When I was a freshman at Elon, full of ambition but lacking direction, Dr. Fair invited me to join her undergraduate research team. At the time, her focus was on the impact of health issues on children, and I wanted nothing to do with kids. So, we pivoted. I launched a project exploring the impact of stigma and discrimination on individuals living with and affected by HIV/AIDS. We met weekly. I completed the research, turned it into a senior-year internship, presented at the Student Undergraduate Research Forum and eventually co-authored a paper with her. The year after graduation, we were published and presented at a national conference. I landed a job supporting state HIV programs, and I was good at it.

But when I think of Dr. Fair, it’s not the rĂ©sumĂ© bullet points that come to mind. It’s her enduring influence on who I am. She’s a wellspring of patience, knowledge, resilience and curiosity. She never settles for the status quo. She sees students — and the world — as works in progress, always evolving. She gave me, an eager but slightly jaded kid, the space to ask big questions, to embrace setbacks and to celebrate small victories. Through every life milestone since graduation, through highs and lows, she’s been there. She always says, “When you come up for air, I’ll be here.” And she always is. For the record, I’m still working on changing the world. But Dr. Fair? She already has

Britten Pund ’06 is a public health program consultant with more than 19 years of experience supporting state health department and federal HIV programs. She lives in Maryland with her husband, Zack Pund ’05, and their three children.

Coming to Elon from Annapolis, Maryland, the small class sizes and opportunities for professor and peer mentorship enticed her to study at Elon. Her decision was led by a need for connection and community on campus, mentioning.

Freshman year, while with her peers in the Business Fellows, she realized others knew their finance education would lead them into a career, but not knowing her own path, she sought guidance from Chris Harris, associate professor of finance and chair of the Department of Finance. After an honest discussion of her likes, dislikes, aspirations and goals, she knew wealth management was the path she wanted to pursue.

“Wealth management is perfect for what I want to do, and it’s very rewarding, very analytical and (focused on) problem-solving, but it also has a client side and personal side, where you get to actually help people and change their lives for the better,” said Orendorff.

Being the president of the Women in Finance club, she faced some initial challenges in her understanding of finance and the ratio of women to men in her classes.

“There’s probably me and three other girls, if I’m lucky,” she said.

She also notes that finance doesn’t come naturally to her, saying, “I have to work a lot harder for it to stick.”

Being a leader in the club, she took these challenges head-on. Not letting the drawbacks get her down, she placed her focus on mentorship.

“The executive team and I are acting as big sisters who have gone through the process,” she said. “I wanted a big sister in the process, and that’s what I’m trying to offer these girls in the club. There’s so much space for us, I want to let women know that.”

Her participation in the Business Fellows also helped challenge her personal growth.

“I came to school with the mindset that I already had 40 best friends in my cohort. That changed everything for me when adjusting to college,” said Orendorff. “These people are ambitious, they’re extremely intelligent, they’re hard working and they push me to be the same. They’re involved in everything, and it’s not a competition, but I’m challenged for the better, and I really love being in a space like that.”

She says that this environment has also pushed her to be more forward-thinking and ambitious towards her goals in her finance career.

All of this growth and opportunity is supported by donors through the Dr. Beth Powell Business Fellows Scholarship and the Presidential Scholarship.

“My scholarships have equipped me to do so much at Elon and have assisted me and encouraged me to be more engaged and involved on campus,” she said.

Her scholarship helped her study abroad in Florence, Italy, where she was able to further her studies and grow in confidence.

“I was able to be more present in the world around me, and that’s an experience that I’ll never take for granted,” she explained. “It was all due to the scholarships that I got, which enabled me to be there.”

Through this experience, Orendorff recognizes the strength and confidence it took to put herself out there and be open to experiences in a country and culture foreign to her.

“I’m proud of how I didn’t doubt myself. I knew I could do it, and I created the steps, and I did so much because I didn’t restrict myself by thinking ‘I can’t do this.’ Instead, I said, ‘I’m going to find a way.’ I grew a lot in my confidence,” she said.

