51±¬ÁÏÍø students stepped into the spotlight in Las Vegas – not on stage, but behind it – producing the for a second consecutive year. In a trip defined by high-level production experience, one quieter moment stood out: a brief conversation with acclaimed cinematographer Sir Roger Deakins that underscored just how close these students were to the industry they hope to enter.

Held as part of BEA’s annual convention, the mid-April ceremony recognizes top student and faculty work in film, journalism and multimedia storytelling programs from colleges and universities across the country. Tasked with producing the awards ceremony, eight Elon students managed all aspects of this year’s live show – from scripting and editing to lighting, audio and video execution.

Elon’s presence at the convention extended beyond production. Students and faculty captured 13 awards in the 2026 BEA Festival of Media Arts, which featured more than 2,250 entries from over 300 colleges and universities. The honors included 10 student awards and three faculty and staff awards across categories such as audio, film and video, documentary, news and interactive multimedia.

Led by Bryan Baker, director of technology, operations and multimedia projects, the Elon team created a series of video packages highlighting award winners and developed a detailed run of show that guided the evening from start to finish.

“From early planning through execution in Las Vegas, the students brought a high level of professionalism and creativity to an event that celebrates some of the best work in the country,� Baker said. “This experience really showcased what our students are capable of.�

Amid the demands of producing a live show, students said the experience helped strengthen relationships and create lasting memories.

“I’ve known almost everyone on the trip for at least two or three years – two of them were actually students in an Elon 1010 class that I was a peer educator for,â€� said Sylvie Cullen ’26, a double major in cinema and television arts and communication design. “I really enjoyed seeing everyone excel in their areas of expertise, especially those whose work I haven’t seen in some time.â€�

Cullen served as both a photographer and liaison between the show’s hosts and audio team, while also helping edit multiple video packages.

In addition to Cullen, the Elon production team included Charlotte Pfabe ’27, Anjolina Fantaroni ’26, Colin Dorroh ’27, Philip Doherty ’26, Liam Dupas ’26, Julien Dupas ’26 and Kira Hancuff ’28. Pfabe and Fantaroni emceed the ceremony.

While the production itself was a major professional milestone, students said one of the most memorable moments occurred away from the stage — their conversation with Deakins.

Widely regarded as one of the most influential cinematographers of his generation, Deakins is known for his work on films such as “1917,� “O Brother, Where Art Thou?� and “The Big Lebowski,� earning multiple Academy Awards and nominations over a decades-long career.

For students immersed in film and media production, the opportunity to meet Deakins and his wife, James Ellis Deakins, carried significant meaning. In a brief, informal conversation lasting about 10 minutes, the group spoke with Deakins about his work and experiences in the industry.

“Meeting him honestly was surreal,â€� said Liam Dupas ’26, a cinema and television arts major. “I enjoyed how down-to-earth he seemed; he didn’t have an ego at all. I appreciated his humility and genuineness. He’s also pretty funny, too.â€�

Cullen echoed that sentiment, noting the personal nature of the interaction.

“Roger and James Deakins were extremely kind and such a lovely couple to be around,� she said. “I appreciated how willing they were to talk with us about our trip and their experiences. Roger also spoke about the intersection of documentary and narrative filmmaking, which is something that has always drawn me in while studying at Elon.�

SPJ’s Region 2 includes Delaware, Maryland, North Carolina, Virginia and the District of Columbia. First-place recipients advance to the national competition, where they will be judged alongside winners from SPJ’s 12 regions. National honorees will be recognized at the SPJ convention, scheduled for Oct. 1–4 in Columbus, Ohio.

Elon News Network earned seven first-place awards:

• Best All-Around Student Newspaper | The Pendulum | April 9, 2025; April 30, 2025; and Dec. 10, 2025 editions
• General News Reporting | Nia Bedard |
• In-depth Reporting | Anjolina Fantaroni |
• Feature Photography | Katrina Holtz | 
• Television Feature Reporting | Charlotte Pfabe | 
• Regional Political Reporting | Miles Hayford | and
• Retail/Small Business Journalism | Lilly Molina | and

In addition, the organization earned five finalist nods:

• Best Affiliated Website | Elon News Network | 
• Best All-Around Television Newscast | ENN Tonight | Ìý±ð»å¾±³Ù¾±´Ç²Ô
• Best Use of Multimedia | Erin Martin |
• Personality Profile Writing | Avery Sloan |
• Sports Writing | Miles Hayford |

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.

