The report, , published on June 9, spotlights Elon for meeting the standards set by literacy experts for coverage of the most effective methods of reading instruction. Specifically, this means the program is preparing aspiring teachers in all five components of scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension, and vocabulary, and avoids many instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.

A child’s ability to read proficiently in the early grades shapes everything that comes next in school and in life, yet according to , four in ten fourth graders in North Carolina cannot read at a basic level. Teacher preparation is one of the most direct levers available to change that, but only if it is aligned to the research-based instructional methods that have been proven to help most students become successful readers.

Elon’s program in the Dr. Jo Watts Williams School of Education is part of a growing group of teacher preparation programs nationwide, helping transform how future teachers are trained to teach reading.

“Every child deserves a teacher who has been well prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” said NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but 51±ŹÁÏÍű is demonstrating what strong preparation can look like.”

NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at 51±ŹÁÏÍű. 

To earn an “A,” programs needed to demonstrate that coursework for future elementary teachers includes all five core components of scientifically based reading instruction and avoid teaching more than three instructional methods that are unsupported by the research on effective reading instruction. To earn an A+, programs needed to exceed those targets and not teach any instructional practices that are unsupported by research.

See NCTQ’s report, , for more information about 51±ŹÁÏÍű’s coverage of the science of reading and to see how 51±ŹÁÏÍű compares to other programs in North Carolina or across the country.

51±ŹÁÏÍű NCTQ

The National Council on Teacher Quality: NCTQ is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher and every teacher has the opportunity to be effective. We believe a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities. Fore more information about NCTQ, visit .

The record surpassed the previous high of 82.7%, set by Elon Law’s charter class in 2009. In all, 132 of 136 December graduates sat for a bar examination in winter and spring 2026.

“We are incredibly proud of the Class of 2025,” Dean Zak Kramer said. “Our graduates put in the work and supported each other along the way. Together, they raised the bar for all future Elon Law graduates.”

The nationwide result comes two months after Elon Law announced a record 91.96% first-time pass rate on the February 2026 North Carolina Bar Exam. The newly compiled data provides a broader measure of graduate success, showing that 90.9% of the law school’s 132 graduates who sat for a bar examination passed on their first attempt, regardless of jurisdiction.

The results also reflect the advantages of Elon Law’s accelerated 2.5-year J.D. curriculum in Greensboro and — beginning in Fall 2027 — Charlotte. Students graduate in December, sit for the February bar exam and, upon passing, can begin practicing law months earlier than graduates of traditional law programs. The accelerated timeline allows graduates to enter the profession and begin earning sooner.

The energy in the building around the bar exam has changed. They feel it. We all feel it. We’re looking forward to continuing this trajectory.

– Assistant Dean for Academic Success Jenny Lane

This year’s record-setting performance reflects a culture shift at Elon Law and growing momentum around the law school’s programs and outcomes. Elon Law adopted a “One and Done” motto and mindset around the bar exam, with faculty and staff expanding academic support initiatives. In particular, the Office of Academic Success provided additional coaching, workshops, practice examinations and individualized support to reinforce that message throughout students’ legal education and bar preparation.

“What is special about this class is that they truly embodied Elon Law’s ‘One and Done’ mission,” said Jenny Lane, assistant dean for academic success. “They understood the power of coming together as a community and conquering the bar exam.

“It matters when we invest in students and believe in them. The energy in the building around the bar exam has changed. They feel it. We all feel it. We’re looking forward to continuing this trajectory.”

Twenty graduates sat for bar examinations in 11 states outside North Carolina. Seventeen passed on their first attempt, including every graduate who sat in nine of those jurisdictions.

For graduates, passing the bar exam marks the culmination of years of legal study and the beginning of professional practice. For Elon Law, the Class of 2025’s record-setting results reflect the success of a model of legal education built around experiential learning, practical training, and preparing students to enter the legal profession ready to serve clients and communities from day one.

“The value proposition of this law school is incredible,” Kramer said. “A skills-based education, in 2.5 years, with incredible outcomes like this. Big things are happening at Elon Law and we’re just getting started.”

Emily Beauvais, Graduate Student, Northeastern University (Boston)

Nia Bedard, Graduate Student, 51±ŹÁÏÍű (Elon, North Carolina)

Kiersten Bergman, Graduate Student, Georgetown University (Washington, D.C.)

