Sociology and anthropology students at 51爆料网 develop research skills and gain hands-on experience conducting original studies with real-world impact. The products of their research were on display at 51爆料网’s Spring Undergraduate Research Forum (SURF) on April 28, 2026.

Examples of sociology and anthropology student research presented at SURF included:

• Lily Andresen-Simmons’s “College Student Narrations of Moral Formation” (mentored by Devin Proctor)
• Emma Hash’s “Parental Perspectives: A Sociological Analysis of Adoptive Parents During the One-Child Policy” (mentored by Tom Arcaro)
• Morgan Murphy’s “Constructing Serial Homicide: Media Framing of Serial Killers, their Victims, and their Crimes” (mentored by Rena Zito)
• Mallory Otten’s “Beauty and Blame: How Gender and Attractiveness Shape Perceptions of Heterosexual Intimate Partner Violence” (mentored by Rena Zito)
• Dani Rudd’s “Toward Values-Aligned AI Use: An Authenticity-Based Framework” (mentored by Alexis Franzese)
• Avery Shipp’s “Understanding the Everyday: Investigating Ancient Maya Society in the City of Dos Hombres Through Household Archaeology” (mentored by Rissa Trachman)

  

On April 16, Lindenman brought both sides of that conversation into the same room. The High School-College English Teaching Symposium, held in Elon’s Numen Lumen Pavilion, gathered university faculty, Elon students and three North Carolina high school English teachers for a panel discussion and dinner. Rather than guessing what students experienced before arriving at Elon, faculty could hear it directly from the teachers at the symposium.

The three panelists included Keith Gerdes of East Chapel Hill High School, Zo毛 Rein 鈥�23 of Eastern Alamance High School and Adam Cluff of Durham Academy. Each works in a different context, across public and private schools and varied communities, but all three have felt the same pressure to reimagine reading and writing instruction as generative AI reshapes what students expect from the classroom.

That tension sat at the center of the panel discussion. What stood out was not a polished set of solutions, but the honesty with which teachers admitted they are still working it out. Rein, an Elon alumna who teaches in the Alamance-Burlington School System, said she has yet to find an approach to AI that feels just right.

鈥淚 haven’t quite figured out how to integrate it into a classroom that makes me feel less like we’re just taking a shortcut out of doing the work of thinking for ourselves,鈥� she said.

Cluff concurred.

鈥淲e鈥檙e not asking the computer science department to teach computer science through ‘Hamlet’,鈥� Cluff said. 鈥淥ur job is to help kids learn how to think.鈥�

He explained students鈥� 鈥渃raving鈥� for meaningful literature and the deep discussions they raise.

It was that kind of honesty that made the evening worthwhile. The symposium was not designed to produce a policy or a list of approved AI tools. It was designed to create space for a harder conversation about how to keep learning genuinely human when shortcuts are easier than ever to take.

Panelists described the practical strategies they have each leaned on, such as conducting more writing in class, building shorter assignments into longer sequences, and enforcing phone restrictions to protect time for focused thinking. They described their classrooms as something of a holdout against distraction, a place where students are still asked to sit with a difficult idea until they have something real to say about it.

Gerdes shared his strategy of requiring students to have small-group conversations.

鈥淪tudents who hadn鈥檛 done the reading got left out鈥攁nd students didn鈥檛 want to feel left out,鈥� Gerdes said. 鈥淭he more we can be humans, being and talking with each other, the more engagement I see.鈥�

For Elon’s first-year writing faculty, the discussion offered something the program had been missing. ENG 1100 has already moved to strengthen critical reading and restore analog assignments that require sustained thinking, while developing AI literacy. But shaping a curriculum around students’ prior experiences is difficult when those experiences are largely unknown. The panel provided a clearer picture.

Following the panel, attendees gathered in the McBride Gathering Space for dinner, where the conversation continued. The connections made that evening extend beyond a single event, opening ongoing dialogue between university faculty and secondary educators across North Carolina as both groups continue adapting to a rapidly changing landscape.

鈥淎t the heart of this is asking how the practices of writing and close reading help us better understand ourselves and the world,鈥� Lindenman said. 鈥淎s high school and college teachers, we are trying to do the same thing.鈥�

The challenges facing writing instruction are not going away. But events like this show that educators at every level are more willing to face them together than to figure it out alone.

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:听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:听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:听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:听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:听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:听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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Rearticulating Progressive Education: A Mixed-Methods Study
Authors: Scott Morrison and Grace Rasmussen
Synopsis: This study investigates how educators define and enact progressive education today, documenting diverse interpretations and instructional approaches. The research aims to clarify what progressive education means in current practice and how educators鈥� beliefs and institutional contexts shape their work, offering insights for teacher preparation and equity-driven reform.