“I 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,� said Amy Allocco, director of the Multifaith Scholars program. “Their 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.�

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’s 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.

“It is wonderful to welcome such a strong class with such diverse academic interests,â€� reflected Brian Pennington, director of the Center for the Study of Religion, Culture, and Society, which supports the Multifaith Scholars program. “As 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.â€�

The 2026-2028 Multifaith Scholars

Addison Anderson

Majors: History, Sociology

Minors: Museum Studies, Public History, and Interreligious Studies

Mentor: Amanda Kleintop (History and Geography)

Project Title: History and Memory of Alamance County’s 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: 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: 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’s 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: 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: 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: Kirstin Ringelberg (Art History)

Project Title: Religion’s 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’s roles.

“I always knew that I wanted a career with kids; it’s my passion,� 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.

“Watching 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’t 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.

“That 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.â€�

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

“I 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 – Lisa Buchanan.

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

“I’m 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,� said Ragals.

The travel and teaching exploration didn’t 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’ connection to the environment and indigenous culture.

“This 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’s effects.

“When I am working in schools post-graduate, that’s 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. “The (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.â€�

When asked what she is most proud of accomplishing, Ragals noted her comprehensive research done with Buchanan on the exploration of children’s literature on autism representation in picture books. Inspired by her loved one on the spectrum, Ragals used a book list of 25 children’s 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’s literature for her future classroom.

“My research mentor gave me opportunities to push myself to do bigger things with my research, and that’s 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’m doing a lot more in my field than I ever thought that I could.â€�

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.

“I 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’s 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’t know if I would’ve had enough confidence to stay in this field. It’s because of the donors that I can pursue something that I’m really passionate about with self-confidence.”

Related Articles

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

51±¬ÁÏÍø 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.

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

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 ’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.

“I 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,� Stuart said. “It felt like a really good way to tie it all together as part of my senior experience.�

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.

“This 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’s been a really cool way to end my semester,� she said.

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

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

“It’s rewarding because there are a lot of skills I’m learning, like coding in R or being able to interpret data,� he said. “It’s just reinforcing that I chose the right school because of the relationship I have with the professors I’ve been able to work with here.�

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

“She’s very motivated, enthusiastic and outgoing. It was easy to get involved in the project,� Darby said. “Our lab environment is great, too.�

Darby’s research examined how voters’ views on childcare policies might influence their preference for different types of political leaders—specifically, 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.

“What 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,� Darby said.

Catherine Dierker ’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.

“She’s fantastic,� said Dierker of Eaves. “It’s those little connections that were nice to talk about and then really dive into the details of the research.�

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

The introductory meeting, to be held via Zoom on April 24, will focus on relationship-building and information sharing between the two student government associations. Conversations will include a discussion of how both associations are structured, how often they meet, and how they represent student interests on their campuses.

Leaders will also exchange perspectives on campus traditions, highlighting the events and experiences that define student life at each university. The discussion is expected to begin the process of identifying opportunities for honoring and sharing those traditions across both communities.

The meeting is serves as an early step in aligning student leadership efforts.
Michael Swartz ’27, president of 51±¬ÁÏÍø’s Student Government Association, and Jessica Paredes ’27, president of Queens University’s Student Government Association, answered questions this week in the lead-up to their first meeting.

The duo described their expectations ahead of the conversation and the role of student leadership in shaping what comes next for students on both campuses as the merger progresses.

Describe the role you envision for your Student Government Association as both universities begin to merge operations over the next several months.  

Michael Swartz: I see SGA as being an important bridge between the decisions happening at the highest levels of the university and Elon students. Students sometimes feel a little uninformed, and at both institutions, SGA can be a part of that solution, as well as sharing with administrators and faculty what students think.

Jessica Paredes: The role I envision for Queens University’s Student Government Association is to reflect our motto of “Not to be served, but to serve.” I want to help lay the foundation of service so that when we progress in our relationship with Elon, it goes beyond our campuses into our cities.

Can you share some of the ideas you’ve heard from classmates when they’ve talked about the merger that excite you as a student leader?  

´³±ð²õ²õ¾±³¦²¹: One of the things that I’ve heard from my peers that really excited me is the possibility of being able to take classes on either campus. I think this is an awesome idea that can allow for even more networking, career and friendship opportunities for both Queens and Elon students. Another idea that is exciting is being able to cheer for Elon’s football team! Through organized field trips to Elon’s campus, Queens students can support a team they have close ties to!

