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.

Six rising juniors have been named members of the tenth class of Multifaith Scholars, a two-year fellows program for juniors and seniors that offers a closely mentored, experientially rich and intellectually rigorous educational opportunity for students with significant potential.

After a highly selective application and interview process, students are awarded $5,000 annually to support research and study in global contexts connected with religious diversity and multi-religious societies. Students who show great potential as academically curious and socially engaged leaders committed to their own ongoing development and the enhancement of their local and global communities are selected each spring.

鈥淚 am delighted to welcome these six impressive rising juniors into the Multifaith Scholars program and look forward to supporting their compelling projects over the next two years,鈥� said Amy Allocco, director of the Multifaith Scholars program. 鈥淭heir research interests include music and Christian religious experience, linguistic anthropology and the vocabulary of faith, religious diversity in clinical settings, gender and religious roles in Asian art, the intersection of biomedicine and traditional healing practices and the history of Black churches here in Alamance County.鈥�

In addition to pursuing their faculty-mentored undergraduate research projects and undertaking academic coursework in religious studies and interreligious studies, the scholars will extend the program鈥檚 ongoing community partnership with the Burlington Masjid. Through the partnership, scholars teach English classes, participate in youth and social events with the local Muslim community, join community garden workdays, volunteer with the food pantry and take part in potlucks and iftar meals during Ramadan.

鈥淚t is wonderful to welcome such a strong class with such diverse academic interests,鈥� reflected Brian Pennington, director of the Center for the Study of Religion, Culture, and Society, which supports the Multifaith Scholars program. 鈥淎s we approach the tenth anniversary of the MFS, it is gratifying to see so many clear signs of the program’s maturity and significance: our largest class ever, the inclusion of seven new faculty mentors, and students majoring in three disciplines never before represented in MFS.鈥�

The 2026-2028 Multifaith Scholars

Addison Anderson

Majors: History, Sociology

Minors: Museum Studies, Public History, and Interreligious Studies

Mentor:聽Amanda Kleintop (History and Geography)

Project Title: History and Memory of Alamance County鈥檚 Black Churches

Proposed Research: Examine the relationship between Alamance County African American churches and local politics in North Carolina from Reconstruction through 1900.

Blair Berenson

Major: Anthropology

Minors: Jewish Studies, Sociology, Philosophy and Interreligious Studies

Mentors:聽Amy Allocco (Religious Studies) and Devin Proctor (Sociology & Anthropology)

Project Title: An Anthropological Approach to Cross-Generational Shifts in Hindu and Jewish Perspectives of Faith in the US

Proposed Research: Conduct fieldwork in Jewish and Hindu communities in Atlanta to understand how different generations articulate the concept of faith.

Katie Castelo

Major: Biochemistry

Minors: Neuroscience, Spanish, and Interreligious Studies

Mentor:聽Cathy Quay (Nursing)

Project Title: Bridging Faith and Medicine: Improving Cultural Awareness of Religious Practices in the Healthcare System

Proposed Research: Explore the healthcare industry鈥檚 approach to death and ways it can be more open to diverse religious practices.

Faith Elliott

Major: Neuroscience

Minors: Expressive Arts and Interreligious Studies

Mentors:聽Lynn Huber (Religious Studies) and Morgan Patrick (Music Theory)

Project Title: Neurotheology: An Interdisciplinary Study into Sacred Music and Feelings of Well-Being

Proposed Research: Examine the historical significance of music and understand and measure the behavioral impact associated with an emotional, transcendent spiritual experience and the well-being that results from listening.

Mariama Jalloh

Major: Public Health

Minors: Biology and Interreligious Studies

Mentor:聽Sandra Darfour-Oduro (Public Health)

Project Title: Faith, Healers, and Health: How Religious Beliefs and Community Trust Shape Healthcare Decisions in West African Communities

Proposed Research: Examine how religious leaders and traditional healers influence healthcare decisions in communities in Ghana, and how public health programs can partner with these practitioners to improve health education outcomes.

Ryleigh Rouse

Majors: Art History, Religious Studies

Minors: Museum Studies and Public History and Asian Studies

Mentor:聽Kirstin Ringelberg (Art History)

Project Title: Religion鈥檚 Impact on Japanese Women: Through an Art Historical Lens

Proposed Research: Employ art as a lens to examine how religion shaped gender perceptions and Japanese women鈥檚 roles.