With this strengthened confidence and sense of self, she is inching towards graduation in May. Having been challenged and pushed by her peers and professors, she expresses that her growth mindset has her in the thought pattern of, “What’s the next best thing I need to achieve? What’s the next best thing I should grow towards?”

When asked what she would say to the donors who made her experiences possible, Orendorff expresses that ‘thank you’ will never be enough in her eyes. She hopes donors realize the impact they have.

“Each thing a student accomplishes is because of their support; each donor plays a part in a student’s story,” she said.

The article, published in “Cancers,” is titled “There are two healing processes in cancer care—There is a physical healing and a mental adaptation process: A pilot study for preparing children and adolescents with osteosarcoma for limb amputation.”

Drawing on in-depth interviews with nine cancer survivors who experienced amputation during childhood or adolescence, the study highlights both the informational and emotional supports that helped patients prepare for and adjust to surgery. Survivors emphasized the value of clear communication, peer mentorship and supportive relationships with providers, while also identifying gaps in pain management resources, mental health care, and family support. This research is among the first to elicit in-depth perspectives from pediatric and adolescent survivors of osteosarcoma who experienced limb amputation.

“Our findings underscore that amputation is not only a physical procedure but also a profound psychological transition,” Fair said. “By listening directly to survivors, we can better guide healthcare teams in preparing patients and their families for both the challenges and the possibilities ahead.”

The findings provide guidance for developing holistic, patient-centered care strategies that integrate psychosocial preparation, peer connection and mental health services throughout the cancer journey.

Wiener is also the parent of Brett Brawerman ’12 and Marisa Brawerman ’10. Before joining the Elon faculty, Fair worked with Wiener at the NIH. The full article is available .

Supporting scholarships and other campus priorities can be life-changing, just as it was for Liam Dupas ’26.

A filmmaker in the making

Liam Dupas never imagined that a scholarship could unlock the path to his life’s calling, but receiving the Don Bolden School of Communications Dean’s Scholarship did just that.

“This scholarship didn’t just help me financially; it inspired me to work even harder toward my goals,” Liam reflects.

Growing up in a large Atlanta public high school of nearly 4,000 students, Liam’s passion for filmmaking ignited unexpectedly during his senior year when he enrolled in film class. He learned that filmmaking is so much more than just directors and actors; it’s a powerful tool for emotional connection and storytelling.

At Elon, that spark has grown. Immersed in hands-on learning and mentored by professors and others with real-world industry experience, Liam is thriving. One standout figure in his journey has been Director of Technology, Operations and Multimedia Projects Bryan Baker.

“He’s more than just a teacher to me – he’s an inspiration and a role model,” Liam explains. “Through his audio class, I learned how the sound industry operates and got to work with Avid Pro Tools, an industry-standard software.”

Liam’s time at Elon has shaped not just his skills, but also his identity. From tight-knit friendships to the beauty of the campus and the deep support from faculty, Elon has become, in his words, his “home away from home.”

“Elon has helped me grow academically, mentally, physically, spiritually, financially and socially,” he shares, “Because of this education, I’m working toward a future where I can give back — to my parents, my community and to Elon.”

The financial support from his scholarship has been a pivotal part of his ability to say “yes” to these experiences.

“This degree represents the culmination of years of hard work, the support of my family and friends, and most importantly, the generosity of donors. I know this is my ticket to a career in filmmaking — and I don’t take that for granted.”

-Liam Dupas ’26

As Liam enters his senior year, he has big goals. Following graduation, he hopes to work in commercial or freelance cinematography for a faith-based company – something fast-paced with quick production timelines that will make for lots of travel and impactful experiences.

“I hope to tell stories that leave an impact on viewers and continue to serve wherever the Lord takes me,” he says. “Thank you for believing in students like me. I’m committed to making the most of this opportunity, and I look forward to sharing the journey ahead.”

For donors who wonder whether their philanthropy makes a real difference, Liam is living proof. Your investment is not just funding education, it’s launching a new generation of storytellers who will move the world with their vision.

Liam’s story is one of many. Students across campus have similar stories of how donor generosity changed their lives.

