 and his wife, Verona Daniels Danieley, in honor of their parents.

Megan Isaac, professor of English, and Rosemary Haskell, professor of English, said in their joint nomination, 鈥淥ur decision to elect Scott to the position of chair two years ago was not rooted in his organizational skills, kindness, or vision (although he has all of those qualities), but because he models and supports our central mission-teaching.鈥�

Dinidu Karunanayake, assistant professor of English, praised the 鈥淪cott-standard,鈥� which he says undoubtedly enriches and emboldens Elon core values. 鈥淪cott is an exemplary embodiment of the teacher-scholar-mentor model,鈥� said Karunanayake in his nomination letter. 鈥淗is ability to effortlessly (and synchronously) straddle many paths as a tireless and gifted teacher, top-notch researcher, big-hearted mentor, daring advisor, generous colleague and above all, a truly remarkable human being puts him at the height of the teaching profession.”

In addition to teaching core English courses, Proudfit redeveloped the drama curriculum through courses exploring dramatic styles, literary theory and contemporary social themes. The courses are now core components of the English major and the drama & theatre studies major and are routine choices for students in acting, arts administration and theatrical design & technology majors.

The award was presented by Book, who, in her prepared speech, said, 鈥淭his combination of rigor and care is a hallmark of an Elon education 鈥� rooted in relationships shaped by intellectual curiosity, and leaving a legacy long after graduation. And boy, does [Proudfit] have it!鈥�

鈥淪cott’s energy and love for the literature that he teaches is apparent in every second of his lessons, and it rubs off on his students. The discussions that he leads are student-centered, each one opening with one or two students bringing in prepared questions to kick off the day. 鈥�

鈥撀燗nnaliese Jaffe 鈥�18, high school English teacher and former student

Upon receiving the award, Proudfit told the crowd that he worries those who distrust higher education may have never had a good relationship with a teacher.

鈥淚t鈥檚 too bad,鈥� he said. 鈥淏ecause for me, the relationship between a teacher and a student is one of the most central relationships for a good life.鈥�

And, he noted, 鈥淚 have been lucky enough to have these kinds of relationships with students over and over again at Elon.”

Proudfit ended his speech by naming former students who shaped his Elon experience.

Proudfit earned a Ph.D. in English from Northwestern University in 2008, where his major field of study was drama in English. He earned Bachelor of Arts degrees in English and theater, cum laude, from Columbia University in 1993 and joined 福利亚洲国产精品 in 2010. Before completing his doctorate, Proudfit worked with theater groups in Los Angeles and New York, covered theater scenes in both cities as an editor for Back Stage and Back Stage West and worked as an assistant editor for a division of Marvel Comics. He has served as associate editor and co-editor on multiple publications and published multiple essays. Proudfit is the recipient of the Inspirational Ally Award (2017) and the Elon College, the College of Arts and Sciences Excellence in Teaching Award (2019).

Distinguished Scholar Award

Associate Professor and Chair of Philosophy Ryan Johnson

Described as an 鈥渦nstoppable force when it comes to research publications,鈥� Ryan Johnson produces the equivalent of 5.4 peer-reviewed articles or book chapters per year 鈥撀爋ver three times the amount of scholarship expected by a philosopher at an R1 institution. Johnson, associate professor and chair of philosophy, is the 27th recipient of the of the Distinguished Scholar Award, Elon鈥檚 top faculty research award, which recognizes a faculty member whose research has earned peer commendation and respect and who has made significant contributions to his or her field of study.

When Johnson arrived at Elon in 2015, his research brought together 20th-century French philosophy and ancient Hellenistic thought, of which he has several publications. Soon after, he grappled with what it meant to be a white man in the American South and began seeing his subject position and scholarship through new eyes.

鈥淎ll of this traced back to lessons I learned from my former teacher, George Yancy,鈥� said Johnson. 鈥淪oon I realized how canonical European philosophers, especially Hegel and Nietzsche, must reckon with challenges posed by thinkers such as W.E.B. Du Bois and Audre Lorde.鈥�

Johnson鈥檚 research focuses on continental philosophy, African American philosophy and the history of philosophy, with particular attention to questions of race, liberation, democracy and the relationship between philosophy and everyday life. His scholarship explores thinkers including Hegel, Deleuze and the Stoics while examining how philosophical ideas shape contemporary political, cultural and ethical questions.

Rebecca E. Kohn, provost and vice president of academic affairs and professor of biology, who presented the award, described Johnson as a model of sustained intellectual engagement whose work 鈥渉as defined major segments of the discussions in current literature,鈥� noting that聽research is not insulated from teaching 鈥撀爄t is deeply integrated with it.

