Supported by a grant from Alamance Arts, CREATE (Cultivating Rhythm, Expression, Art, Theatre and Engagement) launched its pilot program this spring with weekly sessions hosted on 福利亚洲国产精品鈥檚 campus. Over the course of nine weeks, students in second through fifth grade rotated through three artistic disciplines: theatre arts, dance and visual arts. Each discipline was led by experienced instructors who developed an engaging curriculum designed to encourage creativity, collaboration and self-expression.

Briston Whitt 鈥�23 led theatre arts instruction throughout the semester. Whitt, who earned a Bachelor of Arts in acting from Elon, introduced students to physical expression, improvisation and scene work. By the end of the semester, students could perform short scenes that showcased the skills and confidence they developed throughout the program.

“I absolutely enjoyed working with CREATE as聽a聽drama instructor this spring. My favorite part was watching students step聽further and further聽out of their comfort zones each week and truly begin to see themselves as actors and performers.聽Each week聽they committed to stepping into the imaginary world and聽embodying the courage to try new things no matter how聽new and silly they felt.聽It was also really cool to see how involved the volunteers became throughout the process.聽They聽fully聽committed聽to the activities聽as well and聽modeled the same courage聽and energy聽we were looking for in聽the students,” said Whitt.

“Seeing how immersed everyone became in the experience was such a reminder of the timelessness and magic of theatre,” Whitt said. “It reaches people of every age and has a unique way of bringing us聽all聽together. For the students, it created a space to be creative, build confidence, and step outside the box. For the volunteers and聽myself, it was a reminder of the power of play聽even in seasons of life that can feel聽more serious.”

Kate Gunter, an art teacher at Woodlawn Middle School, led visual arts instruction for the program. Through lessons inspired by artists including Frank Stella, Claude Monet and Minnie Evans, students explored a variety of artistic concepts and mediums. Activities focused on geometry, symmetry and watercolor painting left students with an improved understanding of how they can advance their artistic skillset.

鈥淪tudents loved learning about different artists and how they were inspired to create. These insights encouraged our young artists to discover their own inspirations as they emulated the techniques and styles of established artists,” said Gunther.

Furthermore, the program has been able to provide a mentorship experience for 福利亚洲国产精品 students. With the opportunity to volunteer with one of the disciplines across nine weeks of programming, volunteers fostered connections with the students and worked alongside them at each session.

鈥淚 loved working with the students in CREATE,鈥� said Kennedy Williams, a finance and business analytics major and The Susan scholarship recipient in the Odyssey Program who volunteered with the theatre arts program. 鈥淚t was so rewarding to watch them grow artistically and open up more as the weeks progressed.鈥�

Additionally, several Elon student organizations partnered with CREATE throughout the semester by leading activities connected to their organization鈥檚 mission and artistic focus. Participating groups included Divine Embers, Muses Show Choir, Dance Lab, Alpha Xi Delta, Colonnades Literary and Art Journal, WSOE 89.3 FM, NewWorks and the Yarn Arts Club. Student organizations introduced students to a variety of artistic experiences, from crochet lessons to choreography workshops, and built upon the foundations of the curriculum.

Natalie Dixon 鈥�26, a senior double majoring in dance science and dance

performance and choreography, had the opportunity to lead dance instruction through her involvement with Dance Lab, a student organization focused on integrating dance and STEM disciplines. Through a collaboration with CREATE, Dixon applied her undergraduate research during the session to assist students with understanding different ways they can move.

鈥淚 really enjoyed working with the kids through the CREATE program,鈥� Dixon said. 鈥淭hey were all very enthusiastic and open to learning new things, which made the experience especially rewarding. You could tell that the program created a very positive and encouraging environment for them, and it was great to see everyone engaged and excited to participate.鈥�

The CREATE program reflects the Village Project鈥檚 mission of strengthening connections between Alamance-Burlington families and 福利亚洲国产精品 through collaborative learning experiences. The initiative will continue expanding in the coming academic year through a $5,000 Community Grant from the Alamance Community Foundation, which will support future CREATE programming and continue to broaden access to arts education for local students.

Interested in joining the impact? Help support future Village programming .

鈥淲atching Grace grow up, I learned聽that,聽while she聽wasn鈥檛聽equipped to deal with certain things in life, she is so talented in聽many ways聽鈥� it just shows up differently. Grace is so happy all the time and she has so many hobbies. She can twirl a baton for longer than anyone聽I鈥檝e聽ever聽met聽and聽she鈥檚聽a great聽swimmer too,鈥� said Crowley.

