The Chandlers remain impressed by Elon鈥檚 commitment to sound strategic planning and doing what鈥檚 best for students. It鈥檚 what inspired the couple鈥檚 gift to Slattery Center, the university鈥檚 new hub for health and wellness that will integrate academics, wellness, campus recreation and fitness programs to ensure students gain the skills they need to succeed on campus and throughout their lives.

Scheduled to open later this year, Slattery Center is located within Elon鈥檚 Innovation Quad, home to the university鈥檚 engineering and other STEM programs. The center is part of the university鈥檚 broader HealthEU initiative to serve students, faculty and staff.

鈥淚t adds value and is beneficial when you can provide a place where students can go to be in community, exercise, receive counseling and focus on their well-being,鈥� said Bob Chandler, former executive vice president of Chandler Concrete Co. 鈥淭his facility shows that the university is aware of the challenges students face and how to help them in all aspects of their health.鈥�

The HealthEU initiative focuses on six dimensions of health and wellness: community, emotional, purpose, financial, physical and social. The three-story Slattery Center will feature new classrooms, student-faculty research spaces, multiple floors for wellness and fitness activities, and the Mark and Kim Tyson Counseling Center, which will provide individual and group therapy, as well as workshops and outreach programs.

Through coursework, as well as workshops and training programs focused on health and wellness, Slattery Center will impact all students as they progress through their education and learn essential skills and practices related to wellness and well-being. The center is a key priority of the Boldly Elon strategic plan that will guide the university to 2030.

The couple鈥檚 gift will also endow the Chandler Family Global Experience Fund, strengthening Elon鈥檚 commitment to provide each of the university鈥檚 17 varsity teams with a global experience every four years.

鈥淕lobal experiences are a cornerstone of an Elon education, and thanks to Bob and Amy Chandler, our student-athletes will have the opportunity to deepen their understanding of the world while sharing their sport across cultures,鈥� said Jennifer Strawley, director of athletics. 鈥淏ob and Amy are truly special people who value the holistic development of our student-athletes and their generosity will be felt for generations. I am deeply grateful for their many years of dedication to this university and for the profound difference they make in the lives of our student-athletes.鈥�

鈥淥ur family has been sports fans for as long as I can remember. We love the energy and excitement athletics brings to campus and the opportunities it provides to students,鈥� Bob Chandler said.

鈥淓lon is a national leader in global study, and we are thrilled to help provide this experience for student-athletes,” he added. “It鈥檚 essential that students have the opportunity to witness other cultures and encounter the differences and similarities of the people there. It provides tremendous growth for a person and a deeper understanding of the world.鈥�

The Chandler family is among Elon鈥檚 most generous and devoted donors, helping to shape one of the finest learning environments in the nation through their gifts to Belk Library, Rhodes Stadium, Ernest A. Koury, Sr. Business Center, Gerald L. Francis Center, Alumni Field House, Richard W. Sankey Hall, Schar Center, The Inn at Elon and Innovation Quad.

Bob Chandler鈥檚 parents, Tom and Lynn Chandler, also endowed the Chandler Family Professional Sales Center in the Martha and Spencer Love School of Business. Tom Chandler was the chairman and former CEO of Chandler Concrete, which he founded in 1973, and he served on Elon鈥檚 Board of Trustees for more than two decades before being elected Life Trustee in 2021. In 2023, Tom Chandler received the Elon Medallion, the university鈥檚 highest honor.

鈥淓lon鈥檚 trajectory shows remarkable advancement,鈥� Bob Chandler said. 鈥淓lon has a vision of what鈥檚 to come and how to keep the university moving forward. It is a vibrant and thriving university that is gratifying for the students, faculty and community.鈥�

The university鈥檚 influence extends far beyond the campus.

鈥淭he impact that Elon has on Alamance County and the region is significant, and we feel it鈥檚 important for our family to support the university,鈥� Bob said. 鈥淚t鈥檚 a community that we are proud to be part of.鈥�

“I always thought, ‘This is home,’ and right now I’m leaving, and think, ‘Am I leaving home?’ It’s the same feeling I had when I left home (Afghanistan) years ago,” said Tahiry, a computer science major and the first recipient of the Commitment to Democracy Scholarship, dedicated to refugee students.

