Elon has been repeatedly recognized for the number of its alumni who participate in the Fulbright Program as teachers, graduate students, and researchers and has been named a top-producer of Fulbright students in six separate years. Students and alumni interested in the Fulbright Program or other nationally competitive fellowships are invited to contact the National and International Fellowships Office. The deadline to notify the office of your intent to apply for Fulbright in this upcoming cycle is June 1, 2026. Rising seniors are required to work with the National and International Fellowships Office to apply for Fulbright, and alumni are highly encouraged to do so.

Those who received awards this year are:

Azul Bellot 鈥�26

Azul Bellot, a double major in psychology and sociolinguistics with a minor in TESOL, has received a Fulbright grant to teach English in Spain. She is The Elon Commitment scholar in the Odyssey Program and a student scholar with The Center for Engaged Learning.

Bellot has been preparing for an experience like Fulbright long before she arrived at Elon. Reflecting on her early years, she says, 鈥淕rowing up as the daughter of Mexican immigrants, I was my family鈥檚 translator from a young age. I navigated formal systems, adult conversations, and bureaucratic spaces in both English and Spanish long before I had the language to describe what that experience was doing to me. It gave me a deep understanding of what it means for language to be a gateway, and what it costs when that gateway is closed.鈥�

These formative years laid the groundwork for her time at Elon, where she developed her own independent sociolinguistics major, volunteered as an English tutor for children and adults, and conducted research on meaningful mentoring relationships. To Bellot, a Fulbright English Teaching Assistantship in Spain is 鈥渢he most honest intersection of everything [she鈥檚] been working towards:聽language, identity, education, and community.鈥�

After Fulbright, Bellot plans to pursue more international fellowships before returning to academia to earn her PhD in Applied Linguistics. Her Elon mentors include Archie Crowley, assistant professor of English; Nina Namaste, professor of Spanish; and Sylvia Mu帽oz, assistant dean of students and director for the Center for Race, Ethnicity and Diversity Education.

Anya Brati膰 鈥�26

Anya Brati膰, a double major in international & global Studies and public policy with a minor in public health, has received a Fulbright grant to teach English in Vietnam. She is an Elon College Fellow, a Periclean Scholar, and the Student Government Association Student Body President.

To Brati膰, Fulbright represents the intersection of her two greatest passions: global engagement and teaching. She found ways to blend these passions during her time at Elon. As a Periclean Scholar, she had the opportunity to study abroad in India to understand what mutually beneficial relationships look like in practice, not just in theory. As a student consultant with the Center for Design Thinking, she developed a love for teaching and facilitation, specifically the challenge of guiding others through the structured process of finding meaningful solutions to 鈥渨icked鈥� problems. Serving as an English teaching assistant will allow her to refine her intercultural and teaching skills while strengthening diplomatic relations between the United States and Vietnam.

After Fulbright, Brati膰 is interested in pursuing a career in diplomacy or global social impact. 鈥淪imply put, I want to work at the intersection of people, policy and purpose,鈥� she says. Brati膰鈥檚 constellation of Elon mentors includes Amanda Tapler, associate teaching professor of public health studies; Safia Swimelar, professor of political science and public policy; Sean McMahon, professor of entrepreneurship; and Danielle Lake, director of design thinking and associate professor of human service studies.

Molly Moylan 鈥�26

Biochemistry major Molly Moylan has received a Fulbright grant to teach English in Spain.

At Elon, Moylan took every opportunity to foster and blend her passions for STEM research, teaching and service. As a researcher, Moylan worked with chemistry professor Dan Wright to study trace metals within medicinal herbs and spices. She refined her teaching skills by serving with America Reads, the Village Project, the CityGate Dream Center, and more. Most notably, Moylan found a way to combine her passions by co-founding Imagine Science, a program designed to address declining student engagement in science education by bringing hands-on experiments and activities to local after-school programs.

In Spain, Moylan will serve as an English Teaching Assistant in Galicia, a region that is especially interested in promoting students鈥� scientific thinking skills. This Fulbright year will serve as crucial preparation for Moylan as she applies to medical school. The language and cultural skills she will gain in Spain will allow her to better serve Spanish-speaking patients in the future.