Since the 8th grade,聽Crowley聽knew she had the skills and passion to pursue teaching聽children聽with disabilities as a career path.聽She grew up with Grace her whole life, but as she got聽older,聽she started to notice differences in their developmental stages.聽She began to teach and aid Grace in her studies, helping her learn to spell and write.

鈥淭o me that was my cue that there are so many people out there that are being treated as if they聽can鈥檛聽do things when聽it鈥檚聽not聽true;聽they can do it. They just do it in聽a different way,” Crowley said.

Grace鈥檚 talents and聽struggles聽emphasized 颁谤辞飞濒别测鈥檚 desire to teach special education.

鈥淕race has the best聽handwriting,聽and聽she’s聽also聽excellent聽at remembering things,” she said. “Teaching Grace encouraged me to want to help others through this, because聽it鈥檚聽difficult when students聽don鈥檛聽have a teacher to encourage what they are already good at, and instead focuses just on the聽skills that they need to develop.鈥�

Crowley was encouraged to explore Elon from one of her other family members, an alum聽of聽Elon鈥檚 Teaching Fellows program.聽She provided Crowley with a list of what to look for in the best teaching programs as she started to explore colleges.

鈥淓lon was the only school that had everything on the list.聽I have always genuinely enjoyed it here,” said Crowley. “Before I even got into the Teaching Fellows, I said to my mom,聽I think this聽is where I need to be.鈥�

Crowley prides herself on being a “social butterfly” who enjoys meeting and talking with others.

“I鈥檓聽always meeting new people and reaching out to them.聽I鈥檓聽most proud of myself for meeting new people and making lasting connections. Meeting others聽through Teaching聽Fellows has been the highlight of my Elon experience,” she said.

As a lifelong dancer, Crowley has connected her creative passions and interest in special education with research聽and a minor in dance. Having previously conducted research in high school on how incorporating dance with individuals who have special needs can enhance their overall body function and awareness of their body, she plans to build on her knowledge by beginning research here at Elon.

鈥淥riginally, my research was just how dance can聽benefit聽those who have special needs, both physically and mentally. I want to hone that into my future profession and discover how it can work in a classroom setting,” she said.

Crowley is also involved in volunteer work with Alamance County schools聽through聽service with the聽鈥淚t Takes a聽Village鈥澛燩roject, a program to aid English as a second language聽for聽elementary students.

She聽says this volunteer work has been聽a catalyst for her future work as a teacher.

鈥淟ast spring, I was placed in a classroom working 30 hours a week, which was huge for me.聽It鈥檚聽exciting, and it reinforces that this is what I want to do聽following graduation,” she said.

颁谤辞飞濒别测鈥檚 Joey Brocato Memorial Teaching Fellows Scholarship was聽established聽by Elon parents Mike and Karen Brocato P’16, in memory of their son Joey. The Brocato family expressed to Crowley that they intentionally wanted to donate to a future educator who wanted to go into special education.

鈥淭o know that聽I鈥檓 privileged enough to be the one they聽want to聽give back to聽encourages聽me to work my hardest,鈥� saoe Crowley.聽鈥淚鈥檓聽lucky enough to have met my donors, the Brocato family, last fall, to meet and talk.聽I鈥檒l聽text them to check in and get updates.聽It鈥檚聽nice to have that personal connection.鈥�

She explained that her close relationship with her donors has only increased her drive to succeed and give back to her community and the children in it.

鈥淜nowing them has pushed me to want to be better. Their story is so meaningful to me because of my cousin, Grace,” said Crowley. “To have that connection and know them only pushes me further to do the best I can because I want them to feel like聽they鈥檙e聽putting their money into something beneficial.

As a future educator, Crowley says she is aware of the聽obstacles聽in聽the聽field, one being lower聽pay.

鈥淎s a future educator,聽I鈥檓聽aware that I am not going to be making a ton of money, but it聽doesn鈥檛聽change the fact that this is what I want to do,” she said. “Being given this scholarship and the opportunity to learn and get all the experiences that I need to be a future educator, without the worry of having too much debt, has been such聽a big help.鈥�

The 鈥淚t Takes a Village鈥� Project, housed in Elon鈥檚 Center for Access and Success, was built on the foundation of increasing literacy in underrepresented backgrounds, starting by providing free after-school tutoring for Title I Alamance-Burlington schools. Since its initial launch in 2008, the Village has expanded beyond its initial vision, serving more than 1,000 students each year with a variety of programming offered. Extending its impact beyond the classroom, parent workshops and weekly ESL classes are also available to support the families of Village students.

