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• Strategic multifaith engagement shapes the Elon campus experience
• Elon students and faculty extend multifaith engagement to the community

One of the central goals of Elon’s Multifaith Strategic Plan is to “support opportunities for multifaith learning and engagement for all members of the Elon academic community,” including through academic opportunities. While many students at Elon may take a single course during their time at Elon that focuses on the study of religion or spirituality, a select group of students specializes in academic multifaith learning: religious studies majors.

Last month, 11 students graduated from Elon with degrees in religious studies, the largest number of Religious Studies majors graduating in a single year since 2012.

“The number of majors in our department has grown substantially over the last several years,” said Geoffrey Claussen, professor of religious studies and chair of the Department of Religious Studies. “Students seldom come to Elon planning to major in religious studies, but students often take courses during their first year that whet their appetite for further learning. They are able to recognize how the critical study of religion helps them to understand the world, and they appreciate the mentorship and community that our department offers.”

Religion is anything

The course that hooked Tracey McCarty ’26 on religious studies was “Religion and American Popular Culture,” taught by Andrew Monteith, and explores how religion can be found in many unexpected places in popular culture and imagined in radically different ways.

“I was taught a very specific concept: religion is anything,” McCarty said. “This was a game-changer for me. To understand religion not as a cohesive and strict definition, but as this conceptual ball that can be shaped in any way. Seeing religion as not an institution, but as a thing that a single person can define for themselves, was beautiful.”

One of the goals of Elon’s Multifaith Strategic Plan is to develop courses that “support student learning about diverse religious, spiritual, and secular traditions and identities.” In the Religious Studies department, these include “traditions” courses that explore how sets of traditions often viewed as static religions are characterized by significant diversity and can be depicted in very different ways.

Tess Trayner ’26 explored the diversity of Buddhisms in “Buddhist Traditions,” taught by Pamela Winfield.

“We traced Buddhism from its founding more than 2,000 years ago through its development across Asia and into the West, and Dr. Winfield refused to let us treat any of it as exotic or static,” Trayner said. “The unit on Orientalism and Buddhism in America helped me better understand the decontextualizing nature of mindfulness apps, yoga studios, and how to approach the version of Buddhism most familiar to American audiences. Learning to see Engaged Buddhism as both an authentic tradition and a phenomenon shaped by Western projection gave me tools I now reach for constantly – tools for noticing whose version of a tradition gets centered, and why.”

Another Traditions course, “Jewish Traditions,” taught by Claussen, featured opportunities to role-play debates about how Jewish tradition should be understood. In this class, Trayner had the opportunity to step into the shoes of thinkers with whom they sympathized and others whose views they found reprehensible.

“I discovered that wrestling with viewpoints I disagree with sharpens both my disagreement and my empathy,” Trayner said. “It is one thing to read a Jewish thinker. It is another to inhabit them long enough to understand how their historical moment shaped what they could imagine.”

Multifaith at home and abroad

Elon’s Multifaith Strategic Plan also commits the university to developing “pathways for experiential and engaged multifaith learning,” including through study abroad courses that “support engagement with global religious communities.”

Trayner had a significant learning experience taking “India’s Identities,” a course taught in South India by Amy Allocco and Brian Pennington. The course “deconstructed what I thought I knew about Hinduism, and rebuilt it with a critical emphasis on vernacular practice and the lived religion of regular, everyday people. As such, the class refused the traditional classroom format. Instead, Dr. Allocco’s deep roots of connection in Chennai meant we sat in living rooms with the most incredible people.”

Students have also been equipped by their Religious Studies coursework to engage with communities closer to home. Alyssa Carney ’26, for example, volunteered at the Burlington Masjid, teaching English to newcomers. Experiences of working with displaced people led her to propose a new unit for her “Engaging Islam” course, taught by Ariela Marcus-Sells.

What makes this course unique is its ‘build your own path’ structure, which allows students to shape the direction of their learning based on their interests and experiences, Carney said.

“For me, it created an opportunity to connect my volunteer work with my academic inquiry. As I was working closely with migrant communities, I became particularly interested in the topic of displacement within Islam. This led me to propose a unit based on a textbook chapter, ‘Refugee Horizons,’ which focuses on the experiences of Muslims in Myanmar, particularly the Rohingya,” Carney said “Through this unit, I explored how the Rohingya negotiate their Islamic identity in the face of systemic violence and ethnic cleansing, deepening both my academic understanding and my connection to the people I work with at the masjid.”