2. Philosophies and Practices of Garden-Based Educators: A Mixed-Methods Study
Authors: Scott Morrison and Grace Rasmussen
Synopsis: Focusing on educators behind school garden programs, this research explores their beliefs, motivations and challenges. By gathering survey and interview data, the study identifies the instructional goals, supports, and conditions necessary for sustaining effective, long-lasting school gardens.

3. Pre-service Teacher Learning from Field Experiences During a Study Abroad Program
Authors: Mark Enfield, Jeffrey Carpenter, Heidi Hollingsworth, Bill Burress
Synopsis: This paper examines the experiences of pre-service teachers participating in an extended study abroad program in New Zealand. Through interviews, the research reveals how immersive field experiences shape students鈥� understanding of curriculum and school culture, particularly in contrast to U.S. practices.

4. Exploring Teacher Perspectives on Contemporary Complexities in K-12 ICT Integration
Authors: Jeffrey Carpenter and Bianca S. Biadeni (Escola Superior de Propaganda e Marketing)
Synopsis: Through interviews with K-12 teachers, this study uncovers the shifting landscape of technology use in post-pandemic classrooms. Teachers describe the dilemmas, contextual factors, and mixed feelings that shape their decisions about ICT integration, highlighting both enthusiasm and skepticism.

5. Becoming Unshackled: A Reflective Inquiry into Healing, Sovereignty, and Relational Abolitionist Being through Course Evaluations
Author: Nermin Vehabovic
Synopsis: This autoethnographic study illuminates how abolitionist and justice-oriented approaches to teaching are recognized or resisted by students. The work connects personal healing to collective liberation, subsequently offering a vision for justice-centered and transformative higher education.

6. Honoring Collective Intergenerational Educational Experiences of Latinas through Pl谩ticas-Testimonios
Authors: Adrianna Gonz谩lez Ybarra (University of Texas Rio Grande Valley), Stephanie Hernandez Rivera
Synopsis: Employing a women of color feminist methodology, this research highlights the intergenerational educational testimonies of Latina educators. The pl谩ticas-testimonios approach uncovers how shared stories and care serve as countermovements for humanizing education research.

7. The Impact of Social Media on K-12 Teachers鈥� Perceptions of Their Profession: An Experimental Study
Authors: Victoria Puglia (Massachusetts Department of Elementary and Secondary Education), Suzanne E. Graham (University of New Hampshire), Jeffrey P. Carpenter
Synopsis: This experimental study examines how exposure to positive or negative teaching content on social media shapes teachers鈥� perceptions of job satisfaction, respect, and support. Findings suggest that digital narratives play a significant role in teacher well-being and retention.

8. Countering Brown v. Board: Examining the Wilmington Ten Using the Black Historical Consciousness Framework
Authors: Cara Ward (UNC Wilmington), Lisa Buchanan, Denise M. Ousley-Exum (UNC Wilmington), Donyell L. Roseboro (UNC Wilmington)
Synopsis: This study interrogates the history of school desegregation, beyond how the Brown v. Board ruling is taught and understood. Focusing on the Wilmington Ten, the research discusses implications for teaching civil rights history and preparing future educators.

9. How Elon Musk Contributed to the Demise of the #OakEd Network
Author: Jeffrey Carpenter
Synopsis: An exploration of the rise and fall of the #OakEd teacher network on X/Twitter, this presentation discusses how changes under Elon Musk鈥檚 ownership led to the network鈥檚 abandonment. The case highlights the volatility of digital platforms for professional learning communities.

10. Futuring Teacher Education: Community Partnerships with Refugee Families for Critical, Caring, and Joyful Learning
Author: Nermin Vehabovic
Synopsis: This three-year ethnographic study details partnerships between teacher candidates and families from refugee backgrounds, emphasizing care, dignity and shared learning across culturally and linguistically diverse community contexts. The work illustrates how collaborations rooted in an ethic of care, emphasizing relational, responsive, and reciprocal engagement between educators and families, as well as the notion of freedom dreaming, which envisions education as a space for imagining and building more just and equitable worlds, can disrupt dominant educational narratives and prepare teacher candidates for justice-oriented practice.

11.听 Shaking the Table: Centering the Voices of Identity Center Practitioners – Symposium
Organized by: Stephanie Hernandez Rivera, Jonathan A. McElderry
Objective: Staff in identity centers on college and university campuses are often champions of social justice, supporting students through a myriad of approaches, including, educational programming, leadership development, and advocacy that challenges oppressive ideologies and practices. Despite the important role of staff, scholarship often focuses on student experience, with minimal attention to the experiences of staff in these spaces. The objective of this session is for scholar-practitioners to share their own self-inquiries focused on their experiences as current or former identity center staff.