鈥淥ur whole motto is 鈥榠t takes a village,鈥� and the center of that village is the child, but one of those big contact points is the parents, too,鈥� said Sydney Gilbert 鈥�24, an AmeriCorps VISTA who works with the program and helped apply for the grant. 鈥淢aking sure we have a good point of contact with parents and a good, safe relationship with them is absolutely important to make sure that the children get the success they need.鈥�

The $7500 grant will allow the program to offer more ESL classes, one per day for nine weeks, that will also integrate career readiness skills in alignment with guidance from the National Association of Colleges and Employees鈥� 鈥淐areer Readiness Competencies.鈥� The classes are offered during 鈥業t Takes A Village鈥� programming times, allowing parents to attend when they visit with their child.

鈥淚f the parents feel comfortable attending tutoring with us, then it will make the children more likely to show up to tutoring, and it will give parents access to resources that they might not otherwise have, because we want to help education for everyone,鈥� said Gilbert.

The 鈥淚t Takes A Village鈥� Project was one of 16 community organizations awarded funds through the 2026 Community Investment Grants. The grants are awarded to nonprofit agencies providing services that advance housing stability and financial security for individuals and families in Alamance County. These grant investments aim to support programs that address critical community needs, help residents achieve long-term stability, and align with UWAC’s mission to mobilize resources and partner with the community to improve lives.

More information on the It Takes A Village Project, including programming, can be found on their website.

Forty-five Elon volunteers registered to support the event as a final farewell to their students. Stationed throughout the space, volunteers led craft activities and distributed materials to families. Along one wall, volunteers oversaw a large selection of free books, generously provided by Scholastic, that students could browse and take home. Across the room, others operated the photo booth station, which featured a balloon backdrop and winter-themed props for families to enjoy. As volunteers helped run the event, many reflected on their semester with the Village.

鈥淚 loved getting to know all the kids at the Village and getting to see their faces each week,鈥� shared volunteer Leah Alberga, a member of one of the Village鈥檚 Elon partner classes. Her classmate, Barbara Vallejo, echoed the sentiment: 鈥淚 love the community aspect, I love getting to know the kids and parents. It鈥檚 just a really great community.鈥�

This year鈥檚 celebration also included a Community Resource Fair featuring six local partner organizations: Valores, CrossRoads, Alamance County Public Libraries, New Arrivals Institute, Strong Minds UNCG and the Alamance Partnership for Children. In addition, three students from one of the Village鈥檚 Elon class partners, “ENG 3060: TESOL Theory and Practice,” hosted a booth where children colored bilingual bookmarks. As families moved through the room, they could participate in a bingo activity by visiting each partner table, learning about their services, and receiving a stamp. Completed cards could then be exchanged for a candy bar on their way out.

The Book Bash serves as a powerful demonstration of what it means to be part of a village. The collaboration among community partners, the service of dedicated volunteers, and the enthusiastic participation of families all embodied the Village mission: coming together to support Alamance-Burlington students.

While the Book Bash marks the end of the fall semester, the work of uplifting ABSS students continues. Spring tutoring and additional programming will carry the Village mission forward into the new year.

Reimagined and relaunched by the It Takes a Village Project in September, Engineering in the Village provides students across the Alamance-Burlington School System(ABSS) a 10-session experience through May. Funded by Labcorp and Alamance Community Foundation, the program is offered at no cost to participants. In partnership with Elon Dining, every student also receives a meal each session, fueling young minds for a successful night.

Leading the program are two 福利亚洲国产精品 faculty members, Sirena Hargrove-Leak, professor of engineering, and Blake Hament, assistant professor of engineering. Supported by ABSS teachers, they crafted a curriculum that encourages students to explore STEM through creativity, collaboration and problem-solving. For many families, Engineering in the Village has become a place where children can build confidence, discover new interests and expand their knowledge of the STEM world.

During the most recent session, students crowded into Innovation Hall, excited for what the evening鈥檚 activity would be. Among them was Alayna, a fifth-grade student who aspires to be an astronaut one day. For Alayna and her mother, Aisha, the program has been a transformative experience.

鈥淪he enjoys science and math, and she took more of an interest in science in first grade after we visited a NASA center and several science museums in the area. I believe that is her natural calling,鈥� said Aisha.

As students continued to arrive, they were met with an array of supplies waiting for them in the classroom: coffee filters, string and tape were prepared to be transformed into parachutes. After kicking off the lesson with a quick discussion, the students swiftly began sketching out their potential parachutes, with teachers walking around the classroom observing their initial blueprints.

Sketching away diligently, Ahmad, a sixth-grade student, began to consider different designs for his parachute.

鈥淚t鈥檚 really helpful because I want to work with science,鈥� said Ahmad. His mother, Mirvat, is equally enthusiastic about the program, sharing, 鈥淗e is very energetic to come here and enjoys the classes. Now with AI and so much technology coming in, it鈥檚 important.”