Addressing the crowd, Johnson expressed gratitude to his wife and colleagues. He alluded to the uniqueness of his research and said Elon is the only place he can imagine himself doing this work.

In a nomination letter, Thomas Nail, professor and chair of philosophy at Denver University, said that he continues to be impressed by Johnson鈥檚 work due to his originality and enthusiasm for new and experimental directions in research and teaching.

鈥淚 can honestly say with no hesitation that I do not know anyone else in our field who is as adventurous and forward looking as Ryan.鈥�

鈥撀燭homas Nail, professor and chair of philosophy at Denver University聽

Johnson has published nine books, with three others in various states of completion. He has also contributed 24 peer-reviewed journal articles, 15 book chapters and edited a special issue of a professional journal, in addition to 58 conference presentations. Johnson is the author or co-author of several books, including Phenomenology of Black Spirit (2022), Deleuze, A Stoic (2020) and The Deleuze-Lucretius Encounter (2017), and has edited multiple scholarly collections in philosophy.

Stephen Bloch-Schulman, professor of philosophy at Elon, said about Johnson, 鈥淗e recognizes and deepens the ways that scholarship, university service and teaching are necessarily interwoven practices that, for him, are united by the twin ethical demands of living life as a philosopher and creating community and connections around fighting racism.鈥�

Praising Johnson for his ongoing engagement to learn more about the African American philosophical tradition and the ways he inspires his students to think intensively and critically to the history of philosophy, Stephen C. Ferguson, associate professor of philosophy and religious studies at North Carolina State University said, “By combining a creative impulse with a historically grounded approach to intellectual thought, Ryan鈥檚 work provides a window into what it means to be a great interdisciplinary scholar and thinker.鈥�

Johnson earned his Ph.D. in philosophy from Duquesne University in 2014 and joined 福利亚洲国产精品 in 2015. He served as an associate professor and chair of philosophy at Elon. He is the recipient of the Excellence in Scholarship Award (2020), four Faculty Research and Development Summer Research Fellowships and external awards including a National Endowment for the Humanities Summer Stipend and the John William Miller Fellowship.

Steven and Patricia House Excellence in Mentoring Award

Associate Professor of Geography Sandy Marshall

Sandy Marshall, associate professor of geography, has built a career at Elon defined by a sustained commitment to student mentoring, undergraduate research and community-engaged learning. Since joining the university in 2017, he has mentored students across disciplines and guided research exploring global regions, migration and lived experiences, helping students connect academic work with complex social and cultural contexts.

Marshall received the Steven and Patricia House Excellence in Mentoring Award, which was endowed in 2020 by Provost Emeritus Steven House and Patricia House to honor faculty and staff who excel in student mentoring and reflect Elon鈥檚 national recognition as a leader in engaged, experiential learning.

Marshall鈥檚 mentorship has shaped students who have gone on to careers in public service, law and global development, including a public defense attorney, a Harvard- and Yale-trained criminal justice attorney and a global development consultant who has worked with the United Nations and USAID. His mentees have also earned competitive achievements such as Fulbright fellowships, Critical Language Scholarships and publication in academic journals.

Associate Provost for Faculty Affairs and Professor of English Deandra Little presented the award, saying about Marshall, 鈥淪tudent and alumni representatives consistently describe this awardee as a strong mentor whose guidance has shaped their academic path and broadened their understanding of what meaningful mentorship can look like, and whose mentoring persists long after graduation.”

Marshall encouraged the audience to surround themselves with people who see potential in them beyond what they themselves can see. 鈥淭hat鈥檚 what I鈥檝e tried to do for my students, and that鈥檚 what so many of you have done for me,鈥� he shared.

Amy Allocco, professor of religious studies, and Brian Pennington, director of the Center for the Study of Religion, Culture, and Society and professor of religious studies, praised Marshall鈥檚 mentoring approach, writing that 鈥渉is patience, kindness and generosity with his time has helped several students find success and feel proud of the work that they had completed by graduation.鈥� They noted that his mentorship is 鈥渄eep, context-sensitive, and enduring,鈥� often continuing long after students graduate.