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• SURF Stories 2026: Chris Guider 鈥�29 tackles NFL kickoff rules
• SURF Stories 2026: Ryder Hutchinson 鈥�28 researches how to fight cancer with viruses
• SURF Stories 2026: Catherine Dierker 鈥�27 researches how to get out the youth vote
• SURF Stories 2026: Amanda McGee 鈥�26 designs campaign to spark healthier living
• SURF Stories 2026: Maddie Hewgley 鈥�26 explores the rise of state gun rights laws through undergraduate research

51爆料网 held its largest-ever Spring Undergraduate Research Forum on April 28, featuring 384 presentations, including 229 poster presentations, 155 oral presentations, and performances.

SURF Day is an annual event at the university, during which other campus activities are suspended to celebrate the academically centered creative endeavors and research efforts of Elon students. Undergraduate research is also one of the five Elon Experiences, which provides a natural extension of the work students do in the classroom and ensures that Elon graduates are prepared for both graduate school and careers.

鈥淪URF continues to be the flagship event for undergraduate research on campus,鈥� said Justin Clar, director of the undergraduate research program and associate professor of chemistry. 鈥淭he record number of submissions is evidence of not only student involvement, but the work of dedicated mentors committed to preparing students for future success.鈥�

Jen Hamel, associate director of undergraduate research and associate professor of biology, says putting together such a large event is a team effort.

“A lot of people work to make this day possible at Elon: our dedicated events and facilities staff, the Powell student workers, the faculty session moderators, abstract reviewers, and mentors and the Undergraduate Research team. And of course, the students work all year on their research and creative projects,” Hamel said.

Throughout the day, students gave poster presentations in three sessions held in Alumni Gym, with oral presentations held throughout campus. Emily Stuart 鈥�26, a professional writing and rhetoric major from Basking Ridge, New Jersey, was presenting for the first time at SURF. Her research focused on the perception of artificial intelligence integration in the digital marketing and communication workforce.

鈥淚 am a graduating senior, so I wanted to feel as prepared as possible for the workforce, and I do know that AI integration has become a major part of a lot of different fields,鈥� Stuart said. 鈥淚t felt like a really good way to tie it all together as part of my senior experience.鈥�

Stuart did a literature review and sent out a survey to Elon alumni to get their perspectives. She found alumni discussed similar benefits to AI, including helping with productivity, but also expressed concerns over the environment, job loss and data privacy.

鈥淭his is my capstone research, I have spent a lot of time on it, and it does feel good to have people come up and want to learn about my research and being interested in it. It鈥檚 been a really cool way to end my semester,鈥� she said.

While Stuart is capping off her Elon career with SURF, Chris Guider 鈥�29, a business analytics and economics double major from Holly Springs, North Carolina, is beginning his academic career at the annual event.

Guider鈥檚 project examines the effectiveness of the new NFL kickoff rules introduced in 2024. The changes, designed to improve player safety, created multiple 鈥渢ouchback鈥� scenarios, situations where the ball is placed at different yard lines depending on how a kickoff ends.

鈥淚t鈥檚 rewarding because there are a lot of skills I鈥檓 learning, like coding in R or being able to interpret data,鈥� he said. 鈥淚t鈥檚 just reinforcing that I chose the right school because of the relationship I have with the professors I鈥檝e been able to work with here.鈥�

Students collaborate closely with faculty mentors throughout the research process鈥攁n aspect Abram Darby 鈥�26, a psychology major, especially appreciated while working with his mentor, Adi Wiezel, assistant professor of psychology.

鈥淪he鈥檚 very motivated, enthusiastic and outgoing. It was easy to get involved in the project,鈥� Darby said. 鈥淥ur lab environment is great, too.鈥�

Darby鈥檚 research examined how voters鈥� views on childcare policies might influence their preference for different types of political leaders鈥攕pecifically, a knowledgeable female leader versus a more dominant and threatening male leader.

Initial pilot data suggested a connection, but it was based on the 2016 presidential election, when the Democratic candidate was a woman and Democrats were already associated with childcare policies. To explore the idea further, Darby selected an election in which a Republican female candidate defeated a male Democratic candidate. He removed party identifiers and asked participants which candidate they preferred, along with their reasons.

鈥淲hat we found was among people who are motivated by childcare policies, when they perceive the female leader as being more prestigious than the male leader, they prefer them over the male leader significantly, suggesting that childcare policies may be a good proxy for who is going to win an election,鈥� Darby said.