Moylan鈥檚 most influential Elon mentor has been Assistant Professor of Chemistry Dan Wright. 鈥淒r. Dan Wright has been instrumental in my success at Elon,鈥� she said. 鈥淭hrough his continued support, my confidence in both my personal and professional capacities has grown immensely, and I am extremely grateful to have had him as a mentor.鈥�

Madison Powers 鈥�25

Madison Powers, who graduated in 2025 with a degree in journalism and a minor in Spanish, has received a Fulbright grant to teach English in Spain. At Elon, Powers was a communications fellow and a 2023 Pulitzer reporting fellow. Since graduating, she has served as an editorial intern at Garden & Gun Magazine in Charleston, South Carolina.

Powers has long had her sights set on a Fulbright English Teaching Assistantship in Spain. During her undergraduate years, she spent a semester in Sevilla and fostered her dual passions for cross-cultural exchange and global education. Eager to return, she applied for Fulbright in last year鈥檚 application cycle and was named a semifinalist. She remained so committed to the value of a Fulbright experience that she chose to reapply this year, and her hard work and persistence paid off.

Powers will serve as an English teaching assistant in Madrid. She is excited to live and work in a large, diverse city while improving her Spanish language skills and forming connections with her community. Serving in Madrid will also allow her to work closely with students on Global Classrooms/Model UN projects, which are important to the development of their critical thinking and cross-cultural skills.

This Fulbright year will serve as a bridge between Powers鈥� current and future journalistic work. Upon returning to the U.S, she plans to work as a journalist reporting on and working in Spanish-speaking communities. Her Elon mentors include Kelly Furnas, associate teaching professor of journalism; Jan Register, administrative assistant for the Truitt Center for Religious and Spiritual Life; and Pablo Celis-Castillo, associate professor of Spanish.

Aryanna Vindas 鈥�25

Aryanna Vindas, a graduate of the class of 2025, has received a Fulbright grant to teach English in South Korea. She graduated with a BFA in Dance Performance and Choreography and a minor in Asian studies.

Serving as an English teaching assistant in South Korea is a natural extension of the work Vindas began at Elon. She completed a two-year undergraduate research project about Korean Buddhist mindfulness, studied abroad for a semester in South Korea, and undertook a rigorous course of Korean language study. Simultaneously, she developed her teaching skills by serving as a volunteer English teacher, tutoring Spanish, and leading and assisting dance classes.

Because her grant does not begin until January 2027, Vindas has chosen to go above and beyond to prepare. She will spend this summer in South Korea completing intensive language study at Yonsei University in Seoul, which will help her integrate more successfully into her future host community and build more meaningful relationships with her students.

After Fulbright, Vindas plans to enroll in graduate school to continue the research on Buddhist mindfulness she began at Elon. Vindas鈥� Elon mentors include Renay Aumiller, associate professor of dance; the 鈥渨onderful鈥� dance staff; and Pamela Winfield, professor of religious studies and associate director of international & global studies.

In addition to these students, one senior has been named an alternate. Alternates are still in the competition and have the chance to be promoted to finalists (recipients of the grant) up until the official start of the grant period. We will update this story as we continue to hear news of their progress.

Rebecca Lovasco 鈥�26

Rebecca Lovasco, a psychology major with minors in women鈥檚, gender, and sexuality studies and neuroscience, has been selected as an alternate for a Fulbright study/research grant in Taiwan to earn a master鈥檚 degree in Mind, Brain, and Consciousness at Taipei Medical University.

Lovasco is an Elon College Fellow who went on to win the Lumen Prize. Her research, which integrates cognitive neuroscience, clinical psychology, and philosophy of mind, explores how anxiety and depression affect reinforcement learning and conscious visual perception. Outside of her research, Lovasco is proud to have served as a law enforcement crisis counselor with the Campus Alamance program.

Lovasco鈥檚 Elon mentors include Kristina Krasich, assistant professor of psychology; William Schreiber, associate professor of psychology; Kim Epting, professor of psychology; Alexa Darby, professor of psychology; and Jill McSweeney,聽assistant director of the Center for the Advancement of Teaching and Learning聽and assistant professor of wellness.

Student presenters included Fatmata Bah (mentored by William Schreiber); Gia Cullens, Olivia Guarino; Jessica Garcia-Bastida, Anna Grace Gilbert and Ella McGlynn (mentored by Sabrina Perkins); Kailey Stark and Soriah Rodriguez Smith (mentored by Ilyssa Salomon); and聽Clare聽Petznick and Natalie Peeples (mentored by Maureen Vandermaas-Peeler).

SEPA is the largest psychological organization in the southeastern United States, aiming to advance psychology as a science, a profession, and a means of promoting human welfare.