Students echoed that impact in their nomination letters.聽Nicole Plante 鈥�20, now a JD candidate at Yale Law School, wrote that 鈥渇rom the very beginning of our work together, Dr. Marshall served as an amazing resource who gave me a lot of autonomy and encouraged me to take the lead of my project.鈥�

“Dr. Marshall pushed me to go further and put myself in situations that not only stretched my intellectual capacity, but also my moral convictions and future aspirations.鈥�
鈥撀燭aylor Garner 鈥�20, global development strategist

Kylee Marie Smith 鈥�21, assistant public defender for the Sixth Judicial Circuit of Florida, described the lasting influence of that mentorship, writing, 鈥淚n my almost five years since graduating from Elon, I have continuously realized that my road always leads back to Dr. Marshall and the foundations, skills and knowledge that he taught me.鈥�

Marshall鈥檚 commitment to students extends beyond the classroom and across the globe. Alyssa Carney 鈥�26, who is double-majoring in international & global studies and history, noted that during her semester abroad, 鈥淒r. Marshall went so far as to travel from North Carolina to Sevilla during his own spring break to meet with me, check in on my research progress and provide guidance while I was in the field.” She added that his mentorship is defined by 鈥渉is belief in his students鈥� potential鈥� and his ability to create a space where 鈥渃uriosity, critical thinking, and genuine exchange thrive.鈥�

In addition to mentoring undergraduate researchers, Marshall has served as interim director of the Multifaith Scholars program and as faculty director in the Global Neighborhood, where he fosters student development through advising, programming and community-building. In 2020, he co-founded the Power and Place Collaborative, partnering with local nonprofits and municipal entities to engage students in oral history and storytelling projects that connect academic inquiry with community experience.

Across these roles, Marshall鈥檚 mentorship emphasizes long-term growth, global engagement and meaningful relationships.

Periclean Award for Civic Engagement and Social Responsibility

Associate Teaching Professor of Human Service Studies Sandra Reid 鈥�85

Sandra Reid 鈥�85, senior lecturer in human service studies, is the 24th recipient of the Periclean Award for Civic Engagement and Social Responsibility, which recognizes a member of Elon鈥檚 faculty or staff whose service to the broader community exemplifies the ideals of Project Pericles, a national initiative that advocates for preparing students for socially responsible citizenship.

Through decades of work in juvenile justice, social work and higher education, Reid has built a career defined by civic engagement, community leadership and social responsibility. Her work reflects a deep commitment to helping students become engaged citizens and leaders in their communities.

At Elon, Reid teaches courses including Juvenile Justice and The Black Family, helping students examine systemic inequalities through civic engagement and social justice frameworks. She also teaches interdisciplinary programs including Poverty and Social Justice and African and African American Studies.

Reid also leads 鈥淒isarming Justice,鈥� a Winter Term study away program in Alabama where students visit historic Civil Rights Movement sites and engage in conversations about systemic inequities that persist today.

Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts, presented the award. She described Periclean awardees as 鈥渟mart service-minded leaders鈥� who use their experiences to leave the world better than they found it.

鈥淧ericlean awardees empower others to be engaged citizens and leaders in their communities 鈥� the personification of that ideal is Sandra Reid.鈥�

鈥� Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts

Reid expressed surprise and gratitude for the recognition, telling the audience, 鈥淚 never imagined that I’d be back here teaching after being in juvenile justice, but it’s been one of the best things that I’ve done.鈥�

Faculty members in the Department of Human Service Studies praised Reid鈥檚 鈥済ift for facilitating what she calls 鈥榗ourageous conversations鈥� about justice, equity and difference鈥� in their nomination letter. They wrote that Reid encourages students to engage difficult topics thoughtfully and recognize that 鈥渓earning 鈥� and social justice work 鈥� is an ongoing process.鈥�

Beyond the classroom, Reid mentors students through programs including the Elon Academy, Renaissance Scholars and the Elon chapter of Delta Sigma Theta Sorority, Inc. Her community leadership includes chairing the Alamance County Community Services Agency, training law enforcement in cultural competency and community engagement, and serving on the Alamance County Coalition of Remembrance, helping memorialize local lynching victims.

Reid鈥檚 work in juvenile justice, education and community leadership has shaped generations of students pursuing careers in public service, advocacy and social change.

ENG 1100 Writing: Argument and Inquiry is a required first-year writing course that teaches students writing practices in both academic and non-academic contexts. All sections of this course share common outcomes but have different structures depending on faculty expertise and student interest. Eidum鈥檚 course focuses on intercultural communication and writing across cultures.

One of Eidum鈥檚 main inspirations for initiating a COIL project was Associate Professor of Geography Sandy Marshall. A strong supporter of COIL initiatives at Elon, Marshall started a Community of Peace (CoP) and is helping sponsor Elon faculty to get COIL training at SUNY鈥檚 COIL center. Marshall鈥檚 training and support prompted Eidum to begin collaborating with a Ukrainian university.

Eidum was also driven to conduct a COIL project because of her history as an international educator. She鈥檚 studied abroad, taught study abroad, taught in other countries and already has several international collaborations under her belt

鈥淲hen I learned about COIL, it seemed like a logical next step,鈥� Eidum said.