Catherine Dierker 鈥�27, a history major with teaching licensure from Marietta, Georgia, also explored the political landscape, but in a different way. Her oral presentation focused on how educators can better prepare young people to participate in democracy. Her project examines effective practices in civics education, drawing from national and international data, teacher interviews and existing scholarship.

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

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

In addition to SURF, students also have the opportunity to present research during the Summer Undergraduate Research Experience in June/July.

A full list of award and scholarship recipients appears below.

Academic Achievement Award Recipients

Academic Excellence Award in Accounting
Kirsten Myburg
Allie Rosinger

This award is given to a senior Accounting major who has demonstrated superior academic achievement, provided significant contributions to the department, and possesses potential for intellectual growth.

Challenge and Expect Award in Accounting
Kate Rohan
Zachary Taylor

This award is presented to a senior Accounting major who has demonstrated excellent growth in academic achievement and in contributions to the department.

Earl D. Honeycutt, Jr. Sales Leadership Award
Alex Scheinler

This award recognizes a senior majoring in marketing or minoring in professional sales who has shown leadership in the sales program, has the potential to positively impact their future organization, and has demonstrated an overall positive attitude in supporting their fellow sales students.

Excellence in Financial Education Student Award
Justin Betts
Andrew Glas
Em Orendorff

This award is given to a senior finance major who has demonstrated excellent academic achievement and possesses potential for professional growth in financial services.

Goldstein Family Award
Maggie Blakeney

This award is for a graduating senior who, after transferring to Elon (and the LSB) earlier in their academic career, has established a record of sustained engagement and high academic success and who embodies the university鈥檚 engaged learning focus through participation in high-impact learning activities.

Walter Hattenbach Award
Kaila Burke

The senior marketing major with the highest GPA receives this award, which Dr. and Mrs. James W. Johnston established in honor of their friend, Walter Hattenbach.

John Kappas Economics Award
Quinn Faller

This award goes to the senior economics major who best demonstrates enthusiasm for economics, potential for leadership听and classroom excellence. It is named in honor of the late John Kappas, a 1985 Elon graduate.

Love School of Business Academic Excellence Award
Greta Hessenthaler
Kirsten Myburg
Katrina Papierman
Anthony Vozella

This award is presented to the student with the highest GPA among those graduating with a major in the Martha and Spencer Love School of Business.

Love School of Business Courageous Leadership Award
Noah Biggers

This award is given to a student who exemplifies courageous leadership within and outside of the Love School of Business.

Love School of Business Responsible Leadership Award
William Foster

This award is given to a student who exemplifies leadership, service and academic achievement within the Love School of Business.

Perseverance Award in Accounting
Ben Lyons

This award is presented to a graduating accounting senior whose resilience and commitment led to significant improvement while successfully navigating the rigors of the four-year curriculum.

Student Achievement in Business Analytics Award
Greta Hessenthaler

This award is given to a senior business analytics major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in Economics Award
Jin Kobes
Daisy Martinez-Jimenez

This award is given to a senior economics major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in Economic Consulting Award
Sivan Danziger

This award is given to a senior economic consulting major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in Entrepreneurship & Innovation Award
Juan Daniel Chiriboga
Taylor Sluss

This award is given to a senior entrepreneurship & innovation major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Finance Award
Liam Becker
Emily McAninch
Asa Traylor

This award is given to a senior finance major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Human Resource Management Award
Maddy Shapiro

This award is given to a senior human resource management major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in International Business Award
Melena Hasskerl-Friedrich

This award is given to a senior international business major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Marketing Award
Rachel Buckle
Lauren Kulda

This award is given to a senior marketing major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Project Management Award
Anna Johnson

This award is given to a senior project management major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Supply Chain Management Award
Maylee Clerici

This award is given to a senior supply chain management major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Martha and Spencer Love School of Business Dean鈥檚 Awards for Faculty and Staff

Excellence in Teaching
Jose Cerecedo Lopez

The Martha and Spencer Love School of Business Dean鈥檚 Award for Excellence in Teaching recognizes a faculty member who exemplifies the 51爆料网 teacher-scholar model. This person is outstanding in the classroom, engages students in the learning process, maintains academic rigor, and provides evidence of commitment to the intellectual development of students through mentoring and related activities.

Excellence in Scholarship
Feng Dong

The Martha and Spencer Love School of Business Dean鈥檚 Award for Excellence in Scholarship recognizes one or more faculty members each year whose scholarly work has a significant intellectual impact in keeping with the Elon scholar-mentor model. Selection factors for this award include publication or presentation of peer-reviewed research in quality outlets and evidence that the faculty member engages in scholarship-related activities. These activities might include supporting the scholarly endeavors of colleagues, advancing the school鈥檚 reputation, and mentoring students in undergraduate research.