Michael: There’s a lot of curiosity I hear from friends and peers. They’re thinking about locations and spaces and potentially taking classes at a different location or pursuing their degree in a place that might make more sense, whether that be in Charlotte for Elon students, or for Queens students in Charlotte to come to Elon. Having options, I think, is a new, valuable asset.

What opportunities for collaboration between the SGAs do you already see that you want to explore first?  

Michael: It makes sense to not plan any huge steps this first year. We’ll want to start a little smaller and think about how we can interact via Zoom, like we’re doing Friday, and really meet the people that are spearheading the change on our campuses. Going from there, hosting retreats together and getting connected in person as soon as possible is a great idea.

´³±ð²õ²õ¾±³¦²¹: Between Queens University’s SGA and Elon’s SGA, I foresee collaborative opportunities such as creating new traditions, whether that is taking regularly scheduled trips to each other’s institutions, hosting joint listening sessions for all students and inviting each other to participate in select board of trustee meetings so that they are hearing from both student populations.

What are the most important qualities or traits of your campus culture that may be important for the other SGA to understand when you work together?

²Ñ¾±³¦³ó²¹±ð±ô: A lot of things at Elon are relationship-driven. I’m thinking about our small class sizes. That’s probably not unique to Elon, but it’s something that is so defining about the student experience here, having those connections. Understanding how involved students are in a lot of different things is also important. Many students don’t have one passion or place where they spend all their time. They’re involved in many activities and in diverse parts of campus.

´³±ð²õ²õ¾±³¦²¹: Queens is unique in the connections it has with its community and throughout the city of Charlotte. I think it’s very crucial to understand that Queens is career readiness driven. Our SGAs can discuss what our jobs are when it comes to connecting Elon students to Charlotte, and Charlotte to Elon.

Define ‘success’ in the context of collaboration. Where do you want your SGAs to be a year from now? 

Michael: For me, success means things feeling more normal than they do now, and this merger not being something that’s happening to students, but something that they’re a part of. I think that collaboration a year from now will also feel more natural.

´³±ð²õ²õ¾±³¦²¹: Success to me looks like being on the same page, and everyone feels their ideas have been heard or even acted on! I want Queens University’s SGA to be in a space where our student body feels confidence and pride in being a part of our mission. I hope the same thing goes for Elon.

A fun question to end the interview: What might surprise your SGA counterpart to learn about you? 

´³±ð²õ²õ¾±³¦²¹: I am a very open book and have built connections with most of the people in our SGA. However, I think a surprising thing about me is that I am always learning from them. The President title bears a lot of weight, but if it weren’t for the Senate showing up and giving new perspectives, my job would be way less fun.

²Ñ¾±³¦³ó²¹±ð±ô: I’ve been on the Queens campus more times than I can count because my mom went there as a student and she currently works there in their advancement department. I spent my childhood traveling from Davidson, North Carolina, to Charlotte, hanging out around Queens and seeing it grow in its own way before I had any idea at all I was going to end up at Elon. I used to say that I didn’t want to go to a school where my mom works. It’s funny that, one way or another, that happened.

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

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

The name for the Lumen Prize comes from Elon’s historic motto, “Numen Lumen,â€� which are Latin words meaning “spiritual lightâ€� and “intellectual light.â€� The words, which are found on the 51±¬ÁÏÍø seal, signify the highest purposes of an Elon education.

2026 Lumen Prize Winners

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Maddie Hewgley ’26 is using her undergraduate research to explore a complex and timely question: Why are states continuing to pass Second Amendment Preservation Act laws even after courts have ruled them unconstitutional?

When Hewgley, a political science and music theatre major, Lumen Scholar and Elon College Fellow, began researching legislation from her home state of Missouri, she did not expect it to open the door to a much broader national conversation about federalism, state power and policy diffusion. She will present her findings during the Spring Undergraduate Research Forum (SURF) on April 28.

Her research project, “Bullets & Bills,� explores how and why the Second Amendment Preservation Act continues to be adopted at the state level, despite the federal court deeming it unconstitutional.

The Second Amendment Preservation Act aims to prevent states from enforcing federal gun laws that are not mirrored at the state level.

“These are laws that states are passing that attempt to nullify federal gun laws if there is not a state equivalent,’� Hewgley said. “What surprised me most is that states continue to pass them even after federal courts ruled they violate the supremacy clause of the United States Constitution. Civilians can even sue law enforcement for enforcing this federal policy.�

Missouri became the first state to pass this law in 2021, sparking similar legislation in 14 additional states. Hewgley’s research focuses on understanding what is driving these laws.

