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

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

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

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

Cluff concurred.

“We’re not asking the computer science department to teach computer science through “Hamlet”,” Cluff said. “Our job is to help kids learn how to think.”

He explained students’ “craving” for meaningful literature and the deep discussions they raise.

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

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

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

“Students who hadn’t done the reading got left out—and students didn’t want to feel left out,” Gerdes said. “The more we can be “humans, being and talking with each other,” the more engagement I see.”

For Elon’s first-year writing faculty, the discussion offered something the program had been missing. ENG 1100 has already moved to strengthen critical reading and restore analog assignments that require sustained thinking, while developing AI literacy. But shaping a curriculum around students’ prior experiences is difficult when those experiences are largely unknown. The panel provided a clearer picture.
Following the panel, attendees gathered in the McBride Gathering Space for dinner, where the conversation continued. The connections made that evening extend beyond a single event, opening ongoing dialogue between university faculty and secondary educators across North Carolina as both groups continue adapting to a rapidly changing landscape.

“At the heart of this is asking how the practices of writing and close reading help us better understand ourselves and the world,” Lindenman said. “As high school and college teachers, we are trying to do the same thing.”

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

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������ 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.

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

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

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

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

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

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

“Three decades later, so many lives have been changed through Dr. Digre’s vision,” Book said. “Thank you to faculty and students for continuing to ask important questions, for your curiosity and for reaching beyond where you are comfortable into our really rich and diverse world.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

“We take great pride in our students and alumni, whose impactful work embodies and advances the values of IGS across the globe.”

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

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

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

History of the program

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

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

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

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,” which are Latin words meaning “spiritual light” and “intellectual light.” The words, which are found on the 51������ 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

ENG 1100 Writing: Argument and Inquiry is a required first-year writing course that teaches students writing practices in both academic and non-academic contexts. All sections of this course share common outcomes but have different structures depending on faculty expertise and student interest. Eidum’s course focuses on intercultural communication and writing across cultures.

One of Eidum’s main inspirations for initiating a COIL project was Associate Professor of Geography Sandy Marshall. A strong supporter of COIL initiatives at Elon, Marshall started a Community of Peace (CoP) and is helping sponsor Elon faculty to get COIL training at SUNY’s COIL center. Marshall’s training and support prompted Eidum to begin collaborating with a Ukrainian university.

Eidum was also driven to conduct a COIL project because of her history as an international educator. She’s studied abroad, taught study abroad, taught in other countries and already has several international collaborations under her belt

“When I learned about COIL, it seemed like a logical next step,” Eidum said.

A former Peace Corps volunteer, Eidum has previously worked with Ukrainian schools and universities. She got in contact with the COIL coordinator in Ukraine via Hope Windle, SUNY’s COIL director. This connection opened the door to many Ukrainian universities who were interested in working with Eidum. Antonina Devitska at Uzhhorod National University (UzhNU) turned out to be the best option for her ENG 1100 course and timeline.

Eidum explained that she was looking for a project partner with similar learning objectives. Devitska had collaborated with other United States universities on COIL projects before and had a background in academic writing to tap into.

When reflecting on her experience working with Devitska on this project, Eidum described it as “really refreshing.” Devitska’s experience as an educator and collaborator made her easy to work with, and her students were friendly and interested in meeting Eidum’s.

“I think my English 1100 students were at first unsure about what this project would be like, but they rose to the occasion and learned a lot about Ukraine, Ukrainians, and collaborating with people across the globe,” Eidum said.

While the class primarily focused on academic English and communications, both the Elon and Ukrainian students are pursuing different fields of study. The students in Eidum’s class also have a wide range of travel experience and intercultural communication knowledge. Several are international students themselves. The variety of backgrounds brought multiple ideas and personal interests to the table. To begin the COIL collaboration, students met for an hour to get to know one another, and again for another hour to form groups and decide their presentation topics.

Following the theme of intercultural communication and storytelling between the United States and Ukraine, groups examined topics such as traditional or common meals, video game culture, common stereotypes across cultures, and public transportation. They connected asynchronously through WhatsApp to coordinate group work. Final presentations were held during a 90-minute period on Zoom.

“All the projects noted differences between the countries and cultures but also found common threads that were really meaningful,” Eidum said. “These presentations were really interesting and there was no absence of things to say!