Exemplary Service – Faculty
John Wimmer

The Martha and Spencer Love School of Business Dean鈥檚 Award for Exemplary Service-Faculty recognizes one or more faculty members each year who have contributed in meaningful ways to the ongoing welfare and betterment of the college, university and profession. This award follows from the Elon servant-leadership model. Selection is based on service in the preceding year, plus overall willingness to volunteer one鈥檚 time when needed and to carry new ideas to reality.

Exemplary Service – Staff
Sara DeVane

The Martha and Spencer Love School of Business Dean鈥檚 Award for Exemplary Service-Staff recognizes a staff member who has contributed in meaningful ways to the ongoing welfare and betterment of the LSB.听 This contribution includes performing duties above and beyond the staff member鈥檚 regular functions to support and advance the LSB.

Exemplary Service – External
Rob Springer

The Martha and Spencer Love School of Business Dean鈥檚 Award for Exemplary Service-Staff recognizes a member of the larger 51爆料网 community who has contributed in meaningful ways to the ongoing welfare and betterment of the LSB.听 This contribution can take the form of assisting the LSB with a specific program or project or providing ongoing support for LSB activities.

LSB Sophomore Recognition

Benjamin Grover Johnston Award
Andrew Abraham
Logan Brzezanski
Lindsay Butkus
Izzy Butler
Gabrielle Evans
Addie Gilner
Henry Ginsburg
Dylan Golden
Isabella Johnson
Avery Launer
Jordyne Lewis
Ben Peake
Hope Rosen
Isaiah Scott
Greta Smith
Casey Steinert
Dani Stuart
Ben Waechter
Ellis Weber-Provost
Sophia Winston

This award honors the sophomore(s) with the highest GPA in the Martha and Spencer Love School of Business. Dr. and Mrs. James W. Johnston established this award in memory of Dr. Johnston鈥檚 brother, Benjamin Grover Johnston.

2026-27 Endowed Scholarships and Awards

The Andras Family Award
Abigail Mulvaney

The A. Vance Beck, Sr. and Gwendolyn D. Beck Scholarship
Virginia Manning

The Calvert C. and Margaret H. McGregor Scholarship
Maximiliano Camacho Garcia

The Charles David Smith Endowed Scholarship
River Cranford

The David A. Stevens 鈥�81 Internship Scholarship
Chaise Hannibal
Winter Oaster

The David O. Bowden Economics Scholarship
Ellis Weber-Provost

The Department of Economics Endowed Scholarship
Sophia Winston

The Don S. and Margaret M. Holt Scholarship
Ashley Valency
Skylar Zimmerly

The Dudley Ray Watson Memorial Scholarship
Mackenzie Ross

The Frechette Family Foundation Fund for Global Engagement
Madisen Groff
Brennan Higgins

The Frederick K. Gilliam, Sr. Scholarship
Sophia Arminio
Lauren Beckman
Colleen Bolger
Elizabeth Moores
Anna Rubino
Jesse Sherrill

The Humphries Achievement Award
Loren Palma

The J. Harold Smith Scholarship
Jordyne Lewis

The James T. Toney Endowment Fund
Madeline Dolan

The Janie E. Council Scholarship
Patrick Drury

The John and Helene Sparks Scholarship for Business
Dulio Sorel di Donato

The John L. Sills, Jr. Scholarship
Benjamin Peake

The John R. Hill 鈥�76 and Lesley W. Hill Endowed Fund for Engaged Learning in Business
Marlie Barhorst

The Linda Thompson Weavil Endowed Scholarship
Kristen Covington
Jasmine Newkirk

The Mark A. Horsburgh Study Abroad Scholarship
Michael Dumiec
Peyton Jones

The Mary C. Bullock 鈥�47 and George P. Bullock 鈥�47 Business Scholarship
John Cirelli
Jane McNeil
Avery Wilson

The Mills Family Endowed Scholarship
Tristan D鈥橝damo
Sahrahie Enamorado

The Myers Family Endowed Scholarship in Business
Aidan Roche

The Park Business Scholarship
Alyssa Adams

The Peter L. Tourtellot Endowed Scholarship in Business
Emma Cincotta

The R. Alston Team III Endowed Scholarship in Business
Eli Karpas
Emma Meunier

The R. Cruse Lewis Master Pools Guild/Love School of Business Endowment Scholarship
Gabriela Maldonado Alvarez
Ashlyn Wenner

The Rehnert Family Business Internship Award
Rita Ho
Korey Philpot
Fanyu Sha
Abigail Wong