As coffee filters were prepared for flight, students rushed to the Innovation Hall聽stairwell to test their creations. After meticulously taping together different聽elements, Colton jogged to the second floor to witness his makeshift聽parachute in action. Behind聽颁辞濒迟辞苍鈥檚听determination to execute the perfect landing, his family has been a key player in broadening his interests. His grandmother, Earlene,聽expressed her excitement for Colton鈥檚 interests beyond traditional activities.聽

鈥淚 like the idea of him being in a STEM program, learning about the different avenues of life,鈥� Earlene said. “Most kids play sports, but I want them to learn about other stuff such as being an engineer, being a doctor, being a lawyer. There are more things out there for them to learn, that鈥檚 the biggest thing.鈥�

As the night came to a close, parents eagerly waited to reunite with their students and hear about their latest project. Sixth-grader, Jace, was met by his younger brother and father, Chris. As a result of the program, Chris has seen academic improvement in Jace, sharing,

鈥淲ith school he鈥檚 getting a lot better at it. I think the program itself is helping him with science classes,鈥� said Chris.

Additionally, Engineering in the Village is an opportunity for Jace to carry on his passion for science.

鈥淗is brother is doing robotics in the military, and so he wants to follow stuff like that,鈥� said Chris. 鈥淲e lived in Florida with all the NASA programs, and he was also doing robotics at his old school. He wanted to continue it here.鈥�

Jace is already imagining the future ahead of him, stating, 鈥淵ou can get an engineering job where you can build robots or cars.鈥�

Engineering in the Village continues to give ABSS students the chance to unleash their inner engineer by cultivating curiosity, collaboration, and the confidence to imagine themselves in future STEM careers. As students continue to partake in the program, they take one more step toward becoming the innovators of tomorrow.

The 鈥淚t Takes a Village鈥� Project was built on the foundation of increasing literacy in underrepresented backgrounds, starting by providing free afterschool tutoring for Title I Alamance-Burlington schools. Since its initial launch in 2008, the Village has expanded beyond its initial vision, serving more than 1,000 students each year with a variety of programming offered. Extending its impact beyond the classroom, parent workshops and weekly ESL classes are also available to support the families of Village students.

However, it takes a village to run programming at 鈥淚t Takes a Village鈥� Project.

In collaboration with North Carolina Campus Engagement (NCCE), AmeriCorps VISTAs serve full-time for one year to help educational and nonprofit programs strengthen their capacity for long-term sustainability. Behind the Village Project there are two AmeriCorps VISTAs who work to maintain the success of the program. Sydney Gilbert and Keely Platts are both recent graduates of 福利亚洲国产精品 and the AmeriCorps VISTAs at the Village Project site.

Gilbert, a 2024 Elon graduate with a degree in public health studies, is now in her second year as a VISTA with the Village Project. Her work focuses on program evaluation and data collection, both areas essential to the Village鈥檚 ongoing success. Over the past year, Gilbert has helped secure five grants totaling $25,000, expanded partnerships with community organizations, and implemented new systems to track student and volunteer outcomes.

鈥淏eing a VISTA has given me the opportunity to grow in my professional skills, evaluate my career interests, and connect with my community and other like-minded service members, all while contributing to a cause I am deeply passionate about.鈥� said Gilbert. 鈥淚t solidified my interest in public health and program evaluation.鈥�

Platts joined the Village in 2025 and has worked to apply Gilbert鈥檚 data into storytelling. As a 2025 Elon graduate with a degree in journalism and cinema and television arts, Platts has focused her work on marketing and volunteer recruitment efforts. Since beginning her term, Platts has brought in more than 140 volunteers, including Elon students and local high schoolers, and launched a new social media strategy to showcase the program鈥檚 impact.

For Laura Clemmons, 鈥淚t Takes a Village鈥� project鈥檚 program lead, the VISTAs have served as a vital piece to daily operations.

鈥淪ydney and Keely have been truly invaluable to the Village Project,” said Clemmons. 鈥淪ydney鈥檚 data-driven approach has helped us better understand and share our impact, secure important funding and strengthen partnerships across the community. Keely鈥檚 creativity and communication skills have brought our story to life, inspiring new volunteers and highlighting the heart of our mission. Together, they鈥檝e not only supported the day-to-day operations of the Village, but helped us grow and reach more students and families than ever before. Their dedication, professionalism, and genuine passion for service make them an essential part of what makes the Village thrive.鈥�

This past September, both VISTAs were able to showcase their work to their cohort at the NCCE AmeriCorps VISTA Retreat. This event provided a chance for the Village Project VISTAs to lead a workshop on Data and Storytelling, conveying the importance of turning numbers into narratives to their peers. Within her first year of service, Sydney has participated in a variety of similar gatherings, such as NCCE鈥檚 annual PACE conference,聽 to share her skills and help other organizations support funding, advocacy, and community engagement. These opportunities allow the VISTAs to expand their network and further develop presentation skills with professional audiences.