Investing in tomorrow’s leaders

Donor support plays a vital role in shaping the Elon student experience and opening doors to transformative opportunities. Elon is proud to share the many ways donors gave back and invested in the university over the past year.

• $32.5 million given to support Elon students (including annual, capital and endowment gifts and pledges).
• 6,507 alumni gave to 298 various designations across campus.
• 4,008 parents gave to 410 designations across campus.
• $2.3 million planned gifts committed.
• $3.1 million donated for the 12th annual Elon Day held on March 6, 2025, with 43% of gifts coming from alumni, 23% from parents and grandparents, 21% from faculty and staff, and the rest from friends of the university and students.
• 61% of faculty and staff made a gift, with 970 members donating.

Supporting students through every connection

Elon’s community continues to thrive, with 9,654 alumni and 2,560 family members actively engaged this year through volunteering and attending events. Their involvement made a lasting impact – here’s a look at how alumni, parents and friends made a difference:

• Elon held 201 events for alumni seeing a total of 3,757 attendees. Events included Welcome to the City, Cheers to Elon, Evening for Elon and more.
• 1,831 alumni came back to campus to celebrate Homecoming & Reunion Weekend.
• 2,275 alumni volunteered at events supporting the university.
• New this year: Elon held 17 virtual events for alumni with a total of 317 attendees, and 322 alumni attended 23 different Women of Elon events.
• Lifelong learning saw 488 alumni participants engage with career coaching, career search foundations, Life @ Elon, Elon NEXT and webinars.
• 276 alumni served as social media ambassadors for the university, supporting initiatives and events by building engagement on their social channels.
• 7,257 family members attended Family Weekend 2024.
• 1,042 parents and students attended one of 37 Summer Welcome Events held in 20 different states.
• 1,152 individuals served as Elon Day volunteers, supporting 45 events with 6,298 attendees.
• 103 Elon families served as FAMbassadors – volunteers who help with events and other initiatives on and off campus.
• 41 faculty and staff members served as giving captains.
• 91 alumni served their reunion class as a member of their reunion committee, raising support for students and encouraging involvement.
• Over 1,000 alumni and students participated in Elon Q&A, an AI-driven platform that allows alumni to stay connected with Elon as a resource for students.

All of these statistics reflect what makes the Elon community special – the people that support growth and innovation through a spirit of giving back.

Integrating Research in Science (IRIS), an innovative student-led conference, aims to celebrate interdisciplinary interactions by bringing together the realms of STEM and STEM-related fields. This one-day conference for undergraduates is designed to allow students to promote their research, network among professors and peers, and prepare for their academic and professional careers by attending expert panels.

By participating in IRIS, students engage in a collaborative environment that harbors values in creating a strong sense of community. Moreover, by bringing many departments and students with different interests together, students will explore new ideas within a diverse range of fields and be able to delve into the rich progress that cross-disciplinary interactions have to offer.

“Our students did such a wonderful job that they have collaboratively and effectively worked using each individual’s expertise and interest,” said Associate Professor of Mathematics Hwayeon Ryu, who is the lead faculty member for the IRIS conference. “Without their dedication and hard work, this conference would not have been successful. As a result, the enthusiasm and participation at the conference was excellent, and all of the presentations were very well attended with great audience engagement.”

The IRIS was initially developed in 2017 and has been run at Wake Forest University annually until spring 2023, when Elon hosted the event for the first time. This year is the second time Elon is hosting the event. The Student Organizing Committee consists of Kelly Donovan ’26 (co-leader; applied mathematics and statistics), Mia Webdell ’26 (co-leader; biochemistry), Clayton McLamb ’25 (computer science and data analytics), Bailey Reutinger ’25 (statistics and biology), Rony Dahdal ’26 (computer science, mathematics and philosophy), and Murilo Ferreira Lopes ’27 (computer science) under the supervision of Elon faculty members Hwayeon Ryu and Nancy Scherich.