A former Peace Corps volunteer, Eidum has previously worked with Ukrainian schools and universities. She got in contact with the COIL coordinator in Ukraine via Hope Windle, SUNY鈥檚 COIL director. This connection opened the door to many Ukrainian universities who were interested in working with Eidum. Antonina Devitska at Uzhhorod National University (UzhNU) turned out to be the best option for her ENG 1100 course and timeline.

Eidum explained that she was looking for a project partner with similar learning objectives. Devitska had collaborated with other United States universities on COIL projects before and had a background in academic writing to tap into.

When reflecting on her experience working with Devitska on this project, Eidum described it as 鈥渞eally refreshing.鈥� Devitska鈥檚 experience as an educator and collaborator made her easy to work with, and her students were friendly and interested in meeting Eidum鈥檚.

鈥淚 think my English 1100 students were at first unsure about what this project would be like, but they rose to the occasion and learned a lot about Ukraine, Ukrainians, and collaborating with people across the globe,鈥� Eidum said.

While the class primarily focused on academic English and communications, both the Elon and Ukrainian students are pursuing different fields of study. The students in Eidum鈥檚 class also have a wide range of travel experience and intercultural communication knowledge. Several are international students themselves. The variety of backgrounds brought multiple ideas and personal interests to the table. To begin the COIL collaboration, students met for an hour to get to know one another, and again for another hour to form groups and decide their presentation topics.

Following the theme of intercultural communication and storytelling between the United States and Ukraine, groups examined topics such as traditional or common meals, video game culture, common stereotypes across cultures, and public transportation. They connected asynchronously through WhatsApp to coordinate group work. Final presentations were held during a 90-minute period on Zoom.

鈥淎ll the projects noted differences between the countries and cultures but also found common threads that were really meaningful,鈥� Eidum said. 鈥淭hese presentations were really interesting and there was no absence of things to say!

Eidum also discussed how the COIL project fostered her students鈥� growth by forming international connections. She explained how this project required them to put their personal experiences aside and think about what student life might look like outside of Elon and the United States. Challenges arose such as language barriers, time zones and time changes. These made collaboration more difficult and provided students with important learning opportunities in the process.

鈥淚 think the most important factor in the students’ collaborations were the informal discussion between US and Ukrainian students,鈥� Eidum said. 鈥淲hile they noticed differences they found a lot of commonalities in their lives. That connection proved to be meaningful.鈥�

Overall, Eidum was thrilled with the result of the project. She was impressed with the high quality of final presentations and how much discussion was spurred.

鈥淲e planned for 60 minutes of presentations (about 10 minutes/group), but we had to cut them off at 100 minutes,鈥� Eidum said. 鈥淭hey were so eager to engage and learn!鈥�

Eidum attributes her COIL project鈥檚 success to many factors. These include the planning of leading faculty members, the training and confidence she received from COIL CoP faculty, the flexibility and dedication of her students, and the kindness, commitment, and flexibility of the Ukrainian students.聽 She also noted how completing this COIL project will likely set her students up for success post-graduation.

鈥淚 see a lot of people 鈥� friends, family, former students 鈥� working on international teams in their careers,鈥� Eidum said. 鈥淚ntroducing students to international teamwork and intercultural communication in a low-stakes way seems like a great tool for their future lives. Also, seeing issues from multiple perspectives is an important skill and COIL is clear framework to support that.鈥�

Elon students鈥� presentations spanned both the ages and the globe, with presentations ranging in focus from ancient Maya society to generative AI鈥檚 role in online public relations discourse, and spanning both the experiences of Syrian refugees and the indigenous politics of Peru.

The setting in Richmond offered a unique opportunity for mentor/mentee pair Amanda Kleintop, assistant professor of history, and Athena Vizuete ’26, a history major from Carrboro, North Carolina, who study Civil War history. In addition to presenting, they built in time to tour local historical sites that inform their research projects.

鈥淚t was amazing to see the quality of Elon鈥檚 undergraduate research in our students鈥� presentations,” said Kleintop. “I was very proud of Athena, who presented on her research on Reconstruction in North Carolina that was threeyears in the making! Plus, there nothing like visiting Richmond as a Civil War and Reconstruction scholar!”

“NCUR is a wonderful opportunity,” Vizuete said. “I am so happy I got to present my research on a national scale and attend so many fascinating presentations by my fellow students.”