The dedication to 鈥淚t Takes a Village鈥� Project continues as the VISTAs approach the halfway point of their fall programming. Whether it is working onsite at partner schools, or in their office planning future endeavors, the efforts of AmeriCorps VISTAs make it possible for 鈥淚t Takes a Village鈥� Project to run as efficiently as possible. With hundreds of people involved in programming, the VISTAs are a consistent source of support behind the scenes so that volunteers and teachers can focus their efforts into successfully tutoring students.

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鈥淚鈥檝e made my own family here at Elon.鈥�

As president of 福利亚洲国产精品鈥檚 Latinx Hispanic Union (LHU), Edward Hernandez 鈥�27 can easily describe the purpose he鈥檚 discovered in fostering community across campus and in the surrounding communities where he was raised.

鈥淲hether it鈥檚 my LHU family, my El Centro team, or my Odyssey cohort, those connections feel like home,鈥� said the double major in marketing and business analytics from Burlington, N.C. They鈥檙e also the foundation of a legacy he hopes to leave for future Hispanic and Latinx students.

Roots of Legacy

Hernandez鈥檚 legacy begins with the blending of two identities. As the son of a Mexican mother and Salvadoran father, he grew up surrounded by traditions that emphasized the value of family and community.

His most cherished memories are Christmas Eve gatherings with more than 60 relatives, opening presents at midnight and celebrating until morning.

鈥淓very year, we鈥檇 drive down to Florida to see my grandparents. Christmas Eve was always the biggest gathering,鈥� Hernandez said. 鈥淭hose are some of my favorite memories, just being surrounded by family and celebrating together.鈥�

These traditions shaped Hernandez鈥檚 understanding of belonging, a value he now carries with him through his college experience.

Cultivating Community at Elon

Hernandez was first introduced to Elon through the 鈥淚t Takes a Village鈥� Project, but it was Elon Academy, the university鈥檚 college access and success program for academically promising high school students from families with little or no history of college, that truly showed him college was within reach.

鈥淓lon Academy was the biggest help for me,鈥� he said, 鈥淚t showed me what college could be and [that it] was attainable.鈥�

After choosing to attend Elon, the recipient of the Douglas and Edna Truitt Noiles 鈥�44 Scholarship in the Odyssey Program found spaces like El Centro and LHU to celebrate his heritage. He progressed from visitor to student coordinator at El Centro, helping to host programs such as Perspectivas, where the Hispanic and Latinx community shared their experiences.

鈥淟ast year, my department hosted a panel on machismo,鈥� he said. 鈥淚t was powerful to hear how different people grew up with those cultural norms and how our generation is pushing to move away from them.鈥�

His involvement with LHU grew just as quickly. By the spring of his first year, he was on the executive board, later serving as treasurer, vice president, and now president.

Inspiring the next generation

Mentorship has become one of the most meaningful ways Hernandez carries his values forward. Hernandez is both a College Access Success Team (CAT) mentor and summer mentor with Elon Academy, where he offers the same encouragement he once received as a scholar.

鈥淭he mentors I had there made such a difference in my life, and that鈥檚 why I now give back as a CAT mentor and summer mentor because the program gave me so much,鈥� he said.

He also volunteers weekly with the Dream Center in Burlington, supporting primarily Hispanic and Latinx students through its SPIN program, which provides academic assistance, mentorship and community engagement.

鈥淲e act as mentors, but also as older siblings, playing games and helping out,鈥� Hernandez said.

Together, these experiences reflect the core of his impact: inspiring younger students to lead, give back and see themselves as part of a thriving community.

Shaping the future

Hernandez sees his legacy not in recognition but in impact, a truth underscored when students he mentored through Elon Academy enrolled at Elon.

鈥淚t was really a full circle moment. The scholars that I mentored during the summer going into my sophomore year are now here at Elon,鈥� he said. 鈥淪eeing them join and even ask me about LHU or El Centro shows me that my work is making a difference.鈥�

Looking ahead, Hernandez hopes to carry his values of family and community into a career in marketing and business analytics, advocating for more inclusive practices and challenging stereotypes.