Tahiry was one of about 20 graduating international students, along with their families, who planted their oak sapling in the international student tree grove on May 21, an Elon tradition now celebrating 10 years. When new students arrive at Elon, they receive an acorn and, when they leave, they are gifted a sapling at Senior Baccalaureate. Because international students usually cannot take the sapling home, they have planted their trees in a grove by the Harden Clubhouse.

Denise Teeters, director of international student services, welcomed the students and reminded them of the symbolic nature of the sapling, representing their growth from a first-year student to a graduate.

“Over the last several years, you have grown academically and personally. You learned how to navigate differences, how to build friendships across cultures and languages, and how to speak with courage. Some of you didn’t speak much when you got here, and then, all of a sudden, you grew, you built that courage to speak and also embraced the Elon community,” said Teeters. “Through all this, you’ve seen how growth takes time, just like saplings take time to grow.”

Before students planted their saplings, President Connie Ledoux Book also noted how, just like an oak tree, Elon is also built on connection.

“It’s the root systems that are so critical,” Book said. “You have to have a grove. You need other oak trees for an oak tree to prosper. And that is true about the Elon network.”

During the next three years, the Periclean Scholars Class of 2029 will work with faculty mentor Vanessa Drew-Branch, associate professor in the Department of Human Service Studies.

During an event on April 30 in Sato Commons, Drew-Branch, welcomed the Class of 2029 by introducing the cohort鈥檚 theme of food sovereignty at 福利亚洲国产精品 and in St. Kitts and Nevis. Drawing connections between local and global food systems, Drew-Branch encouraged Scholars to think critically about issues of food insecurity, food apartheid, justice, dignity and sustainability. She highlighted how colonial legacies, climate change and inequitable systems continue to shape access to healthy and culturally appropriate food while emphasizing the importance of community-centered, sustainable agricultural practices. Through her remarks, students were challenged to approach this work with humility, curiosity, and a commitment to building authentic partnerships rooted in reciprocity and social justice.

The newly inducted members of the Periclean Scholars Class of 2029:

• Melanie Alarcon
• Katherine Banker
• Autumn Boyce
• Kimara delRosario
• Willow Evans
• Travis Greene
• Simone Lewis-Abdeen
• Mason Marks
• Tia Nelson
• Jazline Rogel Sanchez
• Ally Rotenberg
• Kylie Rukavina
• Gabriella Shew
• Hazel Silverstein
• Shukri Siraji
• Caleb Slosberg

The Periclean Scholars Program provides students with a distinctive three-year educational experience focused on global engagement, interdisciplinary learning and ethical community partnership. Each cohort studies a specific country or region, collaborating with local and global partners to gain a deeper understanding of complex social challenges and develop sustainable, justice-centered initiatives.

Throughout the program, acholars complete 18 semester hours of coursework during their sophomore, junior, and senior years under the guidance of their faculty mentor. Through these courses and experiential learning opportunities, students explore best practices in community engagement, examine the critical distinction between charity and partnership, and learn to approach social change through collaboration, reciprocity, and long-term relationship building.

As the Periclean Scholars Class of 2026 prepares to graduate, the induction of the Class of 2029 reflects the continued legacy of student leadership, ethical partnership, and community-engaged global learning that defines the program.

Beginning this fall, Queens will align its undergraduate academic calendar with Elon’s undergraduate calendar. The most notable change will be the reintroduction of Winter Term at Queens, a short, intensive session in January that allows students to focus on a single course or study abroad experience.

鈥淛-Term gave Queens students something rare 鈥� three weeks each January alongside our closest friends to discover who we were through service, career exploration, and international travel,鈥� said Queens alumna Staci McBride 鈥�92. 鈥淲e forged lifelong memories while living our motto, 鈥楴ot to be served, but to serve.鈥� I am thrilled that this transformative tradition will now be part of the student experience again, and I can鈥檛 wait to see the lasting bonds and impact it will have on their lives.鈥�

A highlight for many students is the intentional opportunity to study abroad in January. Both institutions have thriving study abroad programs, from Elon鈥檚 nationally ranked participation rate to .