Senior Professional Writing and Rhetoric major Caden Halberg is mentored by Travis Maynard and presented his work entitled, 鈥淭he Whey Forward: Successfully Advocating for the Galactosemia Community.鈥�

鈥淧resenting at NCUR allowed me to raise awareness about rare disease advocacy while connecting with students across disciplines, many of whom had never encountered this topic befor,” said Halberg.

Several students presented their work from the School of Communications. Senior strategic communications and public policy major Teresa Cao is mentored by Shanetta Pendleton, and presented her project entitled, 鈥淪orry, Not Sorry: Exploring Communication Patterns and Perceived Authenticity of Influencer Apologies on Social Media.鈥�

“NCUR was great because I loved being able to see the range of students and how the chose to pursue their interests,” said Cao. “It reinforced to me how there鈥檚 always something to learn or dig deeper into, and in my case, that was influencer apology videos. Pop culture is often a mirror to what’s happening in society on a broader scale, so I loved being able to share my insights on something that’s seemingly very superficial. It was also really encouraging to be around students from other disciplines since I got to hear their perspectives on my research, what they admired, and advice on how they’d do things differently.”

Students were accompanied by faculty members Eric Hall, Justin Clar, CJ Fleming, Jen Hamel, Amanda Kleintop and Judy Folmar. Folmar presented two mentor-led sessions accompanied by her research students in which they shared their research process with other student-mentor pairs.

NCUR was first held at the University of North Carolina at Asheville in 1987 and Elon students have been attending the conference since 1993. Elon typically has more than 40 students present at NCUR each year. Next year鈥檚 conference will be held April 12-14, 2027 in Grand Rapids, Michigan.

As the midterm election approaches in November, Catherine Dierker 鈥�27 is asking a timely question: Can educators better prepare young people to participate in democracy?

An Elon history major with teacher licensure from Marietta, Georgia, Dierker鈥檚 research focuses on improving civic engagement among young voters. She will present her findings during the Spring Undergraduate Research Forum on April 28.

鈥淐onsidering that the youth turnout rate is so low, what can we do to make students feel prepared and make them feel like when they graduate, they can make a difference?鈥� she said.

Dierker鈥檚 interest in research grew through Elon鈥檚 Teaching Fellows program, where she developed an inquiry project that eventually evolved into her SURF presentation.

鈥淚鈥檝e always really been very curious,鈥� she said. 鈥淚t was something that I was interested in, but then given the opportunity to develop.鈥�

Her project examines effective practices in civics education, drawing from national and international data, teacher interviews and existing scholarship. While her findings reveal no single solution, they point to three key strategies that can help foster civic engagement among students.

鈥淭he first being to embrace controversy,鈥� Dierker explained. 鈥淧eople shy away from trying to tackle big subjects that are a little controversial, but it鈥檚 what makes people engaged. It fires people up, and passionate people are going to act.鈥�

In addition, her research highlights the importance of promoting civic agency, helping students feel that their voices matter, and incorporating service learning into classrooms.

鈥淎llowing people to get out in their local community and do a semester-long project really demonstrates to them that they have made a difference,鈥� she said.

Dierker emphasized that her work is less about prescribing a single method and more about offering a framework for educators.

鈥淭here鈥檚 not one thing that we can say to all teachers, do this and all of your students will go out and vote,鈥� she said. 鈥淏ut if we apply these strategies, we will see a lot better turnout and results from our civic education.鈥�

Her research process combined large-scale data analysis with qualitative insights. She examined U.S. census data, compared state-level education practices and reviewed studies from both the United States and the United Kingdom.

Mentored by Professor of Political Science and Public Policy Carrie Eaves, Dierker said the experience has been both academically rigorous and personally meaningful.

鈥淪he鈥檚 fantastic,鈥� said Dierker of Eaves. 鈥淚t鈥檚 those little connections that were nice to talk about and then really dive into the details of the research.鈥�

During SURF Day, all other campus activities are suspended so the Elon community can come together around students鈥� creative endeavors and research efforts. Undergraduate research is also one of the five Elon Experiences, which provides a natural extension of the work students do in the classroom and ensures that Elon graduates are prepared for both graduate school and careers. Although this will be her first time presenting at SURF, Dierker is looking forward to sharing her work.

鈥淚鈥檓 nervous, but I鈥檓 excited. I鈥檓 really passionate about it. I love talking about things that I鈥檓 passionate about,鈥� she said.

As she prepares for a future in the classroom, Dierker hopes her research will help shape how civics is taught and how students see their role in society.

鈥淚t鈥檚 more of a framework to guide how we go about education and how we go about interacting with our community and with our nation,鈥� she said.