鈥淎 lot of the time, marketing uses very harsh stereotypes of people,鈥� Hernandez said. 鈥淚 think there can definitely be changes. Whenever people market or design campaigns, the voices of different cultures need to be in the room so communities aren鈥檛 stereotyped.鈥�

More than a story

In the end, Hernandez鈥檚 vision of legacy is simple: giving back, community and family 鈥� both the one he was born into and the one he created at Elon. His story also reflects this year鈥檚 Hispanic Heritage Month theme, 鈥淢谩s Que Una Historia: Living Our Legacy,鈥� as he honors the traditions that shaped him while inspiring future generations.

鈥淚t really feels good to see that I am making a difference,鈥� he said. 鈥淢y hope is that the students I鈥檝e helped will do even more than I did at Elon and continue to make a difference here.鈥�

Elon honors Hispanic Heritage Month

As part of Hispanic Heritage Month, 福利亚洲国产精品 is sharing stories that celebrate the contributions, identities and experiences of students, faculty and staff. This month recognizes the rich histories and cultures of Hispanic and Latinx communities, while also honoring the ways these traditions connect with and inspire people of all backgrounds. This month provides a special opportunity to honor Hispanic and Latinx heritage, but it also serves as an invitation for all members of the university to engage, learn and celebrate together.

In the course, taught by Bronwyn Harris, assistant professor of education, students learn to teach and assess key literacy skills, such as phonological awareness, fluency and comprehension. They then apply these approaches while tutoring kindergarten through second grade students at Eastlawn Elementary, a Title I school identified by the state for additional support.

The course is intentionally designed so that theory and practice go hand in hand. Teacher candidates learn research-based literacy strategies in class and then implement them immediately in tutoring sessions. This structure allows students to develop confidence, refine their skills and see the impact of evidence-based instruction in real time.

The Village Project, founded in 2008, is a collaborative initiative between Elon and Alamance-Burlington School System that addresses community needs through literacy tutoring. While many Village volunteers come from a variety of campus organizations, the partnership with EDU 3540 is distinctive because tutoring is built directly into the course. Elon students develop detailed instructional guides for their tutoring sessions and gather books and materials to use with children. Throughout the semester, they also receive guidance and feedback from Harris, who attends tutoring sessions to provide real-time coaching.

For children in the program, the partnership provides targeted, small-group literacy support that complements the work of classroom teachers. For Elon students, it offers an authentic teaching experience that reinforces and deepens their coursework while preparing them to work effectively with children who bring a wide range of cultural, linguistic and learning needs.

Elon students from spring 2025 consistently pointed to the value of applying strategies from class in real-life contexts. One student reflected, 鈥淚t helped me use the things I have been learning in class, applying them to my lessons and seeing how they look when they are actually being taught.鈥�

Another Elon student from spring 2025 shared how the experience built confidence: 鈥淧articipating in The Village tutoring boosted my confidence by giving me real experience applying literacy strategies. I saw how assessments guided my instruction and how students responded, which helped me trust my teaching and adjust in the moment.鈥�

Past participants also acknowledged that tutoring revealed both challenges and insights. As one student explained, 鈥淲e were able to see course content happen in real time and understand methods of how to teach literacy [equitably], including methods that do work and do not work.鈥�

By combining academic study with hands-on tutoring, the course demonstrates the power of community-based learning. The Village Project provides Elon students with invaluable preparation for their future teaching careers while children and families benefit from the added literacy support, creating a truly reciprocal partnership.

This work is also strengthened by collaboration with Village Project staff. Laura Clemmons, Sydney Gilbert and Keely Platts have been instrumental in putting key changes into place, coordinating with classroom teachers and ensuring that Elon students are well supported as they apply coursework in tutoring sessions.

This semester鈥檚 tutoring is supported by a Community Partnerships Initiative Faculty Grant, which provides Elon teacher candidates and the children they tutor with the materials and resources needed for meaningful literacy instruction.

This work also reflects Elon鈥檚 broader mission outlined in the Boldly Elon strategic plan, which emphasizes community-based learning experiences that prepare students for meaningful careers while strengthening partnerships across the region. As the semester unfolds, the tutoring sessions will continue to strengthen both Elon students鈥� preparation as teachers and the literacy development of children in Alamance County classrooms.

Since 2008, the Village Project鈥檚 Big Village program has relied on dedicated volunteers to help with free after-school tutoring across 11 sites. Elon students have long supported the program by assisting teachers with activities and providing hands-on instruction to small groups of students.

Winter is an exercise science major on the pre-med track with plans to pursue pediatrics. A graduate of Williams High School, only ten minutes away from Elon鈥檚 campus, Winter has remained immersed in her community by volunteering with the Village. This past year, Winter volunteered at Pleasant Grove and North Graham Elementary, working with kindergarteners, first graders and eventually third graders. It was in a third-grade classroom when Winter experienced a deeper impact to the program after connecting with a third-grade student who had recently lost her older brother.聽 Through the Village, Winter was able to aid in academic support while also developing a mentor relationship with the student.