鈥淛-Term gives students the opportunity to engage deeply in a single course, often in a global context, and to complement their learning in ways that are not possible during a traditional semester,鈥� said Nick Gozik, dean of global education at Elon. 鈥淓xpanding this approach to Queens creates a meaningful opportunity as the two institutions come together.鈥�

For LMA Alexander, executive director of the Pulliam Center for International Education at Queens, this new term brings fresh possibilities for JBIP. 鈥淭he John Belk International Program is a cornerstone of the Queens undergraduate experience,鈥� she said. 鈥淨ueens has a long tradition of dynamic, multi-disciplinary faculty-led programs, and the addition of J-term will create new opportunities for innovative programming in collaboration with our Elon colleagues.鈥�

In another integration move designed to expand opportunity for students, the two institutions have signed a Memorandum of Understanding to formalize a priority-admission pathway for Queens undergraduates to Elon鈥檚 School of Law. Both teams are actively working to share more details with students in the coming weeks.

J-Term gives students the opportunity to engage deeply in a single course, often in a global context, and to complement their learning in ways that are not possible during a traditional semester. Expanding this approach to Queens creates a meaningful opportunity as the two institutions come together.

– Nick Gozik, dean of global education at 福利亚洲国产精品

Evidenced through the service and experiential learning emphasized on both campuses, Queens and Elon share a commitment to civic engagement. This core belief will come to life through the Deliberative Citizenship Network (DCN), which recently invited both schools to join its inaugural cohort.

鈥淭he DCN highlights some norms or expectations that surround effective dialogues,鈥� said Naeemah Clark, associate provost for academic inclusive excellence at Elon. 鈥淎ctive listening, empathic and ethical discourse, and evidence-based argumentation are essential elements that are at the heart of a liberal arts education.”

Margaret Commins, chair of the political science, international studies and sociology department, shared, 鈥淲e鈥檙e excited about the opportunity to work with a national cohort to learn best practices for integrating deliberation into the curriculum and co-curriculum, and for working with our Elon colleagues to develop creative campus and cross-campus programming in this area.鈥�

The DCN program will bring together two faculty members, one staff member, and 10 students from each participating school. The program will teach best practices and innovative ideas that can be woven into and beyond the classroom. 鈥淪tudents who can demonstrate these skills will be better learners and leaders in their post-graduation lives,鈥� Clark added.

The Elon team will be led by Dillan Bono-Lunn, assistant professor of political science and public policy and faculty fellow for civic engagement; Bob Frigo, assistant dean of campus life and director of the Kernodle Center for Civic Life; and Andrew Moffa, assistant director of the Kernodle Center for Civic Life.

The DCN participants won鈥檛 be the only ones working together this summer. With an expected June vote on the merger by the Southern Association of Colleges and Schools Commission on Colleges, many administrative departments at Queens are preparing to integrate effective July 1, 2026, officially becoming employees of Elon.

The first phase of integration brings new employee benefits 鈥� along with understandable questions from staff. To help ease the transition, Jeff Stein and Pamela Davies, co-chairs of the integration team, are holding coffee chats 鈥� open hours where any Queens employee can sign up to learn more about the process and ask their questions. The plan is to extend these coffee chats to Elon employees as well.

鈥淢ergers are hard work,鈥� Stein said. 鈥淵et it’s been exciting to see how collaborations across Queens and Elon have already produced new opportunities and pathways for students 鈥� an early signal of what becomes possible when we work together to build what students need next.鈥�

Mathew Gendle, director of Project Pericles and professor of psychology,聽has been selected to serve as a co-director of the Community-Based Global Learning Collaborative, an international network of educational institutions and community organizations. The Collaborative advances best practices in community-based global learning and research for more just, inclusive, and sustainable communities.

In this work, Gendle will join The Collaborative鈥檚 three other co-directors: Sarah Stanlick, associate dean of the Global School and associate professor of integrative and global studies, Worcester Polytechnic Institute; Sam Brandauer, associate provost and executive director of the Center for Global Study and Engagement, Dickinson College; and Carolina Bola帽os Palmieri, director of programs at Child Family Health International.

Community-based global learning is a term developed by academics and researchers who are also practitioners. It therefore is defined by a set of seven practical components: community-driven learning and/or service; development of cultural humility; global citizenship; continuous and diverse forms of critically reflective practice; ongoing attention to power, privilege, and positionality throughout programming and course work; deliberate and demonstrable learning; and safe, transparent, and well-managed programs.