Eidum also discussed how the COIL project fostered her students’ growth by forming international connections. She explained how this project required them to put their personal experiences aside and think about what student life might look like outside of Elon and the United States. Challenges arose such as language barriers, time zones and time changes. These made collaboration more difficult and provided students with important learning opportunities in the process.

“I think the most important factor in the students’ collaborations were the informal discussion between US and Ukrainian students,” Eidum said. “While they noticed differences they found a lot of commonalities in their lives. That connection proved to be meaningful.”

Overall, Eidum was thrilled with the result of the project. She was impressed with the high quality of final presentations and how much discussion was spurred.

“We planned for 60 minutes of presentations (about 10 minutes/group), but we had to cut them off at 100 minutes,” Eidum said. “They were so eager to engage and learn!”

Eidum attributes her COIL project’s success to many factors. These include the planning of leading faculty members, the training and confidence she received from COIL CoP faculty, the flexibility and dedication of her students, and the kindness, commitment, and flexibility of the Ukrainian students.  She also noted how completing this COIL project will likely set her students up for success post-graduation.

“I see a lot of people — friends, family, former students — working on international teams in their careers,” Eidum said. “Introducing students to international teamwork and intercultural communication in a low-stakes way seems like a great tool for their future lives. Also, seeing issues from multiple perspectives is an important skill and COIL is clear framework to support that.”

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.”

“Odyssey” Book Club

Young’s book club is currently reading Homer’s “Odyssey”, a well-known ancient Greek epic poem about Odysseus, an Achaean warlord on a long, tumultuous journey to his home in Ithaca after plundering Troy. Over the course of a decade, Odysseus encounters both incredible and dangerous things as his ship loses its way time and time again. Young explains how the epic goes beyond detailing the many obstacles Odysseus and his crew encounter on the trip. The story also delves into the protagonist’s personal journey toward moral and intellectual self-discovery, which connects to how many of the students in Young’s book club are set to graduate from Elon at the end of the semester.

“Odysseus is changed through this journey of discovery,” Young said. “That’s the story I hope stays with my students as they set sail on their next adventures.

Young explained that this book club was started because of his students. Toward the end of fall semester, many asked if he’d like to read a book with them during the upcoming spring semester while on teaching sabbatical. Young quickly agreed.

Since many of these students had enjoyed reading Homer’s “Iliad” while taking his course, Democracy and Its Critics, “Odyssey” seemed like the perfect choice. It also coincided with student interest in Christopher Nolan’s upcoming film adaptation of the epic poem.

In addition to Young, there are nine students in the book club this semester, and the group meets every other week. While most participants are students in Elon College, the College of Arts and Sciences, Young noted that the group is not off-limits to students outside of it. He also explained that he doesn’t show up to each meeting with an agenda for students to follow, instead allowing for open discussion on any confusing or interesting segments of the epic.

“I organize our meetings, but I’m not in charge of leading the discussion to some pre-established conclusion,” Young said. “My favorite moments are those where others are talking back and forth, voices raised, and I can sort of fade into the background.”

When reflecting on all he’s gained from running this book club, Young described that he’s continuing to learn more about “Odyssey”, an epic he’s already read several times and knows very well. He appreciates the opportunity to read a book with a group of students outside of a formal classroom setting.

“I’m heartened to simply sit and read together, without the pressures of grades (for students) or grading (for me),” Young said.

Young also described the sense of community his book club has brought to participants. One student created a group chat, and many members eat dinner together after weekly meetings. Young reflected on a recent dinner and discussion event he hosted at his farm in Chatham County, explaining that he plans to invite students back for a fancy-dress dinner party at the end of the semester to celebrate their achievement.

“When I look back to my own time in college, it was those long conversations about books and ideas, over and after dinner with friends, that I cherish the most,” Young said.

Looking ahead, Young hopes to continue reading books outside of class time with students, staff, and faculty members. While he can’t confirm anything yet, classic works he’d like his book club to read next include Dante’s “Inferno” and Frederick Douglass’ “Narrative of the Life of Frederick Douglass”.

“I said earlier that the “Odyssey” is a story about a journey of discovery and growth,” Young said. “I hope that ten or fifteen years, or forty years, in the future, my students will be well on their own journeys and look back on this semester as a highlight of their time at Elon. I hope they can sense the respect and appreciation I have for each of them, and the joy I take from their love of learning.”