“My main question is not just what these laws are, it’s how and why they are continuing to proliferate despite legal challenges,� Hewgley said.

For Hewgley, this topic is not just academic, it’s personal.

“I lost loved ones to gun violence when I was younger,� Hewgley said. “I felt really helpless. This research feels like a way to take initiative on something that is much larger than myself.�

That experience led her to participate in gun violence activism and motivated her to conduct this research. She emphasizes that her research is not intended to advocate for one side of the debate, but to understand the mechanisms behind these laws.

Her findings show how states have adapted their strategies over time. Missouri’s original law included aggressive enforcement mechanisms and was struck down; states like South Carolina have passed revised versions with softer language or attached them to broader legislation to avoid legal scrutiny.

“States want to send a message or align themselves politically, but they are learning from earlier failures and adjusting their approach,� Hewgley said.

To analyze this trend, Hewgley has studied the theory of policy diffusion, which examines how and why policies spread between states. Her work explores whether states are motivated by emulation, learning, competition or coercion.

“I think states influence each other,� Hewgley said. “Missouri isn’t usually a policy innovator, so the fact that they were the first to pass this and others are following is really interesting.�

Her research also examines external influences, such as advocacy groups and political shifts at the national level, and how they drive some of this legislation.

Hewgley has studied documents, legislation and conducted a content analysis to build her research. One of her surprising findings was that many residents in Missouri were unaware this law existed, despite its significant implications.

“That finding made me question whether these laws are really meant to have an impact or if they are more symbolic,� Hewgley said.

Ultimately, Hewgley hopes her research encourages people to look beyond this law and consider larger questions about the balance of federalism in the United States.

“This is not just about gun rights; it’s about how states and the federal government interact and how that applies to so many other issues, from abortion to marijuana laws,� Hewgley said.

Hewgley’s research was mentored by Dillan Bono-Lunn, assistant professor of political science and public policy.

“When I met with Dr. Bono-Lunn, I knew before I left her office that she was who I wanted to be by mentor because I came to her with two research ideas, one that was pretty fleshed out and the other was a headline about Missouri’s Second Amendment Preservation Act, which I was exceptionally interested in pursuing, but I did not have a research question,� Hewgley said. “She encouraged me to pursue a research idea that I was excited about, and now three years later I am pursuing that research. She allows me to follow whatever thread I find and has taught me that a good researcher stays curious and flexible at every stage of the process.�

As she prepares to present her research, Hewgley reflected on how far she’s come.

“If you had told me as a first-year student that I’d be researching something this complex, I wouldn’t have believed you,� said. “Now, I feel like I can really contribute to the conversation and it’s made me feel like I’ve made an impact.�

With an hour after watching “The Oldest Person in the Worldâ€� open the , 51±¬ÁÏÍø students were talking with the film’s director, Sam Green, at the festival’s opening night party. It is a moment that captures the access and immersion of the students’ experience as Full Frame Fellows.

Each spring, elondocs students participate in the Full Frame Documentary Film Festival as Fellows, joining one of the nation’s leading documentary gatherings. Accompanied by Nicole Triche, professor of cinema and television arts, 11 Elon students spent four days last week attending film screenings, panels and social events, interacting with filmmakers and networking with industry professionals.

Throughout the festival, students attended screenings at the Carolina Theatre and Durham Convention Center, moving between venues to experience a wide range of films and engage in conversations with filmmakers and audiences. For many, the opportunity to interact directly with filmmakers – including conversations with Green – offered a deeper understanding of how documentaries are conceived, structured and brought to life.

“The Full Frame Fellows experience gives students a chance to see documentary as both an art form and a profession,� said Triche, who serves as faculty director of elondocs. “They are engaging with filmmakers, hearing how stories come together, which will help them with their own projects.�

Inside packed theaters, students experienced the collective energy of audiences engaging with documentary storytelling in real time.

“One of the most important takeaways was the fact that people are still excited and engaging with documentary as an art form,� said Trista Panagakos ’28, a journalism major from Staten Island, New York. “It brings me hope for my future when I see a theater full of people enjoying a documentary.�

For Sandy Orozco-Rosaldo ’28, a double major in cinema and television arts and strategic communications from Burlington, the experience also highlighted the power of cultural representation on screen.