Advancing Equity

The Multifaith Strategic Plan also directs Elon to “explore new modes for student learning about religion and race, especially in connection with the Advancing Equity requirement.” The Religious Studies Department offers multiple courses each semester that meet that requirement.

This spring, Trayner took an Advancing Equity course titled “Religion, Race and Resistance,” taught by Sheila Otieno. Through courses such as this, Trayner said, “the department has prepared me to take real questions into the world. Dr. Otieno’s course gave me a framework for connecting religious and racial construction to the systems that shape American life, and how I can become a more intentional and thoughtful participant in America’s futurity.”

McCarty shares that their understanding of race and religion were shaped by studying Judith Weisenfeld’s “Black Religion in the Madhouse: Race and Psychiatry in Slavery’s Wake” in the religious studies senior seminar, taught by Marcus-Sells, exploring “how racism in America not only shaped psychiatry but also how Black religion is viewed. This perspective of religion as a political force in the world made me more knowledgeable about how the current society we’re in was created.”

McCarty found that the department provided an inclusive space for exploring interesting and challenging questions.

“The department has always been welcoming to anyone who has joined,” McCarty said. “I’ve been able to form great connections with those in the department, and they’ve been incredibly open to accepting diverse worldviews.”

Carney connected her experience as a religious studies major with the larger institutional objectives found in the Multifaith Strategic Plan.

“The Religious Studies Department at 51±ŹÁÏÍű actively advances the goals of the multifaith strategic plan. It does so not through a single initiative, but through an ecosystem of mentorship, community engagement, creative coursework and genuine care,” said Carney.

Trayner emphasized the importance of Religious Studies in the current political climate.

“Thanks to this department, I’ll leave Elon with a degree in religious studies and a much harder-won inheritance: the habit of holding complexity, the conviction that ordinary people are experts on their own lives, and the trust that careful, plural study of religion is exactly the kind of preparation this fractured moment is asking of us,” said Trayner.

This story is the fourth and final in a series of stories focusing on 51±ŹÁÏÍű’s Multifaith Strategic Plan.

The article, “,” was co-authored by Jennifer Stephens, director of Academic-Residential Partnerships and assistant professor of education; Jill McSweeney, assistant director of the Center for the Advancement of Teaching & Learning and assistant professor of wellness; Nina Namaste, professor of Spanish and assistant director of First-Year Seminars in the Elon Core Curriculum; and Brandy S. Propst, director of Elon 1010 and assistant director of Academic Advising.

The collaborative nature of this work is, in itself, a unique reflection of Elon’s approach to the first-year experience, as it brings together offices across academic affairs and student life to create a unified and campus-wide ethos to the first-year experience, which they argue is essential but often missing in institutional approaches to the first-year experience.

The piece explores how institutions should view the first-year experience as a culmination beyond first-year seminars, and that in doing so, it requires us to see this as a unique pedagogical context that differs from teaching students in their sophomore to senior years of college. The authors present a framework for faculty development in First-Year Pedagogies, incorporating CATL’s Teaching for Equity and Inclusion work, and faculty, staff, and student data at Elon. The framework asks educators to think intentionally about who they teach, what they teach, and how they teach, all within a commitment to justice, equity, diversity, and inclusivity.

The article outlines how other institutions can put this framework into practice, by sharing how over the last two years, Elon has developed specific faculty development opportunities to bring together faculty and staff from across first-year experiences (e.g., residential learning communities, gateway major courses, advising seminars). The goal of this work has been to build shared values, language, and classroom strategies focused on preparing students to be engaged, autonomous, and self-directed learners during their college degree and supporting students through the numerous transitions they experience during their first-year at college.

This work reflects why Elon has earned national recognition for the first-year undergraduate experience and emphasizes the importance of uplifting and supporting staff and faculty in order to continue to best support our first-year students.

Polly Cornelius, associate teaching professor of music, who teaches the Summer Opera Workshop in Florence will debut the Italian premiere of the Tony-Award winning musical by composer Adam Guettel. Produced by Cornelius, the play will take place in the historic Medici Palace in Florence on June 11-12, through a collaboration between 51±ŹÁÏÍű and AEF, Elon’s study abroad partner institution.

“For years, I have dreamed of producing “The Light in the Piazza” in Florence because the story is about a mother and daughter from Winston Salem, North Carolina who travel to Florence, Italy,” said Cornelius. “It has never been performed in Florence. We are the first. It could have been any university or organization, but it’s Elon who has the honor do this international, site-specific premiere.”