Max Berkson, Media Intern, Carmichael Lynch (Philadelphia)

Aidan Blake, Digital Content Creator, Kaulig Racing (Kernersville, North Carolina)

Anna Brett Blinston, Media and Content Analyst, Big Valley Marketing

Merrie Byers, Graduate Student, North Carolina State University (Raleigh, North Carolina)

Coco Cameron, PR & Social Media Associate, Devaney & Associates (Owings Mills, Maryland)

Luke Carey, Head Coach, Seacoast United MA North (Andover, Massachusetts)

Aaron Chan, Production Specialist, Amazing Studios (Raleigh, North Carolina)

Alexa Citrin, Graduate Student, University of Edinburgh (Edinburgh, Scotland)

Delaney Dickinson, Social Media Manager, Works Design Group (Haddon Heights, New Jersey)

Ava D’Innocenzio, Graduate Student, Boston University (Boston)

Philip Doherty, Freelance Technical Director (Raleigh, North Carolina)

Julien Dupas, Video Director, Discover Blind Spots (Burlington, North Carolina)

Liam Dupas, Video Director Co-Lead, Discover Blind Spots (Burlington, North Carolina)

Kaelyn Elien, Fellow, Bully Pulpit International (Washington, D.C.)

Anjolina Fantaroni, Reporter, WAFF 48 (Huntsville, Alabama)

Elliet Faust, Marketing & Operations Intern, Rise Social Partners

Avery Ferguson, Intern, Golin (New York)

Lila Goldberg, Project Manager, Mediaplanet (New York)

Jesse Gordon, Reporter, Sports Business Journal (Charlotte, North Carolina)

Sever Gregory, Graduate Student, University of Texas at Austin (Austin, Texas)

Rachel Holley, Reporter, WECT6 (Wilmington, North Carolina)

Daniel Jaeger, Agent Training Program, United Talent Agency (Los Angeles)

Shelby Keel, Golden Gopher Fund Intern, University of Minnesota-Twin Cities

Mira Maccarone, Graduate Student, Boston College (Boston)

Lucy McAfee, Graduate Student, Boston College (Boston)

Fiona McAllister, Media Rotation Program Fellow, Fox News (New York)

Morgan Minoff, Associate, ASC Advisors LLC (Stamford, Connecticut)

Maxine Motley, PR Intern, Jennifer Bett Communications (New York)

Tristin Oberg, Graduate Student, Montana State University (Bozeman, Montana)

Abraham Paley, Graduate Student, Saint Mary’s College of California (Moraga, California)

Max Quatroche, Graduate Student, John Wells Division of Writing for Screen & Television, University of Southern California (Los Angeles)

Hannah Riggs, Team Lead, HeadCount (New York)

Lexi Rogers, Graduate Student, University of North Carolina at Chapel Hill (Chapel Hill, North Carolina)

Hudson Sabiston, Graphic Designer, Cone Health Drawbridge Parkway (Greensboro, North Carolina)

Anabella Shpak, Graduate Student, Columbia University (New York)

Ben Solis, Sales, Grainger (Charlotte, North Carolina)

Benji Stern, Springboard Fellow, Brandeis Hillel (Waltham, Massachusetts)

Grace Stetler, PGA WORKS Fellow, PGA REACH Foundation (Philadelphia)

Evelyn Stuart, Recruiter, ALKU (Washington, D.C.)

Bernardo Vargas-Lopez, Co-Founder/Co-CEO, YAPA Global (Austin, Texas)

Erik Winikur, Management Accelerator Program, Concessions Manager, Aramark Sports & Entertainment (Washington, D.C.)

Presiding over the ceremony were The Hon. Catherine C. Eagles of the United States District Court for the Middle District of North Carolina, The Hon. Stephanie L. Reese of the North Carolina Superior Court and The Hon. Bill Davis of the North Carolina District Court. Graduates were presented to the court by sponsoring attorneys before being admitted to practice before the state bar, the federal bar or both.

“Today is the day you can represent people, represent clients and call yourself a lawyer,” Eagles said during the Thursday, May 21, session. “It’s your job to stand up for people and to stand up for the rule of law. It is your job to conduct yourself uprightly and according to law, and to look after our system of justice every day in everything that you do.”