When Yidi Wu talks about Argentine tango, her face glows with the same energy she brings to the dance floor. Growing up in China, Wu learned choreographed dance, like ballet, modern dance and Chinese folk dance, but not partner dancing. Choreography is structured and dancers know the next moves in the routine. In tango, however, each step is improvised, which made Wu fall in love with the dance.

Wu discovered tango while studying to be a China historian at the University of California, Irvine, where she took partner-dance classes at the university gym. She gravitated toward tango and joined a student club for social dancing, where she eventually joined the Bay Area鈥檚 wider tango community. More than 10 years later, she still dances regularly 鈥� both for pleasure and for work. She describes herself as a historian by day and a dancer by night.

In addition to teaching courses on China, East Asia and world history, Wu also teaches a Winter Term Argentine tango course, which blends her academic expertise with her passion for dance. The course, which she has taught twice, combines history, film and, of course, dance. The course also gives students a broad understanding of tango鈥檚 global history. Each class, Wu introduces new vocabulary, emphasizing that tango functions as a language in its own way.

鈥淭he Argentine tango course is one of my favorite classes to teach because it is so different from what I usually teach and how I teach,鈥� said Wu, an associate professor of history and Elon鈥檚 O鈥橞riant Developing Professor. 鈥淭ango is a social dance, and it is for everyone.鈥�

Because tango is a partner dance, Wu invites her local tango friends from Durham, Chapel Hill and Greensboro to join each class and help teach. Wu said she is very appreciative of the local tango community.

The Winter Term course concludes with a milonga, a tango dance party, that is open to the community and features musicians. Wu says milonga is an important part of her course on the history and culture around Argentine tango because the tango is meant to be enjoyed in a social setting.

鈥淭his course is very unique, and there are few courses like it in the United States,鈥� she said. 鈥淭eaching tango and combining dance with history is very interdisciplinary.鈥�

Students from a variety of majors have enrolled in the course. In fact, Wu said, the first year she taught it, none were dance majors, though many students grew up dancing or enjoyed movement.

If you are looking for Wu outside of the classroom, you can find her dancing at a local tango club in Durham.

聽(Brepols, 2026) is derived from the third and fourth installations of the聽聽conference. The purpose of the conference was to examine how the bishop, one of the key characters in the administration of medieval Europe, shaped how medieval European history has been recorded and remembered. Bolstered by the sense that the bishop, as an organizing idea, matters, the inaugural conference, In the Hands of God鈥檚 Servants, sought to examine the construction, enhancement, and expression of episcopal power at a local level. Papers selected and adapted for publication appeared in , which offers microhistories of episcopal power and authority, fracturing what we know about the bishop into episodes that represent dioceses and dependents, and the individuals that ran them. The singularity of these stories inspired the subject of the second conference on Episcopal Personalities. Papers from this conference were published in , which explored the work and responsibilities of the bishop, how a bishop鈥檚 persona shaped his approach to the episcopal office, and how a bishop鈥檚 charisma affected the way in which he was received or remembered by the communities he served.

Analysis of the bishop鈥檚 personality encouraged the organizers to mine the slippery space between the office and the man, not only for the ways this space elides differences between the episcopal personae of priest, pastor, or prince, but also because the space sheds light on from where鈥� or from whom 鈥� a bishop鈥檚 power derived. The third conference, The Bishop as Diplomat, took up this question as its focus, turning away from the bishop as an agent for and as himself, to the bishop’s role as a representative of the power and authority of others. The papers offered at this conference examined how bishops developed the skills and tactics needed for diplomacy, as well as how and when these skills were deployed, and in what circumstances. They also explored what it meant for a bishop, who was already representing an office beyond himself, to be a diplomat, which often required the bishop to re-present someone else.

Two years later, organizers turned to a theme that had been at the edge of each of the previous conferences: the Bishop as Patron. This conference focused on visual, material and social expressions of episcopal power as well as how those expressions were managed to ensure the legitimacy or the legacy of a bishop. Papers examined traditional examples of patronage, such as those demonstrated through the construction, expansion, and renovation of buildings and the production and reception of manuscripts. The papers asked how and with whom bishops built relationships, and how those relationships were maintained (or neglected).