Based on the 1960 novel by Elizabeth Spencer, “The Light in the Piazza” follows Margaret Johnson, a mother from Winston Salem, who travels through Florence with her daughter Clara, who falls in love with an Italian man named Fabrizio. The musical won six Tony Awards including Best Original Score in 2005 and is known for its romantic story and score.

Cornelius, who has taught at AEF since 2018 through a summer opera workshop course, has dreamed of producing the musical to be an authentic international artistic experience for students.

Two years ago, Cornelius met with Guettel about producing the play in Florence which includes 14 Elon students, one Elon alumni, faculty, and professional Italian and American singers and performers. Elon alumni Gianni Palmarini ’22 returns to play the role of Fabrizio, while Cornelius will perform as Signora Naccarelli, the Italian mother.

“It’s been crazy but manageable to produce and perform a role, but I’m happy to be performing this particular role,” Corenlius said. “I’m excited for the everyone involved and to bring this famous musical to the city of Florence.”

The creative team includes Chris Rayis, assistant professor of performing arts as music director and conductor and Jacob Brent, assistant professor of music theatre, as stage director.

“This has become a huge collaboration between Elon, AEF, and the city of Florence” Cornelius said. “Our colleagues in Florence are so excited and have been working very hard too.”

The experience offers students a rare opportunity to rehearse and perform internationally while collaborating with professionals. Students in Cornelius’ course, “Opera in Italy: The Global Citizen Artist,” also take an Italian language course.

“This first opera was performed in Florence, Italy, so it’s especially meaningful to perform and study there,” Cornelius said. “Students are meeting Italian artists, performing alongside them, and learning about the Florentine culture.”

In addition to Elon students performing in the ensemble, music theatre majors Addyson Reese ’28 will play Clara Johnson and Mackenzie Tammara ’28 will play Franca Naccarelli.

For Reese and Tammara having a role in this musical is a dream come true.

“To perform this piece in Florence alongside incredible professionals is an absolute dream come true, and I am so grateful to be part of this project,” Reese said. “This show has been one of my all-time favorites since I first listened to the cast album at age 14. Clara has been one of my dream roles since high school and playing her in Florence is especially meaningful to me.”

The rehearsal process has been unique and included in person rehearsals with cast members in North Carolina and many virtual sessions with cast members from across the northeastern United States and Italy. The entire cast will have the opportunity to rehearse together in the days leading up to the performance in Florence.

“This show is bringing together people from all different parts of the world and allowing them to share universal themes of love and acceptance,” Tammara said. “The entire show is special to perform.”

For Tammara, her part comes with a learning curve, performing her lines in Italian. Many of her lines are in Italian and involve speaking with an Italian accent when she does speak in English. This is a challenge she has gladly taken on.

“I have spent a lot of time working on my lines since they aren’t in my native language,” Tammara said. “This is definitely the hardest score I have ever sung. It has tested my musicianship, vocal technique, and artistry. I have grown immensely.”

In May, the local cast members spent several days participating in a ‘bootcamp’ to rehearse and stage the show.

“My favorite part of this experience so far has been getting to work with the professional artists in the show during the bootcamp,” Reese said. “Jill Gardner, who plays my mom, Margaret Johnson, and Gianni are both incredible people and performers, and I have had the best time working on this material with them. I am learning so much from them and I can’t wait to keep learning once we start rehearsals in Italy.”

Gardner performed the opera house debut of this show with Piedmont Opera Company and is thrilled to reprise the role of Margaret in Florence.

Reese and Tammara are both honored to represent Elon in this international production.

“Elon has given me the opportunity to immerse myself in a world very different from my own, adding so much truth and variety to my craft,” Tammara said. “This is a once in a lifetime experience and I am so grateful to be living out my dream.”

For Cornelius, one of the most rewarding parts of the project has been watching Elon students engage in a global artistic experience with a dream cast.

“Seeing the excitement from the students, creative team, and colleagues in Florence makes me so excited,” Cornelius said. “So many people have supported this project, and after working on it for two years, it is incredible to finally see if come to life.”

Sixty-eight percent of American adults say they are proud to be American, and 79% agree the United States plays a uniquely important role in world history. At the same time, 69% believe the signers of the Declaration of Independence would feel more disappointment than pride about modern American democracy.

The survey of 1,000 adults in the United States, conducted April 30-May 4, 2026, explores how Americans view the nation’s past, present and future as the country prepares to commemorate its semiquincentennial.