“The Penelopiad” Book Club

Meinking’s book club is currently reading Margaret Atwood’s “The Penelopiad”. Meinking explained that during the fall semester, her Classical Mythology course read and discussed Homer’s “Odyssey”. Because the class was working with Emily Wilson’s translated version of the epic, topics of discussion kept returning to questions of gender, translation and society.

Meinking expressed how focusing on these themes made her think even more deeply about retellings of classical myths. Upon receiving the Read On, Elon invitation to submit toward the end of fall semester, she jumped at the chance to investigate another retelling.

Wilson’s translation of “Odyssey” was also Meinking’s inspiration to choose “The Penelopiad” for her book club. This text retells the story of Penelope, Odysseus’ wife, and her slave girls, who are atrociously mistreated in “Odyssey”. Other reasons for her choice were the novel’s accessibility to non-experts and manageability for a semester-long time frame.

Meinking’s book club currently has 17 members, consisting of 15 students, one faculty member, and herself. The group is currently about halfway through the book, and discussions have circulated around Penelope’s character, comparisons to Homer’s “Odyssey”, the juxtaposition of Homer and Penelope, family structures and dynamics, how to depict the past, what ancient people would say about themselves 2,000 years later, and more.

“Our lively conversations so far have been driven by student observations, comments, and questions,” Meinking said. “I’ve been so impressed by how carefully and thoughtfully everyone has engaged with the book!”

Meetings are held once a month, and there will be four total over the course of the semester. Read On, Elon sponsored the book club, and the Classical Studies program will provide refreshments for the last meeting. While the group covers themes in classical mythology, it is open to everyone at Elon. Meinking hopes to host another bookclub during the upcoming fall semester, and encourages anyone who missed this semester to join.

Meinking also reflected on how her book club has fostered community among members, noting how it has helped both faculty and students connect with one another.

“Many of the students were in my fall course and some others are senior majors in Classical Studies,” Meinking said. “Whether or not someone is a major or minor, I think this has been a wonderful opportunity for students to get to know other students who share interests and are in different years of study at Elon.”

She describes book club meetings as ‘pretty informal’, explaining how her role is more of an organizer and occasional facilitator. She does not control where conversations go, instead allowing everyone to share their perspectives outside of a formal classroom setting.

Meinking hopes that students gain either a better understanding of or new perspective on the ancient and modern worlds.

“The chance to read “The Penelopiad” so soon after reading “Odyssey” really opens up paths of inquiry and discovery, and the camaraderie of the reading group enhances and sustains that intellectual engagement,” Meinking said.

When reflecting on all she’s gained from this experience, Meinking described how impressed she was by the students in her book club, who have spent many late Friday afternoons talking enthusiastically about the book and the ancient world. Discussing with these students has inspired her to continue hosting book clubs at least once each academic year. She also noted how her book club has given her ideas for potential courses to offer in future years.

While Meinking’s current book club will end this spring, Elon’s Classical Studies program will provide other opportunities in upcoming semesters. Looking ahead to future book clubs, many novels are strong contenders.

“Where to begin? I’m currently reading “Wake, Siren: Ovid Resung” by Nina MacLaughlin, which is amazing,” Meinking said. “A lot of students I talk with have read or are interested in reading Madeline Miller’s “Song of Achilles” or “Circe”; there’s “I, Medusa: A Novel” by Ayana Gray, Costanza Casati’s “Clytemnestra” and “Babylonia” … we’ll see what students might like to explore.”

It’s a question often asked himself in the early days of his ongoing fight against cancer. It wasn’t until initial treatment proved futile that Chakrabarty, who delivered keynote remarks on April 17, 2026, at a Phi Beta Kappa induction ceremony for dozens of top Elon students, better understood the praise.

Bravery, simply put, can also be persistence. “When people tell someone battling an illness that they are brave, it’s because they’re continuing to fight – despite the odds, and despite the pain and suffering,” Chakrabarty said.

Drawing on lessons from his career, Chakrabarty emphasized for his audience in the Lakeside Meeting Rooms that both professional and personal success is often shaped by more than intellect. Habits, perspective, relationships – and, yes, courage – can lead to a wondrous and fulfilling life. He offered five strategies for students to consider:

• Act with efficiency: Address small tasks immediately to avoid unnecessary stress.
• Remain open to place and possibility: Career paths are often unpredictable and shaped by unexpected opportunities.
• Prioritize energy over time: Success depends less on hours available and more on how energy is directed.
• Redefine wealth and contentment: Financial pursuit alone does not lead to fulfillment.
• Invest in relationships: Simple gestures can strengthen meaningful connections.