Learn more about the work of The Collaborative:聽

The afternoon ceremony on April 30, 2026, in the Isabella Cannon Global Education Center closely followed a similar Peace Corps tradition where volunteers ring bells as they conclude two years of service in their assigned countries.

The Peace Corps Prep Program equips students with critical competencies across four essential areas: sector-specific training, foreign language proficiency, intercultural competence, and professional leadership development.

Skills align with all six Peace Corps service sectors: Agriculture, Community Economic Development, Education, Environment, Health, and Youth in Development.

The program is directed at 福利亚洲国产精品 by Jennifer Eidum, an associate professor of English who previously taught English in Ukraine as a Peace Corps volunteer. More than 70 students have completed the requirements of the Peace Corps Prep Program at Elon since its inception over a decade ago.

Eidum said the moment connects students to a global community committed to making the world better.

鈥淓lon’s students are always so engaged, and they’re so active, and they do so many things on campus,鈥� Eidum said. 鈥淚t’s really nice for them to have an opportunity to be recognized for the work they鈥檝e done. Having the sound of a bell, that very physical experience, makes it a moment to remember and celebrate.鈥�

Students Who Recently Completed the Peace Corps Prep Program

• Azul Bellot 鈥�26 (Education)
• MacKenzie Brown 鈥�27 (Youth in Development)
• Virginia Campbell 鈥�27 (Environment)
• Gia Coleman 鈥�26 (Education)
• Emily Ecker 鈥�26 (Health)
• Rose Fyffe 鈥�27 (Youth in Development)
• Caden Halberg 鈥�26 (Environment)
• Maya Katz 鈥�27 (Youth in Development)
• Olivia Levy 鈥�26 (Environment)
• Eliza Menser 鈥�26 (Environment)
• Nivea Millner 鈥�26 (Environment)
• Sam Montgomery 鈥�27 (Environment)
• Mia O鈥橞rien 鈥�27 (Youth in Development)
• Corinne Pavel 鈥�26 (Environment)
• Kate Rutledge 鈥�27 (Youth in Development)
• Jenna Toms 鈥�26 (Health)

Reflections and Advice from Participants

• 鈥淒o more than what fits your sector. Many sectors overlap in many ways and so I think it鈥檚 important to understand each one and how they work together. It also is important to make sure to not focus on only one sector’s issues 鈥� it’s best to get exposure to as many as you can through classes and service.鈥� – Nivea Millner 鈥�26
• 鈥淭ake opportunities that come your way! If they see an interesting volunteer or work position that allows you to engage with different communities, this might be a chance to build soft skills that are transferable to the Peace Corps. Engaging deeply in one activity or form of service may also be more valuable than contributing in small ways to a lot of organizations 鈥� follow your passion and stick with it!鈥� – Eliza Menser 鈥�26
• 鈥淚 would encourage future students interested in this program to study abroad. During my junior year J-Term trip to Italy, I met so many kind people, both from 福利亚洲国产精品 and through the experience abroad. Studying in Italy also helped me realize that after graduation, I could pursue opportunities beyond the United States and even consider working internationally.鈥� – Caden Halberg 鈥�26
• 鈥淒o the program even if you are unsure if you want to apply post-grad. Many of the classes I took already qualified for the program and I appreciated connecting with some advising mentors who shared my similar interests.鈥� – Kate Rutledge 鈥�27
• 鈥淪tep outside your comfort zone and explore every opportunity Elon has to offer. As a freshman, I was often overwhelmed and unsure about a lot of the amazing opportunities Elon and the broader community of Alamance have to offer. It’s important to remember you don’t need to do everything sent your way but instead take the time to really understand and weigh your options, ultimately choosing what seems best for you. More importantly, learn to be ok with uncertainty, as I’ve learned that when I have grown the most. 鈥� – Mia O鈥橞rien 鈥�27
• 鈥淚f I could give advice to future Peace Corps Prep students, it would be to take advantage of any opportunities you have available to you, whether that be volunteer opportunities, work experience, networking, and more.鈥� – Virginia Campbell 鈥�27

Visit the 福利亚洲国产精品 Peace Corps Prep Program website or contact Associate Professor Jennifer Eidum (jeidum@elon.edu) for more information about the program.

鈥淚 always knew that I wanted a career with kids; it鈥檚 my passion,鈥� she said.