“As the United States approaches the 250th anniversary of the Declaration of Independence, Americans have complex and diverse feelings about America 250,” said Jason Husser, director of the 51±ŹÁÏÍű Poll and a professor of political science and public policy. “We found several points of optimism among Americans, including pride in being American and belief that the United States has a uniquely important role to play in world history. At the same time, many Americans expressed significant concern about the health of American democracy today, and the country is split on its outlook over the next 50 years.”

More than half of Americans (52%) say the United States is unsuccessfully living up to its founding ideals, while only 30% say the nation is successfully living up to them. Nearly three-quarters of Americans (73%) rate the overall health of U.S. democracy as only “fair” or “poor.”

The survey also found widespread concern about political instability and civic division:

• 68% believe elected officials today are worse than leaders of the past
• 80% say they at least sometimes feel no political party or movement represents their views
• 70% say the country is more turbulent than average compared with other periods in U.S. history
• 64% say they have little or no confidence that U.S. political institutions will make mostly good decisions over the next 50 years
• 68% predict America will become more politically divided by 2076

Americans are also pessimistic about the country’s long-term future in several key areas. Majorities predict that by 2076 the nation will have less freedom, less economic equality, a lower standard of living, and more pollution. More Americans also believe technology will create more harm than benefit over the next 50 years.

Despite those concerns, the poll found Americans still hold strong connections to the nation’s democratic ideals and history.

When asked which event best represented American democracy at its highest ideals, respondents most frequently selected the Civil Rights Movement and World War II. Abraham Lincoln was named both the historical figure who best exemplified democratic ideals and the greatest president in U.S. history.

The survey also revealed broad bipartisan resonance for many historic presidential messages when respondents were not told who made the statements. More than three-quarters agreed with quotations from George Washington and Abraham Lincoln, while large majorities also agreed with statements from John F. Kennedy and Franklin D. Roosevelt.

Looking toward the nation’s semiquincentennial celebrations, Americans expressed greater interest in reflection than pageantry. Nearly seven in 10 (68%) said America250 should focus more on reflecting on U.S. history and values than simply celebrating national achievements, and 71% said smaller local events would feel more authentic than large national celebrations.

The survey found Americans entering the anniversary with mixed emotions. The most common feeling was pride, cited by 38%, followed by gratitude at 17%. But 21% said they have no strong feelings, 12% described themselves as conflicted, while others reported disappointment or frustration.

The margin of error for the 51±ŹÁÏÍű Poll survey is +/- 3.95%.

Poll Methodology

Access the poll topline and methodology at: www.elon.edu/elonpoll. The survey was developed by the 51±ŹÁÏÍű Poll and fielded by the international marketing and polling firm YouGov as an online, web-based survey, self-administered with online panels. Between April 30 and March 4, 2026, YouGov interviewed 1,077 U.S. adults aged 18 and older. These respondents were then matched down to a sample of 1,000 to produce the final dataset.

The matched cases were weighted to the sampling frame using propensity scores based on age, gender, race/ethnicity, years of education, and home ownership. The margin of error for this poll (adjusted for weights) is +/-3.95%.

51±ŹÁÏÍű the 51±ŹÁÏÍű Poll

Established in 2000, the 51±ŹÁÏÍű Poll conducts national and North Carolina surveys on issues of importance to voters and residents. Information from these polls is shared with media, citizens and public officials to facilitate informed public policy making through the better understanding of citizens’ opinions and attitudes. The poll is fully funded by 51±ŹÁÏÍű and operates as the neutral, non-biased information resource.

The 51±ŹÁÏÍű Poll is a charter member of in 2014 to educate polling firms on ways to better share how they collect and interpret their information. The Elon Poll’s voluntary participation in this initiative signifies a willingness to clearly state in its reports how questions were asked, in what order, who funded the poll and then conducted it, and a definition of the population under study, among other details.

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As the 2025-26 academic year drew to a close, May was marked by celebration, reflection and new beginnings across 51±ŹÁÏÍű. From Commencement festivities and awards ceremonies to end-of-year traditions, performances, and moments of community, the month showcased the accomplishments and experiences that defined another successful year on campus. These photos highlight some of the memorable scenes and milestones that made May a special month at Elon.

Engineering excellence

Students in Elon’s Department of Engineering put their classroom learning into practice through six capstone projects showcased May 8 in Founders Hall as part of the Engineering Senior Design course.