Chakrabarty concluded his remarks with a charge for inductees to use their knowledge and their courage to improve the human condition.

“Find a way to be brave, fight evil, and injustice, and fight your own demons, whether they be cancer or mental health struggles,” he said. “Stand up for nature or for a cause, or for anything that you care about. Stand up for those who can’t. Stand up for yourself, and remember, not only to be smart, but to be also brave.”

Chakrabarty is the E.K. Hunter Chair for Communication in Science Research, professor and curator of fishes at the Museum of Natural Science and Department of Biological Sciences at Louisiana State University. He studies the natural history of fishes to better understand Earth history and evolution and has traveled to more than 30 countries to conduct that research.

Chakrabarty is an elected fellow of the American Association for the Advancement of Science, a national fellow of the Explorers Club, a fellow of the Linnean Society and a TED senior fellow. He is past president of the American Society of Ichthyologists and Herpetologists and is on the Board of Directors of the National Center for Science Education and the American Institute of Biological Sciences.

Sixty 51������ students were candidates for induction, and many attended the program accompanied by family members.

Phi Beta Kappa has established chapters at nearly 300 colleges and universities in the United States, representing only 10% of the nation’s institutions of higher learning. Each year, the top 10% of arts and sciences graduates at these institutions are selected for membership. Elon’s Eta Chapter of North Carolina was installed on April 13, 2010.

Inductees also heard from Associate Professor Anthony Rizzuto, president of Elon’s Eta Chapter of Phi Beta Kappa; Associate Librarian Shannon Tennant, the Eta Chapter’s historian, who shared the history, origins and traditions of Phi Beta Kappa; and Hilton Kelly, dean of Elon College, the College of Arts and Sciences and a professor of sociology.

“Tonight is a celebration of excellence, a recognition of your remarkable achievements, and a testament to your dedication to academic pursuits,” Rizzuto said. “This induction is not merely a reflection of your intellect, but also your unwavering commitment to the pursuit of knowledge, truth, and understanding.

“Phi Beta Kappa is not merely a recognition of past achievements, it is a charge to continue striving for excellence, to embrace intellectual curiosity, and to use your knowledge for the better manner of society. Indeed, as members of Phi Beta Kappa, you are not only scholars but also stewards of knowledge entrusted with the responsibility to shape the future. In a world filled with complex challenges, your intellect, dedication, and perhaps, most importantly, creativity will be indispensable.”

Indeed, as members of Phi Beta Kappa, you are not only scholars but also stewards of knowledge entrusted with the responsibility to shape the future.

– Associate Professor Anthony Rizzuto

Kelly’s closing remarks underscored Rizzuto’s points.

“Your induction affirms not only your academic achievements, but also your commitment to engaging in the breadth and depth of learning that can transform worlds, asking hard questions, engaging diverse perspectives, pursuing truth, or multiple truths, and applying what you learn to real world problems,” he said. “In laboratories, in libraries, studios, and stages, classrooms, and communities, you have demonstrated what it means to think critically and to engage deeply in the liberal arts and sciences.

“It is your responsibility to continue embracing complexity through problem posing, and problem solving, to remain lifelong, disciplinary, and interdisciplinary learners, and to use your education not only for personal success, but for the common good.”