Seeing her family member deal with hardships like a lack of access to resources and a lack of understanding from other students and educators was a driving factor in her wanting to pursue an education major.

鈥淲atching them go through their schooling experience really made me want to be with them throughout that process. It drove me to become that support person for somebody else,” said Ragals.

Ragals initially didn鈥檛 have Elon on her radar until she came to visit a friend and saw the campus firsthand. After her visit, she researched the Teaching Fellows program and came back for Fellows Weekend to tour and meet with a professor.

Her large high school left little room to truly connect with professors, so when she met with Lisa Buchanan, associate professor of education, for her Teaching Fellows interview, she felt an instant connection.

鈥淭hat interview is what sealed the deal for me,” she said. “I knew that I was going to be able to explore my interests in education very deeply throughout the Fellows program. I knew Elon was the place for me.鈥�

Ragals even remembers the exact moment when she received the final decision notification for her admission into the program.

鈥淚 remember driving with a friend, and I had her open the notification for me, and I found out I got in and started crying from joy,” Ragals said.

Her acceptance into the Teaching Fellows program opened the doors for her to become the best educator she strives to be. Through her Fellows cohort, she was able to take her passion for education to the next level through a DC trip, a study abroad program in New Zealand and her research conducted alongside her first Elon connection 鈥撀燣isa Buchanan.

During her DC trip, she had the opportunity to take a course focused on politics in education.

鈥淚鈥檓 a poverty and social justice minor and very interested in the politics of education, so the trip to DC was perfect for me. That solidified my interest and that I want to work in the DC area post-graduation,鈥� said Ragals.

The travel and teaching exploration didn鈥檛 end there. In her spring semester of sophomore year, Ragals had the opportunity to study at the University of Otago in New Zealand. The culture and education system of New Zealand is primarily focused on fostering the students鈥� connection to the environment and indigenous culture.

鈥淭his focus made a lot of the students feel seen and made it an inclusive classroom community; it truly broadened my mindset of what inclusivity means in the classroom,” she explained.

The last month of her semester abroad, the group moved to the west and taught a kindergarten class in Queenstown, New Zealand. This class was collaborative, meaning there were two class sections joined as one to follow the lesson plans. Ragals noted the collaborative environment鈥檚 effects.

鈥淲hen I am working in schools post-graduate, that鈥檚 the kind of energy I want to bring to meetings or any type of grade level work, and lesson planning, it should all be collaborative and a team effort, so I enjoyed that aspect of it,” she said. 鈥淭he (study abroad) experiences completely changed me as a person. It challenged me a lot, but in the best way possible. I am a much better and much more resilient and flexible educator because of it.鈥�

When asked what she is most proud of accomplishing, Ragals noted her comprehensive research done with Buchanan on the exploration of children鈥檚 literature on autism representation in picture books. Inspired by her loved one on the spectrum, Ragals used a book list of 25 children鈥檚 books and analyzed them based on the types of characters that were included in them and if they were portrayed to perpetuate stereotypes.

Her finalized research was presented at the North Carolina Reading State Conference and presented on SURF day. She earned a grant for her research as well, so she now has a stockpile of children鈥檚 literature for her future classroom.

鈥淢y research mentor gave me opportunities to push myself to do bigger things with my research, and that鈥檚 why I got to present it at a state conference,” Ragals said. “That was a very rewarding experience. I left it feeling very proud of myself, and I look back at it now and think I am a lot more capable than I thought I was. And I鈥檓 doing a lot more in my field than I ever thought that I could.鈥�

She is excited to carry these abroad experiences and knowledge learned to her post-graduate adventures. Following graduation, Ragals hopes to make meaningful change in the education system.

鈥淚 want to teach for a while and then go into the field of politics in education, or more analysis or research around educational systems, including global perspectives around them. I think that鈥檚 really interesting and important work,” said Ragals.

And without her scholarship, Ragals says she doesn’t know who she’d be or where.

“I was able to do all these incredible things that are included in the program so that I can now graduate and be a very confident and self-sufficient educator wherever I end up,” she said. “Without this scholarship, I don鈥檛 know if I would鈥檝e had enough confidence to stay in this field. It鈥檚 because of the donors that I can pursue something that I鈥檓 really passionate about with self-confidence.”