Coolin’ on the Commons

51±ŹÁÏÍű’s Black Student Union held Coolin’ on the Commons in May, which featured live music, games and fun.

‘Elon will never leave you.’

The Class of 2026 gathered Under the Oaks on May 19 for Numen Lumen: Senior Baccalaureate, a time for reflection on the light students will take into the world. During the event, Jana Lynn Patterson, associate vice-president for student life, dean of student health & well-being, and assistant professor, reminded graduates about the importance of the relationships they’ve built at Elon. Patterson will retire from the university this summer after 40 years.

Think critically, lead empathetically

Candidates from graduate-level programs in the Dr. Jo Watts Williams School of Education and Martha and Spencer Love School of Business received their diplomas during a joint Commencement ceremony on May 20 in Alumni Gym.

In her address, journalist and author Katherine Blunt ’15 acknowledged a challenging reality – that today’s graduates are leaving institutions of higher learning across the country and embarking on professional journeys in a world where artificial intelligence is rapidly changing how people work, learn and think.

But she reminded the graduates that while many people may be tempted by the path of least resistance, Elon cultivates leaders who are deeply rooted in collaboration, communication and, most importantly, the ability to think critically.

Celebrating community

Ahead of and during Commencement Week, Elon held a variety of affinity celebrations celebrating and engaging graduates who share common identities, passions and connections that exist throughout various affinities. Those include Lavender Celebration, , Celebremos: Graduates Take Flight and Donning of the Kente.

‘Be-possible-ists’

During the 136th Commencement Ceremonies in Schar Center on May 22, President Connie Ledoux Book asked the Class of 2026 to look back on their New Student Convocation in 2022, 1,371 days prior.

During their first year, the Class of 2026 all read the Common Reading book “Factfulness” by Hans Rosling. In his book, Rosling described the word “possible-ist:” someone who looks honestly at the world’s problems and still believes, based on evidence, that things can get better, and that they are getting better. Book asked the graduates to be “possible-ists” as they enter the world.

Elon celebrated graduates in two ceremonies — the morning event for the School of Communications and the Martha and Spencer Love School of Business, and the afternoon event for Elon College, the College of Arts and Sciences, the Dr. Jo Watts Williams School of Education and the School of Health Sciences.

“Grievous Entanglement” explores the most common way that people in the Atlantic world came to understand their personal connection to, and complicity with, slavery in the late eighteenth and nineteenth centuries: consumption. It exemplifies the interdisciplinary approach of American Studies by examining a wide variety of media, including poetry, political cartoons, blackface minstrelsy, slave narratives, and novels produced from the late eighteenth to mid-nineteenth centuries.

According to the prize committee, “Grievous Entanglement” “brings new insights to well-trodden topics — from abolitionism to blackface minstrelsy. The new insights may well shape the way that we teach this period of history…”  The committee praised the book’s “rigorous research, creation of a new methodological approach, and the connections it draws between multiple different fields of study” as well as its “clear and engaging prose.”

Pearson is grateful for the many ways Elon has made this work possible, including financial support from the Department of English, Faculty Research & Development, and the Dean’s Office in Elon College, the College of Arts and Sciences.

Circles of varying shades of red creep up the box’s side, while daubs of deep blues, bright greens and icy whites give passersby something new to notice every time they see it. Has Burlington commissioned a new piece of modern art for its downtown? No, this colorful beauty is entirely practical; it’s a traffic control signal box. The first in this collaboration.

A traffic control signal box may not be most people’s first thought for an art installation, but downtown Burlington has chosen it to be the new medium to host a collaboration with 51±ŹÁÏÍű’s Department of Art. Samantha DiRosa, professor of art and environmental studies and chair of the art department, acted as their liaison, choosing student work to be shown to a committee, from which they selected the finalists.

“It’s energizing to see this partnership between Elon’s Art Department and downtown Burlington,” DiRosa said. “Public art has the potential to spark dialogue, invite curiosity and strengthen community identity. We’re excited about the possibilities for more students to participate and to see their work enliven the streets of Burlington.”

The signal box initiative is the latest of downtown Burlington’s efforts to incorporate local art into public spaces, with previous installations including Hervey Garcia’s mural “Between Us,” Beechwood Metalworks’ “Heart of Downtown” and Gina Elizabeth Franco’s “Dance It Out.”