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

Otten and Zito’s research聽examined how gender and sexual orientation shape public perceptions of intimate partner violence (IPV). Using a nationally representative survey experiment with more than 1,600 U.S. adults, participants were shown the same IPV scenario, but with the perpetrator鈥檚 gender and sexual orientation changed across versions. They found that people judged heterosexual male perpetrators most harshly, while gay male perpetrators and heterosexual female perpetrators were seen as less culpable, less dangerous and less deserving of punishment. Lesbian perpetrators fell in between, suggesting that judgments about violence are shaped by assumptions about who is capable of causing harm and who is seen as a 鈥渞eal鈥� victim.

The study draws attention to how stereotypes about masculinity, femininity and sexuality influence responses to abuse. Because intimate partner violence is often framed as a 鈥渨omen鈥檚 issue,鈥� violence against men 鈥斅� especially gay men 鈥� can be minimized or dismissed. In contrast, women perpetrators may be seen as less threatening. These perceptions matter because they affect whether victims seek help, how law enforcement and courts respond and whether survivors are believed in the first place.

Zito also presented a study titled “‘It’s Never Stopped Me Doing Anything I Wanted to Do’: Disability (Dis)Identification in Tourette Syndrome” as part of the Disability & Health session. The research explored how adults with Tourette Syndrome (TS) understand and articulate their condition in relation to disability, including how they position themselves as disabled, non-disabled or in-between. Based on 30 in-depth interviews, Zito found that disability identity is shaped less by聽how people interpret their experiences rather than simply by tic severity. Some rejected the disability label, equating disability with physical incapacitation and having a limited life, while others embraced it by pointing to chronic pain, workplace barriers, stigma and public scrutiny. Many fell somewhere in between, describing TS as disabling at times but hesitating to claim disability status. The research shows that TS exists in the 鈥渂orderlands鈥� of disability, where identity is influenced by cultural ideas about normality and what counts as a 鈥渞eal鈥� disability.

The Lumen Prize supported Otten’s research. Zito’s research was supported by an 福利亚洲国产精品 Summer Research Fellowship.

The panel was led by Elon faculty members Ifeoma Udeh, Titch聽Madzima, Sandra聽Darfour-Oduro, Sheila Otieno and Mussa Idris. Each speaker contributed unique perspectives shaped by their research, professional backgrounds, and personal experiences, offering attendees a multifaceted view of contemporary issues affecting African nations. Throughout the event, the panelists addressed a series of thought-provoking questions that guided the discussion. 鈥淲hich issues in Africa have most influenced your research? allowing each speaker to reflect on the driving forces behind their academic work.

Healthcare,聽trade,聽culture聽and聽religion聽in African countries聽were the major focus of discussion. Panelists聽emphasized the importance of聽the聽African Continental Free Trade聽among African countries.聽They also聽acknowledged聽the surge in non-communicable diseases and聽discussed聽promoting聽health education,聽investing in聽healthcare,聽and expanding access to medical聽care聽in聽Africa.

Religion聽and culture聽were聽explored as a powerful social force, particularly in response to the question, 鈥淐an religion be leveraged as a tool for social and health promotion in Africa and how?鈥� Panelists discussed how religious institutions often serve as trusted community hubs and can play a significant role in聽disseminating聽information, encouraging positive behavioral changes and fostering social cohesion.

Finally, the discussion concluded on an optimistic note with the question, 鈥淲hat gives you the most hope about Africa鈥檚 future?鈥� Panelists pointed to many different things that gave them hope, but among them were the continent鈥檚 rapidly growing youth population, increasing innovation and expanding聽opportunities as key sources of hope. They emphasized the resilience and creativity of African communities, as well as the potential for continued growth and global influence.聽The event was moderated by Salome Onikolase聽and Mariama Jalloh.

In addition to the academic discussion, attendees were treated to a traditional Ghanaian meal, which added a meaningful cultural dimension to the event. Sharing food created a welcoming atmosphere and allowed participants to experience a tangible aspect of African culture, reinforcing the event鈥檚 goal of connection and understanding.聽The event was made possible through the support of Associate Provost for Academic Inclusive Excellence Naeemah Clark, Dean of Global Education Nick聽Gozick, the Isabella Cannon Global Education Center at Elon, and Beth聽DeFord, program assistant.