“A personal highlight for me was seeing parts of my Mexican culture represented in a different light,� Orozco-Rosaldo said. “The film ‘Jaripeo’ by Efrain Mojica and Rebecca Zweig was something I had never seen in a cultural sense and in a cinematography sense, both beautifully executed.�

Orozco-Rosaldo also said the festival expanded her understanding of the documentary landscape.

“I learned how vast of a documentary community there is here in North Carolina and beyond. I feel confident that there are people out there waiting to see great works not so far from my home and campus.�
– Sandy Orozco-Rosaldo ’28

Beyond the screenings and formal events, the fellowship also fostered connections within the elondocs cohort, as students reflected on films and shared insights throughout the experience.

“I really enjoyed spending time with the elondocs cohort,� Panagakos said. “Many of us drove to and from Full Frame together and watched the same movies. This brought us closer and allowed us to break down films together and experience each other outside of our meetings.�

For Triche, that connection between academic preparation and professional exposure is central to the program’s mission.

“When students can see themselves in these spaces, engaging with filmmakers and contributing to the conversation, it helps make their goals feel tangible,� she said.

In addition to Orozco-Rosaldo and Panagakos, other Elon students in attendance included Evan Lukacs, Mary Finch, Julia Chan, Lily Gooding, Kaitlyn Dicataldo, Ashley Metzger, Alice Morrissey, Amalia Zucker and Sean Greenberg.

The 2026 Full Frame Documentary Film Festival featured 49 films from 31 countries, selected from more than 1,100 submissions.

Held in conjunction with National Health Promoting Campuses Week, the event aligns with Elon’s effort to build a healthier campus community.

“HealthEU Day reflects our commitment to building a campus where well-being is embedded in every aspect of the student experience,� said Jana Lynn Patterson, dean of student health and well-being, associate vice president for Student Life and assistant professor. “It’s about creating an environment where students, faculty and staff are supported in thriving every day.�

HealthEU Day’s design puts that commitment into action, supporting the campus community.

“Well-being is not built in one day, but this event creates space to pause, reflect and try new practices — especially at a time in the semester when students are balancing exams, assignments and other commitments,� said Anu Räisänen, director of HealthEU initiatives and assistant professor.

Throughout the day, campus partners connected with students, faculty, and staff, fostering connections and highlighting how well-being is supported across the university.

“Our work is centered on helping students find a sense of meaning and belonging,� said Jan Register, administrative assistant in the Truitt Center.

That sense of belonging is strengthened through community.

“Being supported by a community is essential to health and well-being,� said Hillary Zaken, director of multifaith programming and engagement. “Events like this create opportunities to connect with resources and with each other.�

Campus partners hosted activities across campus, including College Coffee with campus partners, opportunities to sample, health-forward food with Elon Dining, sessions with Fleet Feet, Drum, De-Stress and Decompress, CommUnity Field Day, Pickleball Smash and the STARS Celebration.

These activities gave students, faculty and staff space to explore what well-being looks like in practice and the variety of ways to engage with well-being on campus

“HealthEU Day shows how every part of campus contributes to well-being,� said Stephanie Vaughn, practice manager. “It highlights the many ways students, faculty and staff can find support and stay connected.�

While HealthEU Day offered a moment to pause, students also reflected on how to sustain well-being in their daily lives and what it means to them.

“Wellness is about maintaining what you learn, Benji Altmann ‘26 said. “It’s eating well and staying active beyond just days like this.�

Expanding on Altman’s philosophy about wellness, Mindy Monroe ’26 stated, “Wellness is about taking time for yourself and caring for both your mind and body.�

Students also emphasized the importance of maintaining well-being while navigating the demands of college life.

“I think it’s important as a college student to keep up with your personal health and well-being,� Gigi Maiorana ‘29 said. “With classes and extracurriculars, it can get stressful, so having a day like this helps remind us to take care of ourselves.�

Staff members also emphasized that prioritizing well-being extends beyond students.

“It’s important to prioritize both student and employee well-being,� said Laura McGuire, admissions counselor. “Events like HealthEU Day highlight the different resources and support systems available across campus.�

That commitment to well-being is shared across the campus community.

“Health and well-being are a shared responsibility across campus,� said Kassidy Puckett, assistant director of admissions for event programming. “Taking time to focus on it, even for a day, helps remind us to carry those practices into our daily lives.�

As the day came to a close, a common theme emerged: well-being at Elon extends beyond a single event. HealthEU Day highlights the university’s commitment to health and well-being, which takes shape through daily habits, personal reflection, and shared care among students, faculty and staff.