The essays selected from these last two conferences were edited, expanded and combined into a single volume. Together, they offer a broad overview of how relational culture defines how, why, and for whom bishops work.

is divided into four parts. The introduction, authored by Gatti and Silvestri, explains how this book, the last in the 鈥淧ower of the Bishop鈥� series, responds to and expands on the usefulness of the 鈥渂ishop鈥� as a category of scholarly focus. Next, a prologue by Philippa Byrne asks, 鈥淲hat was Episcopal about Episcopal Patronage?” The remaining essays are divided into two sections. The first section, 鈥淓piscopal Patronage as Re/Presentation鈥�, foregrounds the material aspects of episcopal patronage, such as churches, manuscripts, hagiographies, rites, rituals, frescoes, windows and tombs. This section includes a chapter by Gatti, 鈥淒iplomatic Gestures: Art and Ambivalence in Eleventh-Century Italy鈥�, in which she compares visual images of the bishop to the embodied language of diplomatic gestures. The final section, 鈥淧atronizing Bishops: Clients, Diplomats, Allies, and Rivals鈥�, examines episcopal patronage as an extension of episcopal relationships with families, kings, emperors, and clients, with predecessors and successors, as alliances and antagonisms, and between bishops and their congregations, as well as the monastic and secular clergy.

Creating a coherent collection in a field as broad and disparate as medieval studies can be challenging. In fact, the hardships experienced during the COVID-19 pandemic, prohibitions for travel, the closure of archives and libraries across the UK, Europe, and North America, as well as the crises in higher education and funding cuts for scholarly work, made completing this book particularly difficult. In fact, it was because of these challenges that a decision was made to publish papers from the 2017 and 2019 conferences together after plans for a separate volume fell through. This effort fulfilled a commitment made by the conveners to publish high-quality scholarly papers that had been selected and expanded for publication.

Since his 2023 arrival at Elon, Kelly has hosted a 鈥榣istening tour鈥� and spent time with each department to hear directly from faculty and staff about what they value. Kelly said that common themes soon emerged from those conversations and the new statement reflects dozens of discussions.

Elon College, the College of Arts and Sciences new vision statement reads: 鈥淭he Heart of an Elon Education: Ignite Curiosity, Engage Challenges, Transform Worlds.鈥�

The mission statement then declares:

鈥淯pholding the centrality of the liberal arts, we explore and apply disciplinary and interdisciplinary knowledge for inquiry, creativity, discovery and problem solving in a complex and changing world.鈥�

The statement lists core values that include accessibility, belonging, critical thinking, diversity, equity and inclusion, integrity, intellectual curiosity, problem-posing and respect for human dignity.

Community Reflections

• 鈥淭here were several opportunities for different groups, departments, branches, interdisciplinary programs, to discuss versions on the table. It was in those conversations where we might learn how a word or phrase was heard within and across disciplines; where we found convergence, deeper awareness, and respect. The both-and of this process modeled what we value and genuinely captures our shared identity as Elon College.鈥� – Caroline Ketcham, associate dean of Elon College, the College of Arts and Sciences and a professor of exercise science
• 鈥淚t was always important to us that this wasn鈥檛 a process where faculty were just asked to weigh in at the end, after the real decisions had already been made. From start to finish, it was grounded in listening to what faculty across the college say we do well and what values they believe guide our shared work. Our task wasn鈥檛 to invent a mission, vision and values, but to clearly articulate what faculty are already living and leading with. I think that鈥檚 why faculty can so readily see themselves and their departments represented in the final statements.鈥� – David Buck, associate dean of Elon College, the College of Arts and Sciences and an associate professor of psychology
• 鈥淗aving shared goals and articulated values helps everyone in the college feel connected as a community, value each other鈥檚 work and prioritize our energies on initiatives that matter to us.鈥� – Shannon Duvall, interim associate dean of Elon College, the College of Arts and Sciences and professor of computer science
• 鈥淚 appreciated the collaborative nature of it all, not just between the dean鈥檚 office and department chairs, but also extending to faculty members across Elon College, the College of Arts and Sciences. It really did involve all of us. What particularly stood out to me were the conversations in our chairs鈥� meetings with the dean where we came to agreements on core values. It鈥檚 inspiring to see that distinctly different types of disciplines uphold the same core values.鈥� – Joel Karty, chair of the Department of Chemistry and 福利亚洲国产精品鈥檚 Sydney F. & Kathleen E. Jackson Professor of chemistry
• 鈥淚 appreciated being part of a process that felt genuinely collaborative. Our participation was not merely symbolic. It felt meaningful, and I experienced the dean鈥檚 office as truly listening. The process itself was also inspirational, and I feel bolstered in leading my own department through similar work. It was powerful to see such a broad, collective effort take shape into something tangible.鈥� – Samantha DiRosa, chair of the Department of Art and a professor of art and environmental studies
• 鈥淭he process of creating a new vision statement, mission statement and core values for Elon College, the College of Arts and Sciences was both thoughtful and deeply collaborative. Over many months, department chairs worked together to reflect on what makes us distinctive and how best to express those qualities in guiding statements. The process intentionally sought input from across departments, ensuring that everyone in the college had the opportunity to contribute their perspectives. Personally, the time spent reflecting with fellow chairs on what makes each of our departments special fostered a deeper sense of shared purpose and collective commitment.鈥� – Carrie Eaves, chair of the Department of Political Science and Public Policy and associate professor of political science and public policy

Kelly said he was pleased the final language resonated with the faculty in the college.