“We value local art and we wanted the downtown to have locally generated art and reflect the community,” said Adam Shull, economic development director for the City of Burlington. “The signal boxes were chosen as a canvas since they are in plain sight, because once you see them, you notice them everywhere. We wanted to bring more whimsy in everyday life.”

The first box to be installed is the work of Jolie Patten ’25, an art major and expressive art minor. Patten’s work emphasizes finding wonder in the mundane, a concept she brings to fruition through this project. Chosen for its ‘vibrant color and abstract qualities’ Patten’s design was printed onto vinyl, which was then installed onto the signal box. This combination of durability and vibrancy ensures that the artwork will remain available to the Burlington community for years to come.

Patten’s box was the first of nine signal boxes designed by Elon students and alumni. Art major Sarah Allan Straight’s ’26 artwork is also on display.

“Some work I did in class happened to be a good fit for the signal boxes, Straight said. “I’m happy the piece was a good fit, and it got to have a life outside of being just classwork. It’s exciting that I get to have my work displayed in Burlington. I’m happy to be able to contribute.”

DiRosa views the opportunity for civic partnership as an extension of the Department of Art’s mission.

“At Elon, we empower students to reach their potential as makers, thinkers and global citizens,” DiRosa said. “It reflects our emphasis on curiosity, material exploration and community engagement — showing students that their art has the power to shape public spaces and spark creative transformation beyond the classroom.”

The city of Burlington has received positive feedback on the artistic signal boxes.

“Businesses and residents really like the signal boxes, and it gives Burlington a nice and cultural feeling that adds to the downtown,” said Maggie Hogan, City of Burlington downtown manager. “As a student, seeing your art on something public is really exciting. We hope to continue to build that relationship with Elon.”

51±ŹÁÏÍű and the City of Burlington both see this collaboration continuing to display student artwork.

“We see this as a growing collaboration,” DiRosa said. “More students and alumni will be able to showcase their work in highly visible, community-centered ways, whether through additional signal boxes or other downtown art initiatives. It’s an opportunity not only for professional exposure but also for students to see their art making a tangible difference in the place where they live, work and study.”

Roberts, a biology major from Charlotte, North Carolina, studies how a cancer, fibrosarcoma, can be stopped by a virus, the reovirus. His project explores how genetic editing can be used to decrease the cancer cells’ immune responses, and in turn increase the virus’s infection rate and decrease the cancer cells’ viability.

“Cancer cells have altered immune responses which can be exploited by viruses to infect and replicate in those cells,” Roberts said.

By studying these pathways, his work aims to better understand how to improve the anti-cancer properties of oncolytic viruses.

The NCICU funding will support the purchase of key reagents needed to study the role of protein kinase R (PKR), a cellular protein, which cells use to fight viral infections and whether Roberts and Rivera-Serrano can enhance the cancer-killing properties of viruses by disrupting PKR.

Roberts’s mentor is Efrain Rivera-Serrano, assistant professor of biology.

“While being awarded the grant reflects the scientific merit of my project, it is also a recognition of the help Dr. Serrano has given me in mentoring and designing my project,” Roberts said. “He has been an amazing help with his depth of scientific knowledge, and I love that I have the opportunity to work in his lab.”

As part of the NCICU Undergraduate Research Program, Roberts will present his work at the 2026 State of North Carolina Undergraduate Research and Creativity Symposium for Fall 2026.

He also received funding from the American Society for Virology (ASV) through a competitive Undergraduate Student Award to attend and present his research at the ASV annual meeting in July, marking the first time an Elon student will attend this national meeting.

Roberts will participate in Elon’s Summer Undergraduate Research Experience and was recently awarded a J. Nathan Grant Endowed Grant to support his research.

“To have one of my students receive this grant is incredibly meaningful because it recognizes the quality of undergraduate research at Elon and the strong potential of our students to contribute to meaningful scientific questions, particularly in the biomedical sciences,” said Rivera-Serrano. “These awards are competitive across NCICU institutions, so Alex’s selection highlights both the strength of his proposed work and the level of research training that Elon students receive. This opportunity also gives students important experience communicating their work beyond campus, networking with peers and faculty from across the state and developing the confidence to see themselves as scientists.”

Rain didn’t stop the light of more than 1,500 51±ŹÁÏÍű students shining bright as the Class of 2026 became alumni during the university’s 136^th Commencement Ceremonies on May 22 in Schar Center.

Despite the wet weather, families, friends, faculty and staff gathered to celebrate graduates who were encouraged not only to pursue success, but also to embrace failure as an essential part of growth.