The Rose Family Endowed Fund for Engaged Learning in Business
Samuel Bernard

The Samuel L. Burke Endowed Scholarship
David Graves
Elizabeth Shum

The Sirabella Family Scholarship for Engaged Learning in Business
Alison Whipple

The Taylor S. Davis Scholarship for Engaged Learning in Business
Anna Maddox

The Troy Family Endowed Scholarship for International Study
Shannon Cross
Jack Miller

The Waesche Engaged Learning Scholarship
Luke Shatkin

The Wells Fargo Scholarship
Jackson Steiner

The William A. Klopman, Jr. Memorial Scholarship
Megan Abbot

The Yearwood Family Scholarship
Bong Realiza

This research has been supported by Elon鈥檚 Undergraduate Research Program (URP), including Grants-in-Aid support and Summer Undergraduate Research Experience (SURE) funds that supported the work of Charlotte Dagli 鈥�25, Ryder Hutchinson 鈥�28 and Alice Efremov 鈥�26, all of whom are co-authors on the research publication. Travel assistance for the conference was also provided by Elon College, the College of Arts and Sciences, and the Biology Department Gift Fund.

Lab attendees included Ryder Hutchinson 鈥�28, Alice Efremov 鈥�26, Alex Roberts 鈥�27, Kalialani Choate 鈥�28 and Zach Stein 鈥�29. In addition to attending conference sessions and supporting the lab鈥檚 presentation, the trip served as the group鈥檚 first laboratory retreat, giving students an opportunity to strengthen connections as a research team through shared meals, informal mentoring and a visit to the Georgia Aquarium before returning to North Carolina.

“Celebrating Three Decades of International & Global Studies: Advancing Interdisciplinary and Intercultural Excellence鈥� highlighted the efforts and achievements of key faculty and staff in creating the first interdisciplinary major at Elon.

The program on April 21, 2026, included remarks by 51爆料网 President Connie Ledoux Book; Hilton Kelly, dean of Elon College, the College of Arts and Sciences; and Andrea Sinn, an associate professor in the Department of History and Geography and the program鈥檚 current director.

Nancy Mueller 鈥�27 and Emily Ecker 鈥�26, both international and global studies majors, also delivered remarks.

Book shared the early beginnings of the program, and she noted important milestones and alumni accomplishments. She also praised Professor Emeritus Brian Digre for his leadership in launching the program.

鈥淭hree decades later, so many lives have been changed through Dr. Digre鈥檚 vision,鈥� Book said. 鈥淭hank you to faculty and students for continuing to ask important questions, for your curiosity and for reaching beyond where you are comfortable into our really rich and diverse world.鈥�

Launched for the 1995-1996 academic year as International Studies, Elon’s first interdisciplinary major, the program provides students with a knowledge of international affairs as well as expertise on one of five world regions: Europe, Latin America, Asia, Middle East and Africa. From the start, study abroad, foreign language learning and the flexibility for students to shape their own academic paths were central to the program.

鈥淭hrough international and global education, as well as study abroad, we are preparing students intentionally for new opportunities for collaboration, connection and competition in an era of global interconnectedness,鈥� Kelly said. 鈥淪tudy abroad is far more than an opportunity to travel. It is a transformative educational experience. Study abroad is a cornerstone of the International & Global Studies program because it transforms regional concentration from an academic focus into lived understanding.鈥�

Currently home to more than 100 students and a growing alumni network of over 1,000, the International & Global Studies program continues to explore political and cultural dynamics, technological advances and intertwined global economies. The major equips students with this understanding through an interdisciplinary approach that combines broad knowledge of global issues with focused study of one of the five regions.

The program allows students to build a customized interdisciplinary curriculum, drawing from fields such as politics, economics, history, geography, literature, religion and culture, while focusing on a specific world region.

Tributes to the program came from Nancy Mueller 鈥�27 and Emily Ecker 鈥�26.

鈥淚 love that Elon has an array of study abroad opportunities and a unique 鈥榗hoose your own adventure鈥� IGS program where I could align my studies with my interests,鈥� Mueller said. 鈥淚 enjoy the interdisciplinary nature of the program and its emphasis on language learning. I also love that the program faculty themselves come from various backgrounds, each bringing their own expertise to the table. My semester in Tunisia took me a few steps closer to me dream career where I get to travel to new places, meaningfully interact with local people, use and advance my Arabic language and cultural skills and pursue my own research interests.鈥�

Both students expressed gratitude for the faculty that make up the International & Global Studies Program.

鈥淚 am deeply grateful for the faculty here today who are part of what Dr. Idris calls 鈥榤y constellation of mentors鈥� 鈥� people who have supported, challenged, and advocated for me through every high and every setback at Elon,鈥� Ecker said. 鈥淭hese relationships are something no study abroad program, no research project, or line on a resume can replace. The people here today are among the greatest strengths of this program and among the best things about this university, so I urge everyone to take advantage of this unique program.鈥�

Associate Professor of History Andrea Sinn has directed the program since 2023.