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�

Mitchener’s connection to Elon began through an unexpected source: her mother’s nursing practice. Her mother was treating a patient who was attending Elon, which gave Mitchener access to explore the campus.

She recalls the day she visited for the first time: 鈥淲hile my mom was seeing her patient, she left me downtown. I went to Oak House and walked around the campus. And after the tour, I fell in love with Elon. I knew that this was my campus, and this was my home,” she said.

After this newfound love, Mitchener explored ways to begin her Elon journey through financial aid programs. She discovered and applied to both the Odyssey Program and Public Health Scholars.

She remembers the night her academic potential was recognized; it was the night of her final senior year dance concert. As the show wrapped up, she received a call from Elon鈥檚 Odyssey Program delivering good news of her acceptance into the program through the聽Kerrii Brown Anderson Odyssey Scholarship.

Now a senior double major in public health and policy studies, Mitchener is actively involved in creating solutions for the community鈥檚 public health problems.

鈥淕rowing up, I always thought the way to help others was just being a doctor,鈥� she said. 鈥淚 really love how public health is grounded in not only finding the root issue, but understanding the community that you’re working with.”

While Mitchener was in a public health course that was required for the Public Health Scholars Program, she recalls her professor, Associate Professor of Public Health Studies Stephanie Baker, stating: 鈥淚f you’re going to be a healthcare professional and be upset at the systems that don’t allow you to help your patients to the full extent that you want to, being a healthcare professional might not be for you.鈥�

鈥淭hat stuck with me, because I think of insurance and how much medicines can cost, making it very difficult for people to access healthcare. I want to be a piece of the healthcare solution,” said Mitchener.

Now, Mitchener and her course group are currently working to revise the Public Art & Honorary Policy for the city of Burlington. This includes making an application form for any community member who wants to donate a piece of art or get a memorial plaque. Additionally, she created a resource for community members to connect with local and statewide art collectives.

鈥淲e share all of our deliverables with the city in hopes that they will implement the policy. They can make any edits they see fit, and it was a collaborative process where we were constantly in contact with the city,” said Mitchener.

Also involved with Periclean Scholars, Mitchener was able to mentor the sophomore class and go to their global partner in Sri Lanka.

鈥淭he Periclean cohort has honestly just been such a light in my Elon experience and not only given me community but also purpose,” she said.

Her initiative for change doesn鈥檛 stop there; Micthener is also a HealthEU Senator with Elon Student Government Association.

鈥淎 big piece of Student Government is writing legislation and advocating for the student body and what they need,鈥� she said.

Through the SGA, she has already taken noticeable action to improve the Elon community through HealthEU policy. She identified a lack of seating accessibility at the bus stop near the Dalton L. McMichael Sr. Science Center. Now, there is now a covered seating area that sits beautifully outside the McMichael Science Center.

Mitchener also took the initiative to further amplify student voices at a dinner with Elon President Connie Ledoux Book. Through her connection to the community and the students in it, she identified a common problem among Elon students having access to transportation to the airport during breaks. After she represented and stood up for community needs, changes were made. Students now have wider access to airport transportation through Elon-provided shuttles.

鈥淚t taught me how important having connections is,” she said. “If I didn’t have a connection with those students, if I didn’t take my time to ask and understand their needs and why they have them, the problem wouldn’t have been addressed or been on the radar.鈥�

Remembering the help she received along the way, Mitchener states her Odyssey scholarship acted as a 鈥渓aunching pad鈥� for her success in her public health and policy studies.

鈥淭he Odyssey Program doesn’t just keep you stagnant,” she said. “It empowers you to branch out and pursue whatever you want on campus. It’s allowed me to fully embrace the college experience.鈥�

Mitchener describes a recent 鈥渕elt your heart moment鈥� she experienced with another student. While leading a tour of Elon to prospective students, one girl spoke up and said, 鈥淚 love this school. I want to go here so badly. But I don’t know if I can afford it.鈥� It was then that she offered to share the Odyssey and scholarship resources with the prospective student to help her achieve her dream Elon experience. Just a year later, the prospective student had committed to Elon on an Odyssey scholarship and is now Mitchener’s mentee.