The ceremony was hosted by the ’s Young Lawyers Section, one of many held across North Carolina and the nation as members of Elon Law’s Class of 2025 complete their legal studies after December graduations and successful performances on the February 2026 bar examinations. Dean of Elon Law Zak Kramer delivered remarks welcoming new attorneys, calling the ceremony “the culmination of years of work and sacrifice by our graduates and their families.”

Jonathan M. Parisi, president of the Young Lawyers Section, encouraged newly licensed attorneys to engage in the legal profession and broader community as they begin their careers.

“This is not the end of your learning journey. It’s just the beginning,” Parisi said. “Seek out mentors, get involved in your legal community, and find ways to serve.”

Davis reminded them that their professional reputation will shape their careers.

“Your reputation is your greatest tool and your greatest asset,” Davis said. “Be thoughtful about how you interact with judges, lawyers, clients and court staff. Build a reputation that will serve you well and help you succeed.”

Reese emphasized the responsibility attorneys assume when clients place their trust, livelihoods and futures in lawyers’ hands.

“You’ve shown incredible strength and character in making it to this point,” Reese told the newly admitted attorneys. “People put their very lives in your hands. From today forward, you have that responsibility, and no one else can carry it for you. You are their voice. You are their guide and their strength in the storm.”

Eagles also encouraged the graduates to pursue civic leadership beyond courtrooms and law offices.

“Lawyers are often the people making the nonlegal parts of our community work,” Eagles said. “Find your place where you can make a contribution beyond the courtroom and your office.”

Presiding over the ceremonial court sessions were:

The Hon. Catherine C. Eagles of the U.S. District Court for the Middle District of North Carolina

The Hon. Stephanie L. Reese of North Carolina Superior Court for the 24th District

The Hon. Bill Davis of North Carolina District Court for the 24th District

Elon Law graduates admitted to federal and state court

Elon law graduates seeking admission only to federal court

Elon Law graduates seeking admission only to state court

Ìęłą’25

51±ŹÁÏÍű Elon Law

Elon Law is the preeminent school for engaged and experiential learning in law. With a focus on learning by doing, it integrates traditional classroom instruction with a required residency-in-practice field placement for all full-time students during the winter or spring of their second year. The law school’s distinctive full-time curriculum provides a logically sequenced program of professional preparation and is accomplished in 2.5 years, which offers exceptional value by lowering tuition and permitting graduates early entry into their careers.

Elon Law has graduated more than 2,000 alumni since opening its doors in downtown Greensboro in 2006. Its annual enrollment now tops 500 students. The law school is regularly featured in PreLaw Magazine’s “Best Schools for Practical Training” rankings, maintaining an A+ rating each year since 2023. Elon Law was also among schools highlighted by Bloomberg Law in 2023 for its innovative approach to student development.

51±ŹÁÏÍű has applied to the American Bar Association to open a full-time, 2.5-year J.D. program in Charlotte beginning in fall 2027. The Elon Law Flex Program, a part-time, in-person program of legal study, launched there in 2024. Designed for students balancing work, family and other commitments to earn their J.D. in under four years, it will enroll its third cohort in fall 2026.

For the second consecutive year, the university is the only North Carolina private school featured by the magazine in its list of “25 Best Drama Schools in the World.” The University of North Carolina School of the Arts and the University of North Carolina at Chapel Hill also made the list.

The publication said it consulted with educators and industry insiders to determine the best schools for an acting degree. It also weighed overall training, cost, facilities, alumni success, industry connections and more.

The 16 students accepted to the undergraduate musical theater program go through a rigorous training process, which begins with classes in acting, voice and dance, and then allows students to explore individualized paths, including taking part in student-driven cabaret performances. Seniors also take part in a two-semester course on professional readiness and artistic identity, which includes bringing in casting directors and talent representation, with many students gaining representation or jobs out of this process. To that point, Campy Rodriguez, a current student in the senior class, is on Broadway in Aladdin, in addition to such alum as Taylor Trensch, who recently led the off-Broadway production of Bat Boy. Tuition and fees are close to $51,000.

51±ŹÁÏÍű’s Department of Performing Arts offers seven degree programs: Acting, Arts Administration, Dance Performance & Choreography, Dance Science, Drama and Theatre Studies, Music Theatre and Theatrical Design and Technology. Four programs require an audition or interview.