鈥淪tudy abroad is a cornerstone of the International & Global Studies major and one of the most powerful ways students bring their academic learning to life. While coursework builds critical knowledge about global systems, cultures and regions, studying abroad allows students to experience these dynamics firsthand,鈥� Sinn said. “Students can further demonstrate their skills through the Intercultural Global Competency digital badge, highlighting their ability to navigate and communicate effectively in diverse global contexts.

鈥淭ogether, these experiences prepare graduates for careers that require strong intercultural understanding and global awareness including roles in government, international business, nonprofit and nongovernmental organizations, education, diplomacy, and law, as well as for advanced graduate study.鈥�

Since graduating its first cohort in 1996, the International & Global Studies Program has steadily expanded its global reach. In its first five years, 57 students studied abroad in six countries including Australia, China, Costa Rica, Germany, Spain and the United Kingdom.

Today, that number has grown to more than 50 countries. A new interactive StoryMap created by Ryan Kirk, associate professor听of geography and environmental studies听and chair of the Department of Environmental Studies, captures this evolution, showcasing the experiences of International & Global Studies majors who complete at least one semester abroad, often in regions tied to their academic focus.

鈥淭his immersive experience enables students to engage directly with local communities, institutions and perspectives, while earning credit toward their major,鈥� Sinn explained. “For IGS students, studying abroad is not just an opportunity: it is an essential component of their education that fosters adaptability, cultural humility and real-world perspective needed for globally engaged careers. Whether studying politics in London, public health in Rwanda, or culture and language in Argentina, students gain a more nuanced and personal understanding of global issues.

鈥淲e take great pride in our students and alumni, whose impactful work embodies and advances the values of IGS across the globe.鈥�

Professor of Religious Studies Pamela Winfield, the program鈥檚 associate director since 2023, said the 30th anniversary serves as a reminder that cultivating the values of global citizenship, international cooperation and cross-cultural collaboration continues to be relevant.

鈥淚 see this milestone anniversary as an opportunity to reaffirm our faith in those values and in our mission to educate and prepare this next generation for their international careers both here and abroad,鈥� Winfield said. 鈥淚t inspires me to look ahead to the next 30 years and beyond, when our substantive coursework, foreign language training, transformative study abroad and real-world internship experience will attract even more IGS majors and expand our already vibrant world-wide network of IGS alumni.鈥�

Many faculty advisory board members attended the celebration, including Damion Blake, associate professor of political science and public policy; Shereen Elgamal, assistant teaching professor of Arabic; Sean Giovanello, assistant professor of political science and public policy; Nick Gozick, dean of global education and assistant professor; Mussa Idris, associate professor of anthropology, Waseem Kasim, assistant professor of history; Douglas Kass, associate professor of cinema and television arts; Juan Leal Ugalde, associate professor of Spanish; Ariela Marcus-Sells, associate professor of religious studies; Vitaliy Strohush, associate professor of economics; and Yidi Wu, O鈥橞riant Developing Professor and associate professor of history.

History of the program

Brian Digre, professor emeritus of history, secured a Department of Education grant to launch the university鈥檚 first interdisciplinary major. Established in 1995-96 as International Studies, with only an African regional concentration, the program grew with additional regional concentrations in Asia, Latin America and the Middle East. By 2005, immersive global learning became central, with study abroad, advanced language study and a senior seminar requirement for all majors.

Under the leadership of Safia Swimelar, professor of political science and public policy, the program underwent a transformation during the 2015-16 academic year. The International and Global Studies Program adopted a revised mission, new interdisciplinary themes and enhanced language expectations.

The introduction of IGS 250 International Studies: Approaches and Perspectives further strengthened the curriculum by providing a shared foundation for all majors.

An accomplished business leader whose career spans global technology, consumer brands and corporate turnarounds, Findley accepted the university鈥檚 top award for entrepreneurship on April 22 inside LaRose Digital Theatre.

Findley currently serves as president, CEO and director of Sleep Number and has held leadership roles at Alibaba, Etsy and Blue Apron.

51爆料网 President Connie Ledoux Book presented the medal alongside Haya Ajjan, dean of the Martha and Spencer Love School of Business.

The ceremony opened with a video tribute featuring remarks from Book, Ajjan, Elizabeth Caran and Jeffrey Pugh, former Distinguished University Professor and Maude Sharpe Powell Professor of Religious Studies at Elon, both of whom were in attendance.