鈥淒onors get to empower a student,” said Mitchener. “I don’t think about it like you just give a student money and walk away. Instead, you’re empowering them and giving them the tools to pursue whatever it is that they want.鈥�

Miranda is the sixth Elon student in five consecutive years to receive District 7690’s Rotary Club鈥檚 Global Grant. She follows Faith Leslie 鈥�21, Allison Potter 鈥�22, Kiara Hunter 鈥�23, and joint recipients Megan Curling 鈥�23, Ava de Bruin 鈥�23 and Nazaneen Shokri 鈥�24. All recipients since 2022 have had at least one major in public health, a testament to the Department of Public Health鈥檚 ability to successfully prepare leaders who address the most pressing public health concerns of the 21st century.

This opportunity is not limited to public health majors, though, and all interested Elon students and alumni should contact the National and International Fellowships Office for more information about the application process.

From Elon to the CDC

At Elon, Miranda double majored in public health studies and international & global studies and minored in geography. She made the most of her undergraduate experience by engaging in research and service, and studying abroad in Tanzania. Outside of the classroom, she worked in the Truitt Center for Religious and Spiritual Life and is proudest of her time as a Multifaith Intern.

The combination of these experiences prepared Miranda well for a post-graduate career with the U.S. Centers for Disease Control and Prevention, where she served for five years. She first served as a COVID-19 epidemiologist in Kentucky before transitioning to a new role at the Vermont Department of Health, where she specialized in public health emergency preparedness and response. Miranda鈥檚 time with the CDC helped her clarify her passions and refine her professional philosophy: 鈥渆quitable access to healthcare is essential for thriving communities.鈥�

With this domestic training under her belt and her philosophy front of mind, Miranda was ready to go global.

An Intersection of Values

When the time came to think about furthering her education, Miranda grew confident in her decision to look beyond the United States.

鈥淚 knew I wanted to shift my career toward global health, but I also knew I did not want to do so without first understanding my own interests, values, and limits through hands-on experience,鈥� she explained. 鈥淲hen I began thinking about graduate school, I realized that studying abroad would allow me to expand that perspective while learning how health systems operate in a different cultural and policy context.鈥�

Miranda was drawn to Taiwan for its strong public health infrastructure and commitment to disease prevention. National Taiwan University鈥檚 MSc in Global Health program, with its emphasis on international perspectives, offered an unparalleled opportunity for her to deepen her academic and technical training.

To support her goal of attending NTU鈥檚 Global Health program, Miranda began working with the National and International Fellowships Office at Elon, which assists students and alumni in identifying and applying for externally funded scholarships and grants. She first applied for a study/research grant through the and was unfortunately unsuccessful, but undeterred. She continued conversations with Ann Cahill and Nicole Galante, director and assistant director of the Elon National and International Fellowships Office, and it quickly became clear that she was a perfect fit for another fellowship: The Rotary Global Grant.

Guided by their core areas of focus, Rotary is a highly values-based organization that seeks to support students who are just as passionate about solving the world鈥檚 problems as they are. The intersection between Miranda鈥檚 work and Rotary鈥檚 goals was evident to both Miranda and her advisors.

鈥淚 couldn鈥檛 think of a better fit. It鈥檚 almost as if Holly has spent her whole life preparing to be a Rotarian without actually knowing it,鈥� said Galante.

It was no surprise, then, when Miranda applied for and ultimately received the $30,000 grant that enabled her to begin graduate studies in the fall of 2025.

Returning to the Classroom While Arriving in a New Country

Returning to the classroom after five years鈥攊n a new country, no less鈥攑resented its challenges for Miranda, but she quickly found her footing.

During her first semester, she took courses like Global Health Science, Introduction to Epidemiology, and Social and Behavioral Health, while also participating in field trips to the National Health Care Agency, the global think tank CAPRI, and the Taiwan International Workers Association. To get the most out of her experience in the country, Miranda also took advantage of the free Chinese language courses offered by NTU for international students. Her intensive winter course met for three hours a day, five days a week.

As she looks towards the remainder of her time in the program, Miranda is eager to begin her master鈥檚 thesis.