51±ŹÁÏÍű 51±ŹÁÏÍű

51±ŹÁÏÍű is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, ambitious and ethical citizens of our global culture.

At Elon, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff whose priorities are teaching and mentoring. The curriculum is grounded in the liberal arts and sciences with emphasis on global experiences and career development. More than 70 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. Elon is ranked No. 1 for excellence in undergraduate teaching by U.S. News & World Report.

Elon’s academic divisions include Elon College, the College of Arts and Sciences; the Martha and Spencer Love School of Business; the School of Communications; the Dr. Jo Watts Williams School of Education; the School of Health Sciences; and the School of Law, with programs in Greensboro and Charlotte, North Carolina.

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What started as a conversation between friends in 51±ŹÁÏÍű’s dining hall has grown into a startup venture with roots in the Ecuadorian Amazon.

Bernardo Vargas-Lopez ’26, a sport management major from Austin, Texas, and Juan Daniel Chiriboga ’26, an entrepreneurship major from Quito, Ecuador, are developing , a plant-based energy drink inspired by guayusa, a leaf long used by Indigenous communities in the Ecuadorian Amazon. The idea first took shape after the two friends traveled to Ecuador during Thanksgiving break in 2024 and visited the Amazon rainforest.

“We came back from visiting the Amazon forest and were just talking through the trip,” Vargas-Lopez said. “That’s when the idea came out. What if we took one of those plants and built a drink around it?”

From that early conversation, the idea quickly became something more serious. The two students began researching the beverage industry, speaking with community members in Ecuador, gathering feedback from mentors and testing whether the concept could become a real business.

For Chiriboga and Vargas-Lopez, YAPA has become more than a passion project. It has also become a way to explore how entrepreneurship can connect product development, cultural learning and long-term impact.

Building a business from the ground up

As they began shaping the company, the pair focused on a growing interest in cleaner, more transparent beverage options.

“I think the issue we were looking at was the energy drink industry and what a lot of those products contain,” Chiriboga said. “We saw people looking more for clean-label, natural ingredients and more transparency in what they consume.”

That focus helped define YAPA’s early direction. The students describe the drink as plant-based and made without preservatives, with an emphasis on ingredient transparency and product quality.

The company’s name also reflects that approach. In Ecuador, “yapa” refers to a small extra that someone gives you, something unexpected and added with generosity. The students say that the idea shaped both the brand name and the kind of experience they hope to create.

“It’s a little extra you were not expecting,” Chiriboga said. “That is what we want the product to feel like.”

Turning that idea into a business, however, has required far more than product vision. The students have spent months navigating sourcing, formulation, packaging, shipping and compliance, all while balancing the demands of college life.

“The biggest thing is persistence,” Vargas-Lopez said. “We could have stopped a long time ago, but we just kept going.”

They also made an early decision to prioritize product quality, even when that meant making tougher financial choices.

“We decided there were a few strategic points where we would not go for lower quality,” Chiriboga said. “Starting from ingredients and sourcing, we were not going to sacrifice what the product stands for.”

Learning through mentorship and hands-on experience

Both students say their experience in the Martha and Spencer Love School of Business helped them approach the company with more confidence and curiosity.

They pointed to classroom experiences and faculty connections as central to how they approached building the company, often working closely with professors including Sean McMahon, professor of entrepreneurship, Elena Kennedy, associate professor of entrepreneurship, and Brittany Mercado, associate professor of management and chair of the Department of Management and Entrepreneurship.

“The ability to communicate clearly with people who know a lot more than we do has been huge,” Vargas-Lopez said. “The Love School of Business does an amazing job of making professors approachable.”

That accessibility changed how they engaged with their coursework and mentors.

“There are professors that I’ve ended up talking to just because I saw them in the hallway,” Vargas-Lopez said. “They’ll come up to you, ask what you’re working on and start giving advice. You don’t feel intimidated asking questions.”

As the idea for YAPA developed, those conversations became more intentional.

“We started staying after class and asking more specific questions,” Chiriboga said. “The professors would connect what we were learning directly to what we were building.”

Faculty feedback also helped refine the venture as it evolved.

“We don’t need people to just cheerlead,” Vargas-Lopez said. “We need people who will tell us what worked, what didn’t and how to improve. That’s what has really helped us move forward.”