Patricia Walsh Chadwick P’16, an Elon trustee and accomplished Wall Street strategist, delivered the Commencement address, reminding graduates that quitting is the “only true definition of failure” and urging them not to let fear guide their decisions.

“Pundits have a way of forecasting disaster every spring just as college graduates step into the world. My advice is simple: ignore them,” she said. “Technology will not be the ruin of us all; it opens far more doors than it closes. You are the future of the workforce, and that should excite you.”

The paths to success

Chadwick reflected on her own unconventional path, emphasizing that there is no “magic potion” for success. She shared how she grew up in a religious sect, which she later described as a cult, and was forced out at 17 years old.

“Fearful of the world, and in my naĂŻvetĂ©, I turned to a single phrase for guidance: ‘Failure is not an option,’” she said. “What I hadn’t realized is that no one is immune from mistakes or failures. Those two words, dreaded by so many, are part of the learning process.”

Technology will not be the ruin of us all; it opens far more doors than it closes. You are the future of the workforce, and that should excite you.

Patricia Walsh Chadwick P’16

She also spoke about her son, Elon alumnus Jim Chadwick ’16, who had planned to launch a gaming company after graduation. After spending a year pursuing that dream, he realized it was not the future he had envisioned and eventually transitioned into private finance.

“Remember to take something of value from every employment experience before moving on to the next one,” she said. “I like to think of a career path as a circular stairway, where each success leads to a new challenge winding slowly upward toward your dreams.”

Elon celebrated graduates in two ceremonies — the morning event for the School of Communications and the Martha and Spencer Love School of Business, and the afternoon event for Elon College, the College of Arts and Sciences, the Dr. Jo Watts Williams School of Education and the School of Health Sciences.

The Rev. Kirstin Boswell, 51±ŹÁÏÍű’s chaplain and dean of mulfifaith engagement, opened each ceremony with the invocation.

“As these graduates step into what comes next, grant them wisdom beyond knowledge, courage beyond fear and compassion deep enough to serve a world that is in need,” Boswell said. “May they use their gifts not only for personal success, but for healing, for justice, for truth and for the flourishing of others.”

Corinne Wilson ’26 performed the Star-Spangled Banner, and led the singing of the alma mater, while Mindy Monroe ’26 and Malia Horst ’26 gave a special musical performance of “For Good,” from the musical “Wicked.”

The Elon magic

Graduates reflected on the experiences that shaped their time at Elon, including the university’s commitment to undergraduate teaching. In 2025, for the fifth year in a row, Elon topped a “Best Undergraduate Teaching” list published by U.S. News & World Report.

“Professors can actually invest in you because of the class sizes being so small,” said Robbie Simpson ’26, an Elon native who earned a degree in exercise science. “I really appreciate that because professors get to take their time to understand you, get to know you and invest because they have a personal connection to you, so it makes them it more valuable to them.”

The strong relationships with faculty were an important part of Honors Fellow Diego Hernandez’s ’26 Elon experience.

“The time that the professors have taken out of their day and their lives to support us as students, that’s one of the best things I got from Elon,” said Hernandez, who earned a degree in engineering. “That’s something that I’m going to take with me.”

The myriad of involvement opportunities was also essential for graduates.

Autumn Goyette ’26, who earned a bachelor’s and master’s degree in accounting through the Love School of Business Accelerated 3+1 Dual Degree Program, says her time working for Residence Life and in the Love School of Business Dean’s Office has made an impact on her time at Elon. She will soon be moving to Virginia to work for Ernst & Young.

“I’m just so grateful for everything that Elon gave me and brought to me,” said Goyette, who is from Pittsburg, North Carolina. “This place is my home and has been my home for four years.”

Decked out in various graduation cords, Ella Allen ’26, a Teaching Fellow who earned a mathematics degree with teacher licensure from Elon College, the College of Arts and Sciences, was heavily involved on campus, including as an orientation leader and a member of Kappa Delta sorority. Next, Allen will be pursuing her Master’s of Higher Education at Elon. She noted that the people and support she received at Elon were invaluable.

Lilly Ikle ’26 of Baltimore, Maryland, earned a cinema & television arts degree from the School of Communications. She says the time has flown by and she feels like she was “dropped off yesterday.” Ikle initially came to Elon for its nationally recognized musical theatre program and for Elon’s ability to work with students with learning disabilities.