2026 Inductees into the Eta Chapter of the Phi Beta Kappa Society

Leah Alberga ’26
Psychology

Ella Allen ’26
Mathematics

Faith Almond ’26
English

Nicolas Alvarez ’27
Engineering and Mathematics

Lauren Bedell ’26
Political Science and Policy Studies

Kiersten Bergman ’26
Strategic Communications

Jo Bogart ’26
English and Classical Studies

Mary Boyd ’26
English

Anya Bratic ’26
International & Global Studies and Public Policy

Rebecca Bravman ’26
Psychology

Julia Bromfeld ’26
Human Service Studies

Nick Brown ’26
Psychology

Emma Call ’26
Exercise Science

Conter Cornwell ’26
Biochemistry

Margaret Crawford ’26
Human Service Studies

Maggie Dion ’26
Engineering

Maya Duarte Cherry ’26
Political Science and Philosophy

Emily Ecker ’26
Public Health Studies and International & Global Studies

Katherine Evans ’26
Biology

Reese Garrity ’26
Biochemistry

Nicole Genzink ’26
Biology

Jinelle Gonzalez ’27
International & Global Studies and Policy Studies

Izzy Greenstein ’26
Human Service Studies and Spanish

Olivia Guarino ’26
Psychology

Marykate Hart ’26
Environmental & Sustainability Studies

Ava Hellner ’26
Psychology

Diego Hernandez ’26
Engineering

Madeline Hewgley ’26
Music Theatre and Political Science

Fiona Hodge ’26
Psychology

Katie Hull ’26
Political Science and International & Global Studies

Brady Jackson ’26
Policy Studies and Political Science

Haley Johnson ’26
Psychology

Emma Kenney ’26
Environmental and Ecological Science

Ella Kinman ’26
English and Political Science

Maddie Kippe ’26
Exercise Science

Sam Kupka ’26
International & Global Studies and Religious Studies

Tori Layton ’26
History and German Studies

Murilo Lopes ’27
Computer Science

Annika Lotsch’26
Psychology

Abigail Manning ’26
Environmental and Ecological Science

Archie Meskhidze ’26
Philosophy and International & Global Studies

Gavin Michaud ’26
Psychology and Sociology

Molly Moylan ’26
Biochemistry

Pagnapech Ngoun ’26
Engineering

Anna Orlando ’26
Psychology

Allyson Parent ’26
Psychology

Mackenzie Perry ’26
Political Science

Braetan Peters ’26
Biology

Erin Pitman ’26
Biochemistry

Ruby Radis ’26
Human Service Studies

Caroline Reich ’26
Exercise Science

Zoe Richardson ’26
International & Global Studies and Philosophy

Matthew Rostan ’26
Political Science and History

Kailey Stark ’26
Public Health Studies and Psychology

Fayrah Stylianopoulos ’26
Psychology

Rahv Tupac-Yupanqui ’26
Engineering and Physics

Noelle Vaught ’26
History

Athena Vizuete ’26
History

Mia Webdell ’26
Biochemistry

Lawson Wheeler ’26
Exercise Science

As the midterm election approaches in November, Catherine Dierker ’27 is asking a timely question: Can educators better prepare young people to participate in democracy?

An Elon history major with teacher licensure from Marietta, Georgia, Dierker’s research focuses on improving civic engagement among young voters. She will present her findings during the Spring Undergraduate Research Forum on April 28.

“Considering that the youth turnout rate is so low, what can we do to make students feel prepared and make them feel like when they graduate, they can make a difference?” she said.

Dierker’s interest in research grew through Elon’s Teaching Fellows program, where she developed an inquiry project that eventually evolved into her SURF presentation.

“I’ve always really been very curious,” she said. “It was something that I was interested in, but then given the opportunity to develop.”

Her project examines effective practices in civics education, drawing from national and international data, teacher interviews and existing scholarship. While her findings reveal no single solution, they point to three key strategies that can help foster civic engagement among students.

“The first being to embrace controversy,” Dierker explained. “People shy away from trying to tackle big subjects that are a little controversial, but it’s what makes people engaged. It fires people up, and passionate people are going to act.”

In addition, her research highlights the importance of promoting civic agency, helping students feel that their voices matter, and incorporating service learning into classrooms.

“Allowing people to get out in their local community and do a semester-long project really demonstrates to them that they have made a difference,” she said.

Dierker emphasized that her work is less about prescribing a single method and more about offering a framework for educators.

“There’s not one thing that we can say to all teachers, do this and all of your students will go out and vote,” she said. “But if we apply these strategies, we will see a lot better turnout and results from our civic education.”

Her research process combined large-scale data analysis with qualitative insights. She examined U.S. census data, compared state-level education practices and reviewed studies from both the United States and the United Kingdom.

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.”

During SURF Day, all other campus activities are suspended so the Elon community can come together around students’ creative endeavors and research efforts. 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. Although this will be her first time presenting at SURF, Dierker is looking forward to sharing her work.

“I’m nervous, but I’m excited. I’m really passionate about it. I love talking about things that I’m passionate about,” she said.

As she prepares for a future in the classroom, Dierker hopes her research will help shape how civics is taught and how students see their role in society.

“It’s more of a framework to guide how we go about education and how we go about interacting with our community and with our nation,” she said.