Their time studying abroad also played a role in shaping the venture, even as they were in different parts of the world.

“He was in Australia, and I was in Japan,” Chiriboga said. “We couldn’t really work on operations, so the only thing we could do was talk to people.”

Instead of slowing progress, that shift pushed them to focus on learning.

“We talked to people in the jungle, we talked to people at big companies and we talked to mentors in finance,” Vargas-Lopez said. “We were just trying to understand everything we could.”

“We were sponges during that time,” Chiriboga added. “We just gathered as much information as we could.”

Those conversations helped them return with a clearer sense of direction.

“When we came back, we had a better idea of what worked, what didn’t and what problems we needed to solve,” Vargas-Lopez said.

Friendship at the center

At the heart of YAPA is not only a product idea, but also a partnership built on trust.

The two met during their first year at Elon and became close friends before ever becoming business partners, something they say has made navigating the ups and downs of building a company more manageable.

“If I cannot do something right now, I know Juan Daniel can do it, and vice versa,” Vargas-Lopez said. “That trust was built before the business.”

That foundation has shaped how they approach both their work and their time as students.

“We’ve gotten really good at knowing when to talk business and when not to,” Chiriboga said. “If it’s not working time, we try to focus on being friends and being present with other people.”

Living together has only strengthened that balance, allowing them to stay in sync while also setting boundaries.

“It’s not always 50-50 all the time,” Vargas-Lopez said. “But we know we’re in this together, and that makes it easier to handle everything that comes up.”

For Chiriboga, the partnership is one of the most meaningful parts of the experience.

“I couldn’t be more grateful that my best friend is also my business partner,” he said.

As they prepare to graduate, both say some of the biggest milestones are still ahead.

“The biggest one is getting the cans,” Chiriboga said. “That’s when it becomes real, when you can actually hold the product and take that first sip.”

Even so, the process has already reshaped how they think about risk, learning and what it means to build something from scratch.

For other students considering a venture of their own, their advice is simple.

“Don’t be afraid to start,” Chiriboga said. “If you don’t believe in yourself, no one else will.”

Vargas-Lopez added that one of the most valuable lessons has been staying open to what others know.

“Use your resources,” he said. “Ask questions. Learn from every conversation. We haven’t had a single meeting where we didn’t learn something.”

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 ’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, “Growing up as the daughter of Mexican immigrants, I was my family’s 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.”

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 “the most honest intersection of everything [she’s] been working towards: language, identity, education, and community.”

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 Muñoz, assistant dean of students and director for the Center for Race, Ethnicity and Diversity Education.

Anya Bratić ’26

Anya Bratić, 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 Bratić, 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 “wicked” 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, Bratić is interested in pursuing a career in diplomacy or global social impact. “Simply put, I want to work at the intersection of people, policy and purpose,” she says. Bratić’s 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 ’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’ 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’s most influential Elon mentor has been Assistant Professor of Chemistry Dan Wright. “Dr. Dan Wright has been instrumental in my success at Elon,” she said. “Through 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.”

Madison Powers ’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’s 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’ 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 ’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’ Elon mentors include Renay Aumiller, associate professor of dance; the “wonderful” 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 ’26

Rebecca Lovasco, a psychology major with minors in women’s, gender, and sexuality studies and neuroscience, has been selected as an alternate for a Fulbright study/research grant in Taiwan to earn a master’s 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’s 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, assistant director of the Center for the Advancement of Teaching and Learning and assistant professor of wellness.

As Sofia Galazzi ’19 first navigated her university opportunities, she was looking for a place where she wouldn’t just be a number. Coming from the vibrant city of Piacenza, where she spent the first two years of her dual-degree program at Università Cattolica del Sacro Cuore, the oaks of North Carolina offered exactly the cozy environment she needed.

“I was looking for a place where I could feel welcomed,” she said. “I loved the fact that Elon was smaller. I thought the engagement with the students and the professors would be higher. I really wanted to be taken care of during the time I was going to spend there.”

That personal attention quickly translated into a professional advantage. While European universities often focus heavily on traditional exams and theory, Galazzi found that Elon’s college culture was obsessed with the world of work. She spent her days doing weekly assignments, leading group projects, and standing up in front of her peers to deliver presentations; aspects she said shaped her personality as much as her resume.