“My major really helped me get that creative outlet that I wanted in musical theater, but it also gave me the practical side of work I wanted to do in the future,” said Ikle, who plans to move to Nashville after graduation to pursue music. “My major gave me a creative outlet, let me get kind of that artsy side out of me, but also taught me things that I can bring into the real world.”

The Class of 2026 includes many stand-out stories:

• After a trip to Ecuador, Bernardo Vargas-Lopez ’26, who earned a degree in sport management, and Juan Daniel Chiriboga ’26, who earned a degree in entrepreneurship & innovation, built YAPA, a plant-based energy drink shaped by friendship, curiosity and mentorship.
• Kaitlyn Lewis ’26, who earned a degree in elementary education, came to Elon through three of the Dr. Jo Watts Williams School of Education’s primary scholarship programs: Alamance Scholars, NC Teaching Fellows and, post-graduation, Teach for Alamance.
• Jonathan Weaver ’26 originally intended to go into finance, but through exploration and faculty mentorship, switched his major to biology, and is now going to dental school at The Ohio State University.
• Being waitlisted for one program allowed Allie Schult ’26 to realize her true passion for nursing. She now has a post-graduate position at Children’s Healthcare of Atlanta.
• Rony Dahdal ’26, a Goldwater Scholar and Lumen Scholar, earned a degree in computer science, mathematics and philosophy and did three different undergraduate research projects while at Elon. The first was helping to create a mathematical model of complex equations that predict how the human immune system responds to COVID-19; another was developing an autonomous robotic arm to monitor and tend to crops by training the 3D machine-learning model to understand plant anatomy, and a third was developing a method to gather medical vital signs.

All of these students were helped by what student commencement speaker Ruby Radis ’26 of Chicago called the “Elon magic.” Radis, who earned a degree in human service studies, delivered the “Message of Appreciation” on Friday.

“From the moment I stepped onto this beautiful brick-covered campus, one truth became clear: there is magic here,” Radis said. “That Elon magic builds a community where students know their neighbors, teachers and coworkers. Rather
than a quick hello, connections are founded on respect.”

Radis emphasized that Elon helped “emphasize the value of human difference,” and her fellow graduates should take that forward with them.

“Using those lessons, we can work together to uplift each other, amplify voices often left unheard and sprinkle a little of our very own Elon magic on everyone we meet,” Radis said.

That Elon magic builds a community where students know their neighbors, teachers and coworkers. Rather than a quick hello, connections are founded on respect.

Ruby Radis ’26

Be possible-ists

In her charge to the graduates, Elon President Connie Ledoux Book asked the Class of 2026 to look back on their New Student Convocation in 2022, 1,371 days prior.

“That morning, we placed an acorn in your hand, and I asked you to do something simple, and yet profound: To grow deep roots, and to reach high. Today, I look out at you, and I see what’s grown,” Book said.

During their first year, the Class of 2026 all read the Common Reading book “Factfulness” by Hans Rosling. In his book, Rosling described the word “possible-ist:” someone who looks honestly at the world’s problems and still believes, based on evidence, that things can get better, and that they are getting better.

“Class of 2026, through your Elon journey, you have grown into these possible-ists,” she said. “You have learned to hold complexity without losing hope, to see what’s broken without losing your willingness to build, to zoom out and recognize progress, and to keep moving forward. That is the Elon way, and the world needs more of it.”

View the full undergraduate commencement program online.

Rua, a Colombian-American artist, is known for blending his street-style dance background with contemporary musical theatre movement. Before beginning his Broadway career, he trained extensively in hip-hop and freestyle forms, later integrating those influences into his work as both a performer and choreographer. His movement vocabulary often incorporates rhythmic footwork, sharp isolations and groove-based foundations drawn from the roots of street styles.

As a performer, Rua has appeared in Broadway productions including “Hamilton,” “In the Heights,” “Hands on a Hardbody” and “SpongeBob SquarePants.” His recent choreography credits include the 2025 Broadway revival of “Floyd Collins” and serving as assistant choreographer to Jerry Mitchell on “BOOP! The Musical.” In addition to his Broadway work, Rua has contributed choreography to regional theatres, workshops, and developmental labs, further establishing himself as a multifaceted creative artist.

During the masterclass, Rua taught his own choreography from the Tony-nominated revival of “Floyd Collins,” offering students insight into the movement and staging process behind the production. He also participated in a Q&A session, discussing his experiences in the industry, his navigation of being a working performer and choreographer, and the ways his street dance foundation informs his creative approach.