Caran, Findley鈥檚 sister, emphasized her sibling鈥檚 commitment to making people feel heard and included. Pugh described Findley as someone who 鈥渕akes everything better wherever she goes,鈥� guided by both intellect and a strong moral compass.

In her remarks, Findley reflected on what entrepreneurial leadership has come to mean in her own life and career.

鈥淲hen you told me I was receiving the medal for entrepreneurial leadership, I鈥檒l be honest, I had a moment of pause,鈥� said Findley. 鈥淏ecause when I think about entrepreneurs, I think about founders. People who start companies from scratch. And that鈥檚 not my path.鈥�

Instead, Findley said, her career has been defined by stepping into companies in moments of change and choosing to lead with ownership, resilience and a willingness to act before feeling fully ready.

鈥淓ntrepreneurial leadership isn鈥檛 really about whether you started something,鈥� she said. 鈥淚t鈥檚 about how you show up, the risks you take, the responsibility you assume and how you bring people along with you.鈥�

Findley, who grew up in nearby Greensboro, told students that Elon played a transformative role in helping her see herself and her future differently. She described struggling academically and socially in high school before arriving at Elon, where she found an environment that encouraged exploration, curiosity and growth.

鈥淓lon didn鈥檛 just teach me what to learn,鈥� Findley said. 鈥淚t taught me how to think.鈥�

She credited the university鈥檚 interdisciplinary approach, study abroad opportunities and especially a set of religion courses with Pugh for reshaping her perspective.

鈥淭hose classes exposed me to such a broad world of ideas, perspectives, modern views on longstanding concepts,鈥� she said. 鈥淭hat changed everything about how I thought of myself and what I could do in the world.鈥�

That openness to possibility would later shape major decisions in her career, including a move to Hong Kong without a job lined up after finding it difficult to break out of communications roles in the United States. The leap eventually led to a role at Alibaba and marked a major turning point in how she thought about risk.

鈥淵ou don鈥檛 wait until you鈥檙e ready,鈥� Findley said. 鈥淵ou go. You do. You open yourself up to learning. And that鈥檚 what makes you ready.鈥�

Throughout the evening, Findley returned to the idea that leadership is less about titles and more about how people are treated along the way. She said one of the reasons she wanted to become a CEO was her belief that companies can succeed without losing sight of the people who make that success possible.

鈥淐ustomers and teams matter most, and you could build a successful company while still treating people like humans,鈥� she said.

That people-first approach also shaped how she described her leadership style during a question-and-answer session with students. Rather than entering organizations assuming she has all the answers, Findley said she tries to create the conditions for others to do their best work.

鈥淢y assumption is that everyone else in the room knows more than I do,鈥� Findley said, 鈥渁nd my job is to get out of their way and get everything else out of the way so they can do it.鈥�

Students asked Findley about topics ranging from career pivots and leadership style to failure, resilience and decision-making. In response, she emphasized the importance of core values, communication and internal resilience, especially when navigating uncertainty.

鈥淵ou鈥檙e never going to please everyone,鈥� she said. 鈥淵ou鈥檙e never going to make everyone happy, and you鈥檙e never going to have respect from everyone. But you will get respect for actually making a decision and making a change and taking action when people don鈥檛 like it.鈥�

She closed her remarks by offering students three challenges: take one real risk in the next 30 days, put yourself in rooms where you are not the most qualified person, and act like an owner before you ever receive the title.

鈥淓ntrepreneurial leadership isn鈥檛 about starting companies,鈥� Findley said. 鈥淚t鈥檚 about taking responsibility for outcomes, for people and for your own path.鈥�

51爆料网 the 51爆料网 Medal for Entrepreneurial Leadership

The Elon Medal Award for Entrepreneurial Leadership is co-presented by the Love School of Business and the Doherty Center for Creativity, Innovation and Entrepreneurship. Since 2009, the award has been given to an entrepreneur who is a leader in industry and who exemplifies the values of 51爆料网. These values include integrity, innovation and creativity, passion for lifelong learning, and a commitment to building a dynamic community.

51爆料网 the Doherty Center for Creativity, Innovation and Entrepreneurship

The Doherty Center for Creativity, Innovation and Entrepreneurship was established by an endowment gift from Ed and Joan Doherty, entrepreneurs from Saddle River, N.J., and parents of Kerry Doherty Gatlin 鈥�07. The Dohertys have served on the university鈥檚 Parents Council, and Ed Doherty currently serves as an Elon Trustee. Their company, Doherty Enterprises, Inc., is one of the nation鈥檚 leading franchise operators of quality family restaurants, including Applebee鈥檚 Neighborhood Grill & Bar, Panera Bread and Chevy鈥檚 Fresh Mex.