鈥淚鈥檓 looking forward to conducting my thesis research, focusing on adolescent mental health. I am honored that Professor Shu-Sen Chang is my thesis advisor; he is a leading expert in mental health and suicide prevention in Taiwan and the region. It is a privilege to be part of his lab and to contribute to this area of public health, which I am deeply passionate about,鈥� she said

Once she graduates, Miranda will be well prepared to re-enter the workforce, strengthening health systems, enhancing disease surveillance, and improving outbreak preparedness. In the long term, she aspires to lead outbreak response efforts with M茅decins Sans Fronti猫res (Doctors Without Borders), combining the values and experience she鈥檚 gained from Elon to Taiwan, to no doubt make this world a better and healthier place.聽

The 鈥淐hildbirth鈥� core seminar created and led by Cynthia Fair, a professor of public health and human service studies and the Watts/Thompson Professor at 福利亚洲国产精品, has become a transformative course on campus that Fair describes today as a highlight of her teaching career and one of her favorite courses.

Students and graduates say they feel the same way and several have cited the course as a meaningful experience that influences their career journeys through its exploration of the social, historical and cultural aspects of childbirth.

First offered in 2003, the course鈥檚 origins date to Fair鈥檚 undergraduate studies at Davidson College when she learned about a professor who taught a childbirth course to non-biology majors. 鈥淚t was one of those moments where the clouds parted,鈥� said Fair, who has mentored dozens of undergraduate researchers at 福利亚洲国产精品 over the past two decades. “I knew I was meant to teach this course.鈥�

Fair brings three aspects of experience to the classroom: lived experience as a mother, clinical experience working with pregnant people and families, and research on childbirth topics such as waterbirth and fertility.

“Throughout the course we look at the historical portrayal of women鈥檚 bodies, the effects of structural racism, cultural anthropology, the evolution of midwifery care, and even the language we use around birth,鈥� Fair said. 鈥淟anguage shapes how we see the world, and it shapes how care is delivered. I love teaching this course because I lived it.鈥�

Students also examine where birth occurs, from hospitals to homes to birth centers, and consider how environments, systems and support networks influence labor and outcomes.

Fair said she hopes students leave the course with more than academic knowledge. She wants them to develop a voice they can use in any medical context. Discussions often focus on strategies to reduce maternal mortality and how to support a birthing person鈥檚 decisions.

鈥淓veryone is born, yet we rarely talk about birth,鈥� Fair said. 鈥淪tudents have so many questions, and I create a space where no question is 鈥榮tupid鈥�.鈥�

A signature assignment asks students to reflect on their own births to explore how personal experience, family stories and cultural messaging shape their understanding of childbirth.

Throughout the semester, the classroom becomes an interactive space. Students learn and practice baby massage techniques and explore breastfeeding practices and holds. Fair regularly invites guest lectures, including a childbirth educator, midwife, doula and neonatal intensive care unit clinical social worker.

Whether students pursue clinical careers or become advocates for maternal health, Fair said, she is proud of the course鈥檚 impact.

鈥淢y dream is for students who enter health-related fields to nurture this passion and to improve outcomes. I also want each student to know how to advocate for themselves in a medical setting.鈥� Fair said.

Over the years, Fair鈥檚 course has shaped career paths for several students who either discovered or deepened their passion for maternal and child health. Some Elon alumni now volunteer their time to visit with Fair鈥檚 current students.

Cat Palmer 鈥�15, a practicing nurse-midwife, visited the class during the most recent fall semester to share her own story with current students.

“The midwifery philosophy honors the autonomy and sovereignty a person giving birth has over their body and their own experience,鈥� Palmer said. 鈥淒r. Fair鈥檚 class sparked a passion I did not know I had, and demonstrated that scientific rigor, public health, healing arts and service to one鈥檚 community could all meet in the discipline of midwifery. In many ways, the balance of didactic coursework and experiential learning in the 鈥榬eal world鈥� that I received at Elon set me up perfectly for my career as a midwife.鈥�

Because of Fair鈥檚 course, Harper McEvoy 鈥�25 shifted her own career trajectory from pursing a degree in physician assistant studies to becoming a midwife. McEvoy had long been interested in childbirth and was even able to connect with Palmer to talk about similar experiences.

McEvoy will soon attend Yale University School of Nursing, where she plans to become a nurse-midwife and a women鈥檚 health nurse practitioner.

鈥淗earing real-life stories and participating in hands-on exercises helped us truly experience how these professionals create environments that advocate for and support women through such a transformative experience,鈥� McEvoy said. 鈥淒r. Fair鈥檚 course helped me realize what truly excites and fulfills me, and it gave me the clarity and confidence to change direction. I realized I wanted to be someone who honors birth, advocates for mothers and stands with them through both the most challenging and joyful moments.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.