“IRIS was able to bring a lot of students from different backgrounds together. I did not realize the amount of time and planning it took to run a conference. I am grateful for my other committee members for helping put together IRIS 2025,” said Kelly Donovan, the co-leader of the student organizing team.

Almost 20 oral or poster presentations were given at this year’s IRIS event.

“Presenting my research at IRIS was a rewarding experience that deepened my appreciation for interdisciplinary collaboration and the creativity driving scientific discovery. The conference provided an excellent opportunity to make meaningful connections within the scientific community,” said Grady Cooke ’25, a physics major at Elon.

“I found IRIS as a way of opening Elon’s campus to student researchers from different universities, and was a unique way to engage, learn about, and bridge the gap between Elon and other academic communities,” said Rony Dahdal ’26.

IRIS is attended by students and faculty from regional colleges and universities. This year’s keynote talk, “Sifting Through Junk: Can AI/Machine Learning Help us Determine What Matters?” was given by Keriayn Smith, associate professor at the School of Data Science and Society, with a secondary appointment in the Department of Genetics in the School of Medicine at the University of North Carolina Chapel Hill. The keynote talk is followed by oral and poster presentations, and concludes with a panel session for both academia and industry.

“I was really impressed by the quality of the presentations and the confidence students demonstrated when presenting their lectures and posters,” said Associate Professor of Exercise Science Matt Wittstein. “The diversity of topics also made the conference more fun, because there were plenty of opportunities to learn something new that the presenters were passionate to teach us about.”

“The IRIS conference allowed students to increase their networking skills while teaching them how to present their work to a wider audience. Developing the skills associated with presenting highly technical research to audiences from diverse backgrounds and interests is a challenge for even the most experienced researchers, and experiences like participating in IRIS provides undergraduates with this opportunity,” said Assistant Professor of Biology Efraín Rivera-Serrano.

In this empirical report, Thurman and Rose tracked how gains in pull-to-stand, standing and walking experience contributed to infants’ selection of more skilled pull-to-stand strategies and reorganized how infants used pull-to-stand behaviors to facilitate free play. They found even after months of practice pulling-to-stand, infants continue to modify their arm and leg movements and use various strategies to pull up. Infants also seem to use pull-to-stand differently during play as they gain experience over time, first to engage with objects and later to move about a play space. This research highlights the importance of studying coordination patterns of pull-to-stand in context.

Thurman is an active mentor of undergraduate research, a research seminar leader for the Center for Engaged Learning’s 2023-2025 research seminar on , and is the director of the  at 51±ŹÁÏÍű. Thurman initially met Rose in 2021 when Rose was an undergraduate student at the university. Rose was an Elon College Fellow and joined Thurman’s research team as a mentee during her sophomore year, where she contributed to several research studies on infant motor development. Rose

began this research on infant’s pull-to-stand behaviors during her time at Elon and presented her work at the biennial conference for the in Salt Lake City, Utah in 2023. Rose completed requirements for the research project and Elon College Fellows, and graduated from 51±ŹÁÏÍű in 2023.

The journey to publishing this research took a considerable amount of time, and Thurman and Rose continued to collaborate and deepen this project after Rose’s graduation. They completed a range of new analyses beyond those included in Rose’s Fellows research, which required thorough literature reviews and meticulous data interpretation. Before finalizing the publication, Thurman and Rose also presented their work at two major professional conferences in 2024 at the in Austin, Texas, and at the in Glasgow, Scotland. These presentations played a critical role in enhancing the project. The feedback they received from these conference presentations provided invaluable insights that helped refine their analyses and strengthened the article’s overall impact.

Altogether, this research project took Thurman and Rose four years to complete. This is not uncommon for developmental research projects that involve behavioral video coding, which requires researchers to watch recorded infant behaviors and mark moments of interest for analysis using specialized software. This work requires strong perseverance, high attention to detail and refinement which meant the road to publication was a long journey, but it paid off and resulted in a meaningful mentored research study that advanced both student learning and the field of infant motor development.