“The university really prepares you,” she said. “Doing those presentations and working with other people gave me the confidence to stand up and speak in front of others. In Europe, it’s mostly just you and the book. At Elon, it’s about the people.”

After graduating in 2019, Galazzi’s path took her into the high-fashion world of Milan. She spent nearly four years working in merchandising and data analysis for luxury giants Gucci and Zegna, where she managed KPIs and sales planning. But even as she navigated the private sector, she felt a pull toward public service. She eventually made the pivot to Brussels, joining the European Commission through its prestigious “Blue Book” traineeship program before rising to her current role as a Budget Officer.

Today, Galazzi works within the Directorate-General for Budget (DG BUDG). Her daily life involves defining and implementing the annual EU budget, a role that requires her to work across different languages, cultures and legal systems.

“The European Commission is a very international environment,” Galazzi said. “Coming from a dual degree, where I was already used to moving countries and adapting to new environments, it was much easier for me to step into this role. Elon’s global community prepared me to work with people from all over the world.”

Despite the high-stakes nature of her work in Brussels, Galazzi remains a major advocate for the Elon network. She is particularly passionate about encouraging current students to look beyond the U.S. and Italy for opportunities. She notes that the European Commission offers a massive traineeship program twice a year. While it’s mostly for EU citizens, there are spots specifically reserved for non-EU nationals, including Americans.

“I don’t think Americans know very well how the European Union works, and Europeans don’t always know how the U.S. works,” she said. “If someone has ambitions in the public sector or political affairs, this is such a good opportunity to bridge that gap.”

When reflecting on why Elon alumni seem to thrive in these high-pressure global roles, Galazzi points back to that initial cozy feeling. She believes that because Elon makes students feel like they belong, they leave campus with the confidence to take on big responsibilities early.

Her advice for the next generation of Phoenix, especially those currently navigating the Dual Degree program, is to lean into the discomfort of being in a new place.

“Get to know the people and the culture as much as you can,” she said. “Don’t just stick with people from your own country. If I could go back to my 18-year-old self, I’d tell her: don’t be afraid. Everything will work out if you stay curious.”

North Carolina Teaching Fellow Kaitlyn Lewis ’26 used to “play school” as a young girl, setting up her bedroom as a classroom, teaching her stuffed animals. Now, Lewis is no longer pretending.

On May 22, she will graduate from 51±ŹÁÏÍű with a degree in elementary education and begin teaching full-time in the Alamance County community.

“I’ve always had such amazing teachers growing up. They’ve always had a positive impact on my life, and they’ve inspired me through my schooling,” said Lewis, who is from Alamance County. “They showed me what I want to be for my future students.”

Lewis’s path to and through Elon has included all three primary scholarship programs within the Dr. Jo Watts Williams School of Education: Alamance Scholars, NC Teaching Fellows and post-graduation, Teach for Alamance. Lewis came to Elon through the Alamance Scholars Program, a partnership between Elon, the Alamance-Burlington School System and Alamance Community College. The program provides a pathway from high school to a college degree, preparing students to become teachers within their local community.

Designed to attract students with financial need from diverse backgrounds, the Alamance Scholars program supports those pursuing education degrees while helping address teacher shortages in Alamance County and beyond. Lewis spent two years at ACC before transferring to Elon as a junior, a transition she says the program made seamless.

“If I ever needed anything, I knew I could go straight to them and they would be right on it, and they would help me immediately,” Lewis said.

The program has had such a strong impact on Lewis that she now mentors future scholars.

“We’ll show them around the campus, and they’ve even been able to sit in on some of my classes, so they get the Elon experience before they are an actual Elon student, which is something that solidified my decision on going to Elon,” said Lewis.

For the past three semesters, Lewis has been student teaching at Garrett Elementary in Mebane, the same community where she attended grade school.

“I love it. The staff and all the cooperating teachers that I have worked with have been amazing. They have provided me with the resources to help me grow as an educator,” said Lewis.

And her co-teacher happens to be Elon alum: Meredith Barger ’18.

“Kaitlyn is an amazing student teacher to work with,” said Barger. “She brings a positive attitude, a caring heart and great work ethic into the classroom. She has been a joy to work with this year, we have been able to co-teach this semester to best support our students! It’s not often that you have a student teacher who can pick up and co-teach with you as Kaitlyn did.”