鈥淭he true measure of a successful attempt to lead a group or an organization towards a renewed vision, mission and core values is whether the words and sentiments 鈥榮ound like us鈥�,鈥� he said. 鈥淲hen I heard that some faculty believed my presentation of our vision, mission and core values at our spring faculty meeting 鈥榮ound like us,鈥� I knew that our work together in small and large group settings was a huge success. It means that stakeholders were heard and that the words resonate so much so that the tune or melody is familiar. The vision, mission and core values reflect truly who we are and where we are going with much intention.鈥�

Community Conversations & Civic Engagement

Deliberative Dialogue 鈥� America鈥檚 250: What鈥檚 Next America?

Monday, Feb. 23, 4:30 p.m., Lakeside 212

As America marks its 250th year, this dialogue invites reflection on our shared past and the opportunity for diverse voices to share space and ideas to develop a collective vision for the next 250. Sponsored by the Kernodle Center for Civic Life and Political Engagement Work Group

Better Together: Breaking Bread, Building Bridges

Feb. 24 鈥� May 5, every other Tuesday, 12:30-1:45 p.m.

Join us at Better Together this spring for connection and conversation. This time together invites us to live fully in the present and reflect on what makes this moment meaningful. Share stories, explore diverse perspectives, and build community. .

Dr. Habiba Sarabi: Education Rights of Afghan Women

Tuesday, Feb. 24, 4:30-5:30 p.m., Alumni Gym

Join a conversation with Dr. Habiba Sarabi on the global impact of Afghanistan鈥檚 ban on women鈥檚 education and the fight for educational rights and gender equality. Dr. Sarabi, an Afghan politician, women鈥檚 rights activist, and medical doctor made history as the first woman to be appointed a provincial governor in Afghanistan, leading Bamyan Province. She previously served as Minister of Women鈥檚 Affairs and Minister of Culture and Education, where she focused on expanding education, protecting the environment and advancing the rights of women.

State of the Union Address Watch Party

Tuesday, Feb. 24, 8-10:30 p.m., Moseley 105

Join us for pizza and a live viewing of President Trump鈥檚 first State of the Union address of his second term. Come watch, discuss and stay informed. Sponsored by Elon Votes!

Love Your Body, Berry Much

Wednesday, Feb. 25, 11:30 a.m. 鈥� 1:30 p.m., Lakeside Entrance

Stop by for coconut-lime strawberries and a strawberry mocktail, courtesy of Elon Dining, while also learning tips for mindful eating. Swing through, grab a treat and discover ways to build healthier habits. Visit the for more information.

Cynthia Miller-Idriss 鈥� 鈥淢an Up: Understanding Misogyny to Prevent Extremism

Lauren Dunne Astley Memorial Lecture

Thursday, Feb. 26, 4:30 p.m., Numen Lumen Pavilion, McBride Gathering Space

Extremism expert Cynthia Miller-Idriss examines how misogyny 鈥� online and off 鈥� fuels the rise in far-right and mass violence, and offers strategies for interruption and prevention rooted in everyday life. The Lauren Dunne Astley Memorial Lecture honors Lauren, who was set to join Elon’s Class of 2015 before her murder by a former boyfriend in July 2011. Established in her memory, the fund educates the Elon community on healthy relationships and building a culture free from violence. Visit the Spring Cultural Calendar for more information about upcoming events this semester.

Adventure Time with Elon Outdoors!

Adventures in Leadership Summer Staff Positions Available

Applications are now open for summer Adventures in Leadership staff positions, where you鈥檒l guide incoming first-year students through exciting outdoor experiences. Earn potential internship credit and build leadership skills. Apply today on the Elon Job Network!

Elon Challenge

The Elon Challenge is a great way to help classes, teams, organizations, corporations or cohorts grow through building authentic relationships, learning how to manage resources, developing creative thinking, and applying knowledge in new ways. Visit the Elon Challenge website to review the options, gather your group, and complete the interest form to schedule a customized, no-cost experience.

Last Chance to Become an Orientation Leader

Application Deadline is Friday, Feb. 27

The Orientation Leader application is still live. As an OL, you are an integral part of the orientation process. You will play a pivotal role in the transition of all the new students to Elon, serving as a guide and mentor to new students throughout their transition. by this Friday, Feb. 27.