Students in attendance presented their research as posters or talks on a variety of topics ranging from operant conditioning in harvester ants to infant behavior. Their presentations reflect many of the core disciplines of psychology,聽including聽behavioral neuroscience and聽developmental psychology, as well as the scholarship聽of聽teaching and learning in psychology.

For many students,聽this was the first professional conference they had ever attended. Presenting their聽research聽at a professional conference is an important milestone and the culmination of聽years of聽hard work.

鈥淧resenting at SEPA was a meaningful way to conclude my research experience at Elon,” said Kailey Stark 鈥�26. “Through the Elon College Fellows program, I have had the opportunity to design and carry out a research project with the support of my mentor, Dr. Ilyssa Salomon. As my first professional conference, SEPA gave me the opportunity to present what I have been working on for the last two years, as well as the chance to learn from my peers across the field of psychology.鈥�

Senior psychology students Clare Petznick 鈥�26 (Odyssey Program) and Natalie Peeples 鈥�26 (Honors and Lumen Scholar)聽and their mentor, Maureen Vandermaas-Peeler,聽presented聽three related research studies in a symposium entitled “The Good Childhood: Exploring preschoolers鈥� perspectives through the Mosaic Method.” Each study explored how preschoolers conceptualize聽鈥渁 good childhood,鈥� a Nordic construct emphasizing children鈥檚 rights and freedoms, through multiple modalities of expression including play, drawings, and photovoice. All three studies were conducted during Elon’s Summer Undergraduate Research Experience (SURE) in 2025 and 2026, and two explored cultural differences between the United States and Denmark. Psychology faculty member Sabrina Perkins served as a discussant, integrating her experience with human development in聽multiple cultural contexts with the聽team鈥檚聽research findings.

“Presenting at the SEPA conference allowed me to visualize my research that I have worked so hard on during my undergraduate career,” said Petznick. “The SEPA conference was particularly enjoyable as I was surrounded by other psychology students who share the same passion for research and discovery as I do.聽Presenting at聽a professional conference helped me feel more confident and knowledgeable in my area of research and I was able to learn from the questions the audience asked me.”

Travel for Perkins was supported by a Scholarship of Teaching and Learning Grant from the Center for the Advancement of Teaching and Learning. Elon聽College,聽the College of Arts and Sciences supported Vandermaas-Peeler’s travel. Student travel was supported by聽generous donors who contributed to the Psychology Department Gift Account,聽a group travel grant from the Undergraduate Research Program,聽and funding from聽the聽Honors聽Program, Elon College Fellows,聽and the Lumen Prize at聽福利亚洲国产精品.

Readers who wish to further contribute to supporting Psychology students鈥� research opportunities and professional conference travel may contribute to the Psychology Department Gift Account:聽

These award recipients reflect the Department of Psychology鈥檚 commitment to excellence in scholarship, research, and community engagement, and represent the impactful work of Elon students both on campus and beyond.

Seena Granowsky Outstanding Student in Psychology Award: Azul Bellot 鈥�26

Azul Bellot received the Seena Granowsky Outstanding Student in Psychology Award, which honors a senior who demonstrates exceptional academic achievement and service to the field of psychology.

A double major in psychology and linguistics with a minor in teaching English to speakers of other languages, Bellot has distinguished herself through her scholarship, leadership, and commitment to mentoring.

鈥淎zul is a leader and role model (…) sharing her own experiences and vulnerabilities around academia and research,” said Sabrina Perkins, associate professor of psychology, who nominated Bellot.

Bellot鈥檚 research explores trans linguistics, examining how language, identity, and ethnicity shape healthcare experiences for trans women and transfemme individuals. She has presented her work multiple times, including serving as a keynote co-presenter at a Center for Engaged Learning conference. Perkins emphasized that Bellot is “passionate about her work in ways that I find so inspiring and powerful,鈥� and highlighted Bellot’s meaningful contributions to both classroom and research environments.

A first-generation college student, The Elon Commitment scholar in the Odyssey Program, and semifinalist for a Fulbright English teaching assistantship to Spain, Bellot has also engaged in extensive community outreach, including recently completing the Peace Corps Prep Program, mentoring fellow students, and serving as a local English instructor for adults from diverse linguistic backgrounds.

Research Excellence Award: Natalie Peeples 鈥�26 and Sophie Verrecchia 鈥�26

The Research Excellence Award recognizes seniors who demonstrate exceptional commitment to the undergraduate research process. This year鈥檚 recipients are Natalie Peeples 鈥�26 and Sophie Verrecchia 鈥�26.