For Mirai, her short film shoot was an opportunity to both produce her original script and bring together several Elon alumni for a Hollywood reunion. Serving in various production capacities on her 鈥�#StopAsianKate鈥� were Lauren Gadd 鈥�06, who worked camera, Katie Laurence 鈥�24, who worked as assistant camera, Alicia Reynolds 鈥�07, who acted in the film, Stevie Kloeber 鈥�07, who traveled to Los Angeles from Minnesota to serve as script supervisor, and Dean Karasinski 鈥�06, who worked in production design, art department, craft services and as producer.

All three short films, Boyd鈥檚 鈥淭he Life and Time of …,鈥� Evans鈥檚 鈥淪hadow Dusk鈥� and Mirai鈥檚 鈥�#StopAsianKate,鈥� will have their world premieres at the first 福利亚洲国产精品 Los Angeles Alumni Short Film Festival, in late July.

Anna Smith, Elon鈥檚 Study USA coordinator, recently participated in RAINN鈥檚 4th Annual Congressional Day of Action, joining about 40 survivor advocates on Capitol Hill to push for stronger protections against sexual violence.

Throughout the day, Smith met with several congressional offices, including Rep. Erin Houchin, Rep. Madeleine Dean, Rep. Robert Aderholt, Rep. Lucy McBath (GA), and Rep. Jim Costa, to advocate for legislation addressing tech-enabled sexual abuse, strengthening child protection laws and securing funding for the National Sexual Assault Hotline.

A key focus of her advocacy was the Statutes of Limitation for Child Sexual Abuse Reform Act (H.R. 2920), which encourages states to eliminate time limits that often prevent survivors from seeking justice.

鈥淚n 2022, I received justice for a crime that had been committed nearly twenty years earlier,鈥� Smith said. 鈥淚 quickly realized how rare that outcome is.鈥�

Fewer than 3% of perpetrators of sexual violence serve prison time. Anna鈥檚 case moved forward only because North Carolina does not have a statute of limitations for felony offenses, something she says should not depend on geography.

鈥淓ncouraging states to eliminate outdated statute of limitation laws is a simple way to ensure survivors, no matter where they live, have the opportunity to seek justice when they feel ready,鈥� she said.

During her conversations with lawmakers, Smith also worked to challenge common misconceptions about survivor disclosure.

鈥淢any people assume survivors come forward immediately, when in reality that is extremely rare,鈥� she said. 鈥淔or those abused in childhood, the average age of disclosure is 52. “Our laws need to reflect that.鈥�

While her advocacy reached a national stage, its roots remain deeply connected to her work at Elon. Smith says being on a college campus often reminds her of her own experience, when she first felt safe enough to share her story.

鈥淚 was in college when I first disclosed, almost seven years after the crime occurred,鈥� she said. 鈥淚 think back to that version of myself, who felt lost and confused, and I know she would be in awe of the person I鈥檝e become.鈥�

That perspective is shaping how she shows up during Sexual Assault Awareness Month on campus. Smith plans to participate in Denim Day and attend programming such as the Elon聽 on addressing sexual violence among college students on April 30, hosted by Chris Linder, professor and chair of the Department of Educational Leadership at the University of Utah, using those spaces to stand in solidarity with others.

鈥淚 will be there in support of all survivors, across the many stages of healing,鈥� she said. 鈥淭hose who have spoken their truth, and those who are not yet ready, or may never choose to.鈥�

The experience on Capitol Hill, she says, was empowering, emotional, and deeply meaningful, but it also reinforced a belief she carries into her everyday work at Elon.

鈥淪tories are our most powerful tools for change,鈥� she said. 鈥淎 statistic is nameless and faceless, but when a lawmaker sits down with a survivor and listens to their story, they are more likely to act.鈥�

From campus conversations to congressional offices, Anna is helping ensure those stories are heard, reminding the Elon community that awareness is only the beginning, and advocacy is what drives change.

Hollyhock House at Barnsdall Art Park
Perched atop Olive Hill, the Hollyhock House stands as one of Frank Lloyd Wright鈥檚 most significant West Coast works and a UNESCO World Heritage Site. Built in the early 1920s for oil heiress Aline Barnsdall, the home represents Wright鈥檚 experimentation with blending architecture and environment, what he called 鈥渙rganic architecture.鈥�

Students explored the house鈥檚 Mayan Revival influences, geometric motifs and the iconic hollyhock flower design woven throughout the structure. The site offered a powerful introduction to how Los Angeles became a testing ground for architectural innovation, especially during a time when the city was rapidly expanding and redefining itself culturally.