“In the astronomy lab, I looked at the Orion Nebula through a telescope and I’d never seen anything like it. I hadn’t even looked through a telescope before. It just blew my mind,” said Spicola. “I walked away from that night with a feeling that I could do this for the rest of my life.”

Three years later, she’s finalizing her Honors Program thesis project, creating a mixed-reality planetarium to help others study the stars.

Communicating the cosmos

After declaring her major in astrophysics with a minor in mathematics, Spicola got a summer job with the planetarium at the Schiele Museum of Natural History in Gastonia, North Carolina, near her hometown of Denver, North Carolina.

“I was learning how to create live planetarium shows and create scripts for them to do all sorts of things,” she said. “It was also general science communications, and I realized that I enjoyed communicating science to the public and making things more accessible to them by using this planetarium.”

With a desire to blend her planetarium experience and schoolwork, Spicola connected with Anthony Crider, professor of astrophysics, for her Honors Program thesis – working to create a virtual reality planetarium where students and faculty could learn without worrying about weather conditions or the time of day.

“We thought we could bring the planetarium experience to students at Elon rather than relying on nighttime labs or all these factors that come into play when you’re trying to figure out what to do for an astronomy lab,” she said.

Spicola and Crider are currently testing a prototype using Meta’s Oculus Quest 3 VR headset and Unity game engine. Now, the goal is to make the virtual planetarium a “mixed reality” experience where users can see the sky in the headset but still interact with the people around them, a professor teaching a class, for example.

“A planetarium is a very interconnecting experience where you can be in this room with other people learning about the sky and having a planetarium director, or some kind of expert, teaching you about what you’re seeing,” said Spicola. “We wanted to recreate that in a virtual and physical space.”

A cosmic challenge

Developing the software for the planetarium has been a challenge for Spicola, who did not have video game design experience. But the learning opportunity excites her.

“We’re tackling such a big challenge, and I love talking to people about it,” she said. “It is an innovative project, and it has the potential to impact so many people if we can get it developed and have a solid application to share with others.”

She and Crider are learning along the way and may collaborate with some game development experts in the future to help.

“It’s been a great experience, and I’m incredibly grateful that I can have a one-on-one research experience and mentor relationship with Dr. Crider in my undergraduate studies,” said Spicola. “It’s rare for undergraduate students to be able to work with their dream mentor on their own research project.”

When looking for a university, Spicola chose Elon because of the attention undergraduate students receive from faculty and the ability to do undergraduate research – one of the five Elon Experiences.

“Aubrey really values both the beauty of the night sky and the joy in sharing it with other people,” said Crider. “While a lot of experiences in virtual reality can be isolating or ‘unreal,’ Aubrey is leaning into it as a means to help humans to connect to nature and to each other.”

When she graduates in spring 2025, Spicola is looking to continue her interest in astronomy through graduate school, with her telescope set on Cornell University. This past summer, she participated in the Cornell Research Experience for Undergraduates, analyzing pulsar profiles utilizing Python programming language.

“Regarding the project, I would hope that I can reach out to some collaborators or developers and make sure that it gets out to people, that professors and students are able to use it in the classroom, helping students learn astronomy and be inspired by it the way I was,” Spicola said.

Reporter Ashley Mowreader talked with Assistant Provost Peter Felten, who serves as executive director of the Center for Engaged Learning, and Director of New Student Programs Emily Krechel, both of whom served on the university’s Mentoring Initiatives Design Team.  During the 2023-24 academic year, the team supported eight pilot programs around mentoring and meaningful relationships and hosted an inaugural mentoring summit at Elon during the summer.

Krechel told Mowreader that the sooner institutions can help students develop personal connections not just with peers but also with faculty and staff, the better they are going to adjust to college. “What we’ve noticed is that, when students start to form relationships early, they’ve discovered they have a greater connection, not just to the institution, but to the environment that they’re within. They feel a part of the community,” Krechel said. “I know different people have different feelings around the term “sense of belonging,” but really it’s that sense of connection that helps students feel like, “I can thrive here.”