Natalie Peeples, an Honors Fellow and Lumen Scholar, was recognized for a research project spanning the United States and Denmark, examining early childhood development across diverse educational contexts.

Her nominator, Professor of Psychology Maureen Vandermaas-Peeler, described the project as one of the most ambitious undergraduate projects she has mentored, noting that 鈥淸Natalie鈥檚] motivation and initiative are outstanding and the sheer amount of work she has done is incredible.鈥�

Peeples collected and analyzed multiple forms of data, including children鈥檚 drawings, photographs, and play observations, alongside parent and teacher focus groups. She has presented her work at several conferences and is first author on a manuscript currently under review, and will submit another very soon. Vandermaas-Peeler also highlighted her role as 鈥渁n excellent and enthusiastic peer mentor,鈥� supporting other students in their research development. Peeples will be continuing her education in Arizona, where she will pursue her master’s in speech and language pathology.

Sophie Verrecchia was recognized for her extensive contributions across two research labs, where she was described as 鈥渁mong the most rigorous, productive, and intellectually engaged undergraduate researchers鈥� by her co-nominators Adi Wiezel, assistant professor of psychology, and Katrina Jongman-Sereno, assistant professor of psychology. In the BORG lab, Verrecchia contributed to all stages of the research process, including carefully coding behavioral videos and developing independent projects. She has coauthored a book chapter on romantic mate preferences, and her newest project extends existing research on relationship preferences by examining understudied populations, including lesbian women.

In the SoPeP Lab, Verrecchia鈥檚 work was awarded a competitive Wise Endowed Grant from the Elon Undergraduate Research Program. She has presented three posters at the largest professional conference in her field and led her own research project on impression management and hiring perceptions, which will be presented internationally in Barcelona, Spain. Her nominators emphasized that 鈥渨hat sets Sophie apart is not only her productivity, but her commitment to doing research well. She approaches each stage with care, collaboration, and intellectual rigor, and consistently connects her work to meaningful questions within psychology.”

Community Engagement Award: Maddie Pettis 鈥�26

Maddie Pettis received the Community Engagement Award, which recognizes excellence in applying psychological knowledge in community settings through service, internships or outreach.

Majoring in psychology with a minor in Human Service Studies, Pettis has demonstrated a sustained commitment to health equity and community-based care.

鈥淸Maddie] has shown a clear pattern of seeking out high-impact service opportunities and engaging thoughtfully with the communities she serves,” said Jordann Brandner, assistant professor of psychology, who nominated Pettis.

Her experiences include clinical and community-based work in Morocco, her hometown health clinic in New Hampshire and, most recently in India, where she focused on reproductive and maternal health. Through these roles, Pettis applied psychological principles to address stigma, improve patient interactions, and support access to care.

Brandner noted that Pettis developed 鈥渁 practical understanding of how psychological principles can promote access, education and informed decision-making in real-world health contexts.鈥� Pettis will continue her education at Columbia University this fall, pursuing graduate study in public health.

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

Lumen Scholars will work closely with their mentors during the next two years to pursue and complete their projects. Efforts traditionally include coursework, study abroad, research both on and off campus, internships locally and overseas, program development, and creative productions and performances.

“It was another very competitive year, and the Lumen Advisory Board saw many good applications,” said Michael Carignan, director of the Lumen Prize and professor of history. “These 15 represent truly special talent and engagement. We look forward to watching the projects unfold over the next two years.”

The name for the Lumen Prize comes from Elon鈥檚 historic motto, 鈥淣umen Lumen,鈥� which are Latin words meaning 鈥渟piritual light鈥� and 鈥渋ntellectual light.鈥� The words, which are found on the 福利亚洲国产精品 seal, signify the highest purposes of an Elon education.

2026 Lumen Prize Winners

Tajallah Amirkhil
Mentor: Molly Green
Major: Public Health & Biochemistry
Project: Barriers and Resilience: Exploring Mental Health among Afghan Refugee Women in North Carolina

Emma Brice帽o
Mentors: Dan Burns & Tita Ramirez
Major: English (Creative Writing)
Project: The Desert Lighthouse, a Novel: an Exploration of Queerness and Safety through Body Horror, Immortality, and Genre Reinvention

Kelley Calvillo
Mentor: Renay Aumiller
Major: Dance Performance and Choreography
Project: The Body Knows: Developing a Feminist Framework for Distributed Choreographic Authorship