While Lewis says adjusting to a real classroom can be challenging, she credits Elon’s education program with preparing her for a wide range of situations.

“Elon has definitely equipped me knowledge-wise and showed me different strategies for teaching because not every student learns the same way,” said Lewis. “You need different strategies to teach different students. They got us into the classroom as soon as they could, which I think is one of the most beneficial things because that is where you do the most learning, is in the classroom.”

Faculty in the Dr. Jo Watts Williams School of Education have also been key sources of support, including Portia Wade, assistant teaching professor of education; Lisa Thompson, adjunct instructor of education; and Katie Baker, associate professor of education, who taught Lewis in three courses, including a mathematics content course.

“Kaitlyn put extensive effort into all of her courses and was open to exploring new ways of learning mathematics for the sake of her future learners. She was so intrigued by various mathematics approaches that she found ways to immediately integrate the content in her field placement classroom, and additionally, her coursework was done at such an exemplary level, I now use her submissions as the models for future semesters,” Baker said.

After graduation, Lewis plans to remain at Elon. She has been accepted into the Teach for Alamance program, which provides full tuition remission and a small stipend to graduates of the School of Education who enroll in Elon’s Master of Education program. Participants commit to two years of teaching in the Alamance-Burlington School System and must be employed by the district throughout their graduate studies.

“One of my favorite things is when I am working with students and you can see when the content finally clicks in their heads. It is such a rewarding feeling,” she said. “My main goal is to be a welcoming adult for students.”

Ahead of 51±ŹÁÏÍű’s 136th Commencement on May 22, 2026, Today at Elon is highlighting several graduating seniors who have made the most of their Elon experience.

Macy AI is a consulting company that educates organizations on how to confidently and ethically use AI. Akben also developed and teaches the Elon NEXT AI Certificate for Professionals.

Amanda Traugutt, senior associate director of career services for the Martha and Spencer Love School of Business, said the Porter Center wanted to put on this workshop to make sure that students had the information and education to use these tools properly.

“[AI tools] can be really powerful if you know how to use them right,” Traugutt said.

Before beginning to teach students the specifics of these AI tools, Akben made a point to emphasize that, while AI is good at recognizing patterns, it can’t make judgements. It’s up to human users to determine what content matters from the output AI has given them.

While some think that educating students on AI use supports them offloading their thinking and blindly using these tools, Akben said that’s not the reality.

“The more you learn how to use AI ethically, the more you are able to see what skills are uniquely human, how we can amplify those skills, and when AI should be pulled in and when it should not,” Akben said.

During the workshop, Akben first taught students how to use NotebookLM to store their resumes, writing samples, class work, etc. Then, using Gemini, students were able to create a Gem — which is a repeated task — that used what they had put into NotebookLM to determine if a certain job or internship posting was the right fit for them. The Gem also gave suggestions as to how they could tailor their resume and skills for specific job opportunities.

In addition, Akben showed students how to create a recurring job search through Gemini, that took location, interests, work format, and more into consideration. Each tool Akben taught was designed to streamline the job search process, while keeping the human element of writing and making decisions about what suggestions to pursue.

Ava Paolino-Sarcia ’28 said she came to the event to learn how to utilize AI when searching for summer internships.

“I think searching will be a little bit easier and more efficient with AI, and I’ll probably be able to find some more opportunities than I could have before,” Paolino-Sarcia said.

Junior Alex Roberts also appreciated the efficiency that using AI as a tool could bring to his job search, and said he liked how easy it was to learn how to use the tools taught through the workshop. Roberts pointed out how rough the job market can seem to students who will soon enter the workforce, but said that using these tools can make it easier to get ahead of the pack.

“Rather than you having to do the work, it’s letting the machine do the work. You just do all the writing and make it human and sound like yourself,” Roberts said.

The event had a large turnout, with every seat filled, showing not only the desire of students to learn how to effectively use these tools but also the importance of hosting workshops to educate on how to use AI properly and ethically.

Looking to the future, Traugutt hopes that students continue to make use of these AI tools in tandem with the resources provided through the Porter Center.

“It’s great to start with AI,” Traugutt said. “But having someone to talk to about what you’re learning about yourself and what guidance you might be getting from AI is really, really helpful.”