鈥淚t was a space where we were learning and getting stuff done,鈥� Winter said, 鈥渂ut it was also a space where she could feel comfortable and have a connection with someone older and responsible, but not a traditional adult.鈥�

Toms has experienced a similar effect from the program, working with fifth grade students at B. Everett Jordan Elementary School. After transferring to Elon from a larger university, the Village presented an opportunity for Jenna to intentionally reconnect with the local community.

鈥淭he school I volunteer at is on the same side of the county that I went to high school in,鈥� she said. 鈥淏eing able to connect with those students, knowing they鈥檒l probably go to the same high school I went to.It feels full circle.鈥�

Thanks to volunteers like Winter and Toms, the Village Project thrives. This past year, the Big Village program recorded an outstanding 5,096 combined volunteer hours. After calculating the monetary value of volunteer hours, the program projected that it saved the Alamance-Burlington School System $197,538 in tutoring costs. Volunteers make it possible for the Village Project and ABSS to continue free after-school programs that work towards promoting accessibility in education.

Beyond reconnecting with their hometown roots, the Village has also been a catalyst for change in other ways for the two students. For Toms, who is majoring in public health, it has shifted her perspective on the future.

鈥淲ith a degree in public health, I didn鈥檛 necessarily think I鈥檇 end up working with kids,鈥� she said. 鈥淏ut after these experiences, it鈥檚 become clear that鈥檚 something I want to continue.鈥�

Meanwhile, working with the Village has confirmed for Winter that working in pediatrics is the career path that she will pursue. Both students plan to continue their work with the Village and within their communities.

With 1,867 students registered this past year, the Village Project continues to find a need for volunteer support for programming. For those interested in getting involved, both students highly encourage their peers to participate.

鈥淚 would just say, definitely try it, even if you鈥檙e scared,鈥� Toms said. 鈥淵ou might be surprised.鈥�

Students can learn more about volunteering with the Village Project by visiting their website.

The first in his family to graduate from college, Reyes Arias also made history as the first Elon student to complete all three of the university鈥檚 signature access programs: the 鈥淚t Takes a Village鈥� Project, the Elon Academy and the Odyssey Program. Together, these programs, housed in Elon鈥檚 Center for Access and Success, create pathways to higher education for students beginning in pre-kindergarten and continuing through college.

And this summer, Reyes Arias was able to add one more chapter to his Elon story when he returned to the Elon Academy, this time as a graduate intern, mentoring high school students in the same program that changed his life.

鈥淚 wanted a final moment with Elon,鈥� he says. 鈥淐oming back this summer really made it feel full circle.鈥�

The experience reminded him of who he once was: a high school student overwhelmed by college decisions, craving guidance. Now, he was the one answering questions and offering advice on balance, purpose and personal growth. 鈥淚t was rewarding to share the same advice that once helped me,鈥� he says. 鈥淐ollege is about achieving, yes, but don鈥檛 forget the fun. Both can coexist.鈥�

A Love of Learning

Born and raised in Burlington, Reyes Arias is the oldest of four children to Jose Reyes and Victorina Arias. He benefited from teachers and mentors in the Alamance-Burlington School System who nurtured his love of learning and inspired him to dream big.

鈥淗aving teachers who believed in you and pushed you to want more was an amazing thing,鈥� he says. 鈥淚 always had my eye on Elon as a school that I really wanted to go to, and I credit my teachers for helping to guide me there.鈥�

His path began to take shape when his mother discovered a flyer for the 鈥淚t Takes a Village鈥� Project at May Memorial Library in downtown Burlington. Launched in 2008, the free, donor-supported program serves struggling readers from pre-k through middle school with the help of Elon students, faculty and staff volunteers as well as families and school system staff. The sessions, held Wednesday nights, quickly became his favorite part of the week. Arias made sure she and her son never missed a session. Eventually, the entire family joined in.

鈥淗e was the kindest, most curious child,鈥� recalls Jean Rattigan-Rohr, vice president and professor of education emerita and former director of the Center for Access and Success, who founded the Village Project. 鈥淗e just wanted to know everything and learn as much as he could.鈥�

Before long, his reading skills improved, followed by higher grades and test scores. As he approached high school, Rattigan-Rohr encouraged him to apply to the Elon Academy, a multi-phase college access program for academically promising Alamance County students with significant financial need or no family history of college. The program combines three consecutive summer residential experiences on campus with year-round Saturday programs for students. Families are deeply involved, learning how to tackle the college application and financial aid process.