Chloe Cone
Mentors: Eryn Bernardy & Ahlam Armaly
Major: Biochemistry
Project: Solutions in the Soil: Unearthing Novel Antibacterial Compounds from Soil Microbes to Combat Antimicrobial Resistance

Sanai Crosby
Mentors: Lauren Kearns & Matt Wittstein
Major: Exercise Science & Dance Science
Project: Dance and Neural Activity: Examining Neural Activity Across the Choreographic Process and Performance Environments

Fleur Helmantel
Mentor: Scott Wolter
Major: Biomedical Engineering & Chinese Studies
Project: Development of Tissue-Mimicking Phantoms for the Treatment of Breast Cancer

Anna Keller
Mentor: Scott Morrison
Project: Perceptions and Practices of Outdoor Literacy: a Two-Part Mixed-Methods Study

Nevaeh Kimmie
Mentor: Katrina Jongman-Sereno
Major: Psychology & Economics
Project: To Code-Switch or Not to Code-Switch: Authenticity, Psychological Outcomes, and Social Judgement of Black College Students in Predominantly White Academic Spaces

Lisa Kranec
Mentors: Hwayeon Ryu & Efrain Rivera-Serrano
Major: Biomedical Engineering & Applied Mathematics
Project: Mathematical Modeling of Excessive Collagen Production in Cardiac Fibrosis

Jordyne Lewis
Mentor: Steve DeLoach
Major: Economic Consulting & Data Analytics
Refugees, Emotional Wellbeing, and Financial Inclusion in Uganda

Kendall Lewis
Mentor: Jen Uno
Major: Biochemistry & Mathematics
Project: Can the Microbiome Heal the Brain?Evaluating Butyrate鈥檚 Efficiency in Reducing Stroke Severity within the Context of Obesity

Ja鈥橫ir Parham
Mentor: Zack Hutchens
Major: Astrophysics
Project: RESOLVE, ECO, and eRASS: Probing Galaxy Growth through Cold and Hot Gas

Danny Stern
Mentor: Karl Sienerth
Major: Chemistry
Project: From Backlog to Breakthrough: Use of Fluorescence Quenching for the Development of an Explosive Identification Database

Ainsley Thompson
Mentor: Yuko Miyamoto
Major: Biochemistry
Project: Decreasing Platinum Chemotherapy Resistance by Downregulating STAT3 and Upregulating PTEN in the SKOV3 Cell Line

Scout Winter
Mentor: Bill Evans
Major: Exercise Science
Project: Effects of a Whole-Food Plant-Based Diet on Insulin Resistance and Inflammation in Adults with Type 1 Diabetes

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.

Despite starting as a regional conference, NEEPS has grown to include scholars from 12 different countries and 23 different states in 2026.

Caroline Niedermeyer, Andrea Perez and Madeleine Pettis each presented individual research posters developed through collaborative research with faculty mentor Jordann Brandner, assistant professor of psychology, and with support from the Elon Undergraduate Research Program and the Sinclair Endowed Grant.

Niedermeyer presented work she completed during her 2025 Summer Undergraduate Research Experience (SURE). Her poster, titled, 鈥淵ou Can鈥檛 Always Get What You Want: Exploring the Relationship Between Self-Perceived Mate Value and Tolerance for Compensatory Traits,鈥� explored how individuals navigate trade-offs in relationship partner selection. The study tested whether self-perceived mate value affects willingness to accept partners with offsetting high and low traits. Niedermeyer was awarded the Gordon Bear Best Student Poster Award, recognizing the top undergraduate or graduate student poster presentation at the conference. The award, which includes a $100 prize, is one of the meeting鈥檚 most competitive student honors and highlights the quality and impact of her research.

Perez鈥檚 poster, 鈥淧ride and Preference: Perceived Sex Ratios and Women鈥檚 Online Dating Choices,鈥� examined how features of dating apps may shape users鈥� perceptions of available partners and influence women鈥檚 selectivity. Using an app that she co-developed with Pettis, the experiment tests whether different ratios of male and female profiles affect how frequently people accept or reject potential matches, contributing to understanding how modern digital environments influence mating strategies. This research was funded by a Sinclair Endowed research grant, which is awarded to student research in the social and behavioral sciences.

Pettis鈥� poster, 鈥淭hank You, Next: Examining the Effects of Sex Ratio and Number of Choices in Mate Choice,鈥� investigated how the total number of available partners influences partner decisions. Using the same dating app, participants evaluate different numbers of profiles to determine whether making more choices affects a person鈥檚 pickiness. The experiment offers insight into how decision-making processes operate in online dating, where people make many choices in succession. This research was also supported by a Sinclair Endowed grant.