Downtown Los Angeles: Layers of History and Movement
Traveling via the Los Angeles Metro, students experienced the city as Angelenos do, through its evolving public transit system,聽before diving into the heart of downtown.

Union Station –聽Opened in 1939, Union Station is often called the 鈥淟ast of the Great Railway Stations.鈥� Its architecture blends Spanish Colonial Revival, Mission Revival, and Art聽Deco styles, reflecting Los Angeles鈥檚聽layered cultural identity. Inside, students observed the grandeur of its waiting rooms, tiled聽floors, and wooden beam ceilings, symbols of a bygone era when rail travel defined urban movement.

Angels Flight – Just a short walk away, Angels Flight, the world鈥檚 shortest railway, offered insight into the city鈥檚 early 20th-century infrastructure. Originally built in 1901, the funicular once transported residents up Bunker Hill, a neighborhood that has since undergone dramatic redevelopment. Its preservation speaks to ongoing efforts to maintain pieces of Los Angeles鈥� historic fabric amid modernization.

Los Angeles City Hall & Chinatown
At City Hall, students discussed civic architecture and governance, noting the building鈥檚 Art Deco style and symbolic prominence in the LA skyline. Nearby Chinatown provided a contrasting cultural lens, highlighting immigrant histories, urban displacement and the evolution of ethnic enclaves in Los Angeles.

Olvera Street
Often referred to as the birthplace of Los Angeles, Olvera Street immerses visitors in Mexican-American heritage. Students explored its marketplace, murals and historic buildings while discussing the complexities of cultural preservation versus commercialization. The site reflects both celebration and simplification of heritage, an important conversation in art and public history.

Angelus Temple & Echo Park
In Echo Park, students visited Angelus Temple, a striking example of early 20th-century religious architecture and a cornerstone of the Foursquare Church movement founded by evangelist Aimee Semple McPherson. Built in 1923, the temple reflects a blend of revivalist architecture and emerging media-savvy religious practices, as McPherson was one of the first to use radio to reach a national audience.

The surrounding Echo Park neighborhood added another layer to the visit, offering insight into how communities evolve over time. Once a streetcar suburb, Echo Park has transformed into a culturally vibrant area shaped by waves of immigration, artistic communities, and, more recently, gentrification. Together, the site and neighborhood sparked discussion on the intersection of faith, media and urban change.

The Gamble House
In Pasadena, students visited the Gamble House, a masterpiece of the American Arts and Crafts movement designed by architects Charles Sumner Greene and Henry Mather Greene in 1908. Commissioned by the Procter & Gamble family, the home emphasizes craftsmanship, natural materials, and harmony with its surroundings.

Students examined intricate woodwork, custom furnishings, and the intentional use of light and space鈥攈allmarks of the Arts and Crafts philosophy, which emerged as a reaction against industrialization. The visit provided a striking contrast to Wright鈥檚 modernism, allowing students to compare different architectural responses to similar cultural shifts.

Looking ahead: Final excursions
As the semester continues, students will expand their exploration of聽the city鈥檚聽artistic and architectural landscape with one final site visit.
The course will conclude with a visit to the Walt Disney Concert Hall, designed by renowned architect Frank Gehry. Celebrated for its sweeping stainless-steel forms and innovative acoustics, the building stands as a defining example of contemporary architecture in Los Angeles. Here, students will consider how modern design continues to push artistic and structural boundaries while shaping the city鈥檚 global cultural identity.

These excursions bring course themes to life, allowing students to critically engage with Los Angeles as a living museum. From early 20th-century architectural movements to the layered cultural histories embedded in downtown neighborhoods and beyond, each site offers a unique perspective on how art and environment shape one another.

By navigating the city firsthand, students not only deepen their understanding of art history but also develop a stronger connection to LA itself鈥攊ts stories, its communities and its ever-evolving identity.

The immersive Study USA Los Angeles semester and summer experiences offer students opportunities for alumni engagement, community service, unique academic classes with industry professionals and site-based experiential learning. .