鈥淭he Elon Academy showed me I wanted to pursue higher education,鈥� Reyes Arias says. 鈥淚 never expected it to be this life-altering experience where I was around other like-minded students. It also gave me that socialization experience that I needed at the time. It forced me out of my bubble.鈥�

He still remembers taking a budgeting class taught by an Elon professor as part of the Elon Academy. 鈥淚t was such an incredible class,鈥� he says. 鈥淲e had to go to Harris Teeter one day with $20 and figure out how to feed a family for a week, which was difficult. I still have the notebook of everything I learned in that class.鈥�

All I鈥檝e ever wanted in life was to go to school, especially at Elon, and to be successful as a student. I鈥檓 incredibly grateful for the opportunity I had to be
at Elon.

Rattigan-Rohr said the Village Project, together with the Elon Academy and other programs in the Center for Access and Success, demonstrates how higher education institutions can work with their surrounding communities to help create pathways of opportunity for students.

鈥淲hen students like Jose Alex see themselves as capable, and when universities open their doors to them, we see those students can accomplish more than they ever dreamed possible,鈥� she says.

A Moment of Doubt

When it came time to apply to college, Reyes Arias knew Elon was his first choice, but also knew cost would be a barrier. Through the Elon Academy, he learned about the Odyssey Program, a nationally recognized initiative offering some of Elon鈥檚 largest endowed scholarships to high-achieving students with financial need.

He applied and was selected for the Leon and Lorraine Watson Scholarship, endowed by an estate gift from 1925 graduate Leon 鈥淒oc鈥� Watson and his wife, Lorraine. He also earned a Communications Fellows scholarship and the Maity Interiano Annual Scholarship, established by the 2007 School of Communications graduate.

鈥淢y family and I were so excited because it meant I did not have to worry about my parents trying to pay for my college,鈥� he says.

While Reyes Arias started college on a strong note, the end of his first year brought personal challenges. The transition to college life and the pressure of being a first-generation student took a toll on his mental health.

鈥淚 had some very low points during my time at Elon,鈥� he says. 鈥淲hen my first year ended, I was not sure if this was my way of life anymore. I felt like I was losing sense of who I was, and a lot of the people around me didn鈥檛 understand that. I was given so many great opportunities, but I didn鈥檛 feel like I knew who I was anymore. I guess I had imposter syndrome.鈥�

He leaned on his faculty and staff mentors for support and guidance, including his academic adviser, Vanessa Bravo, professor of strategic communications and assistant dean of the School of Communications. 鈥淗e鈥檚 an example of a person who goes through challenging circumstances and doesn鈥檛 give up,鈥� Bravo says. 鈥淏y graduating, he鈥檚 made his family proud and Elon proud.鈥�

Catherine Parsons, former assistant director of the Odyssey Program, has known Reyes Arias since he joined the Elon Academy and says his growth has been remarkable. During his time at Elon, Reyes Arias took full advantage of high-
impact opportunities including undergraduate research, the Periclean Scholars civic engagement initiative and the Elon in LA program as part of Study USA.

鈥淚 don鈥檛 think he was thinking he would do any of those things when he came to Elon, but he kept saying yes to opportunities he had to apply for,鈥� says Parsons, now director of undergraduate programs in the Martha and Spencer Love School of Business. 鈥淗e鈥檚 more courageous and intentional than he thinks.鈥�

A Milestone Moment

On Friday, May 23, Reyes Arias entered Schar Center carrying the hopes and dreams of his family. He walked out with a degree in strategic communications and a deep sense of fulfillment, not only for what he had achieved but for the journey that brought him this far. No one was more excited to witness that moment than his parents.

鈥淚 never expected for someone in my family to have the chance to go to college,鈥� says his mother, Victorina Arias. 鈥淚t makes all the challenges worth it for him.鈥�

His father, Jose Reyes, adds, 鈥淚 felt proud that he was able to graduate from Elon, a place that has been involved with his academic life for a very long time. For him to make his dream a reality, be the first member of our family to finish a high level of education and make a career for himself, I couldn鈥檛 be prouder.鈥�

Now, with a diploma in hand and a final Elon experience that taught him the work ethic needed to lead and sustain meaningful programs, Reyes Arias is writing his next chapter. While he鈥檚 applying for corporate communications roles in Raleigh and Charlotte, the summer internship reaffirmed his passion for nonprofit and higher education work. Wherever he lands, he says, he鈥檚 committed to staying grounded in purpose and open to what comes next.

鈥淟ife isn鈥檛 always about the highs. It really is just having to experience it all and learn from it,鈥� he says. 鈥淎ll I鈥檝e ever wanted in life was to go to school, especially at Elon, and to be successful as a student. I鈥檓 incredibly grateful for the opportunity I had to be at Elon.鈥