In addition to student presentations, Brandner led a workshop titled 鈥淭eaching a Balanced Evolutionary Social Sciences Course: A Teaching Workshop,鈥� which focused on strategies for integrating diverse perspectives within evolutionary social science curricula. This work was funded by the 福利亚洲国产精品 Center for the Advancement of Teaching and Learning (CATL) Scholarship of Teaching and Learning Dissemination grant.

All three students will present their work again at the upcoming Spring Undergraduate Research Forum (SURF) on April 28th, 2026.

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�

Titled 鈥淒isrupting power structures to promote equity in community-based learning,鈥� this conversation championed ways in which relational power dynamics between academic institutions and community partners can be equitably reformed. This session was guided by two overarching questions: 1) How might we engender robust self-examination around the question of whether academic programs are operating in equitable or paternalistic ways? and 2) What can academic practitioners do to break down barriers to true equity in community partnerships and meaningfully enhance equity in program design, execution, and evaluation?

Best practice models in community-based learning, such as Fair Trade Learning, emphasize that academic practitioners must equitably co-create programs with community partners. While many practitioners agree with these aspirational standards, bringing them to life poses challenges. Communities that have been historically subject to colonialism and exploitation may not feel empowered to lead. Community partners may not consider it possible to co-create because of deeply rooted assumptions that academic institutions lead and community partners follow.

Academic programs often approach partners to seek their approval for complete/nearly complete memorandums of understanding, project plans, and course syllabi. This can happen intentionally or be the product of assumptions about the default way of doing things. Such approaches do not display equitable co-design through collaboration. Embedded and presumed imbalances in power dynamics that exist between academic institutions and community partners need to be acknowledged and comprehensively explored. Partnership outcomes must focus on mutual benefit instead of primarily privileging student benefits and outcomes. And the senior leadership and counsel鈥檚 offices of academic institutions must understand that it is healthy to cede significant components of control over partnerships while, at the same time, doing everything required to keep students and community partners safe.

Fulbright grantees are not just funded to teach or research鈥攖hey are expected to serve as valuable cultural ambassadors in their respective host countries, both representing the United States and learning about their new communities.

Fulbright grants are awarded on the basis of academic and professional achievement, as well as demonstrated leadership potential in their fields. As semifinalists, these Elon students and alumni have been recommended鈥痓y鈥痶he National Screening Committee of the Institute of International Education鈥痜or final consideration by review panels in their respective host countries. Semifinalists will be鈥痭otified of their final award status this spring, beginning in late March, barring any delays or disruptions at the federal level.

This year鈥檚 Fulbright semifinalists are:

Azul Bellot ’26

• Psychology and Sociolinguistics
• Semifinalist for a Fulbright English teaching assistantship to Spain

Jo Bogart ’26

• Creative Writing and Classical Studies
• Semifinalist for a Fulbright study/research grant to the United Kingdom

Anya Brati膰 ’26

• International & Global Studies and Public Policy
• Semifinalist for a Fulbright English teaching assistantship to Vietnam

Rony Dahdal ’26

• Computer Science, Math, and Philosophy
• Semifinalist for a Fulbright study/research grant to Sweden

Jubitza Figueroa ’21

• Political Science
• Semifinalist for a Fulbright English teaching assistantship to Spain

Alex Fleischmann ’26

• Psychology
• Semifinalist for a Fulbright English teaching assistantship to South Korea

Rebecca Lovasco ’26

• Psychology
• Semifinalist for a Fulbright study/research grant to Taiwan

Caroline Mitchell ’26

• Middle Grades Math and Special Education
• Semifinalist for a Fulbright English teaching assistantship to Bulgaria

Molly Moylan ’26

• Biochemistry
• Semifinalist for a Fulbright English teaching assistantship to Spain

Madison Powers ’25

• Journalism
• Semifinalist for a Fulbright English teaching assistantship to Spain

Aryanna Vindas ’25

• Dance Performance & Choreography
• Semifinalist for a Fulbright English teaching assistantship to South Korea

Elon students and alumni interested in the Fulbright Program or other nationally competitive fellowships are invited to contact the National and International Fellowships Office. To begin the Fulbright application process, please visit the Fulbright Application Process page to register for one of the following virtual Fulbright information sessions during the spring semester:

• Wednesday, March 11 at 4 p.m.
• Thursday, April 9 at 4:30 p.m.
• Thursday, May 21 at 12 p.m.