Felten explained that a key barrier, particularly among first-generation students, is the sense among new students that everyone else has it figured out and they are the only ones struggling. “I think one of the things we need to do—whether it’s through an orientation like Emily coordinates at Elon for residential students, or it’s at a community college where none of the students live on campus—is help students recognize that it’s normal, it’s regular to have questions, to have doubts, to have concerns, and that successful students have appropriate help-seeking behaviors,” Felten said. “Successful students take the risk to connect with a peer and say hi to somebody or something like that. That’s not a sign that you’re doing it wrong. That’s a sign that you’re going to be successful.”

to learn more.

A transformational environment

In her address to the university in Alumni Gym on Monday, Aug. 19, Book acknowledged an important anniversary in Elon history – thirty years since the launch of the core curriculum including the Experiential Learning Requirement and Elon 101.

“Remarkably in 1994, Elon was described in much the same way as it is today, an institution where students are actively engaged both inside and outside the classroom, immersed in cutting-edge experiential opportunities and empowered to shape their future from day one,” said Book. “What remains constant is that all of this is grounded in a transformational environment where people and relationships are at the heart of Elon.”

During Book’s remarks, a video showcased faculty and alumni interviews from 1994 as an example of both Elon’s commitment to student success but also the university’s transformation since that time. Book noted Elon has now graduated thousands of students thanks to the commitment of faculty and staff. In fall 2024, the university will welcome more than 1,600 new students and 77 transfer students, with the Class of 2028 standing out as the most diverse incoming class in the university’s history.

Boldly Elon

Opening Day began with Rev. Kristin Boswell, university chaplain and dean of multifaith engagement, offering an invocation, followed by the ringing of the ceremonial bell by Student Government Association President Taylor Cote ’25. Three individuals were awarded the Elon Medallion, the university’s highest honor, and a record seven faculty members received endowed professorships.

With Boldy Elon, the university’s 10-year strategic plan at a midpoint, Book emphasized the importance of building upon all the lessons learned over the thirty years since 1994.

“We also embrace the mindset and action of more deliberately sharing our model of higher education across the nation during a time when the value of higher education is being questioned, and when the work we do to support every community member and the richness of the differences they bring to our campus should be met with unwavering support through their educational journey,” said Book. “Now more than ever, we need to be bold in our efforts to support student success.”

What’s new on campus

With the beginning of the academic year, Book also highlighted several new additions to campus, including the Loy Farm Living-Learning Community EcoVillage, the Mentoring Initiative Design Team’s first workshop, the Elon Flex Law Program in Charlotte, new programs in the Martha and Spencer Love School of Business and upgrades to campus facilities.

As artificial intelligence continues to impact industry and higher education, 51±ŹÁÏÍű and the American Association of Colleges and Universities have released the first edition of a student guide to navigating college in the artificial intelligence era. The guide, titled “AI-U/v1.0,” was developed with the collaboration and review of faculty, scholars, academic leaders and students at universities around the world.

“I wonder if in 2054, on Opening Day, the community will be in awe of the direction that we set in 2024,” said Book. “Elon’s story of transformation and impact is a continuing one, unfolding through the work each of you do every day. Our future and our ability to rise and keep our mission vibrant depend on our ability to tell Elon’s story of student impact and transformation in a way that resonates with future students, alumni and stakeholders.”

SURE offers the opportunity for students to spend the summer dedicated to their research work with the support of their faculty mentors, with SURE culminating in late July in a poster presentation for the campus community. It’s a chance to propel forward their often years-long work to explore new corners of their disciplines and to break ground while working closely with faculty.

This summer, the 51±ŹÁÏÍű News Bureau asked students participating in SURE to share some of their thoughts about what their research means to them and what they are taking away from the opportunity. Find a selection of responses from students below.

Emerson Baker ’26

Sport Management – “Perceptions v. Reality: An Examination of Walk-On Student-Athletes at a Mid-Major Institution”

“I am researching the walk-on student-athlete experience and how different sports teams treat their walk-on athletes, along with how these walk-on athletes perceive themselves as valuable to their team. I hope that this will open the eyes of people who don’t really know what it is like to be a walk-on athlete and the sacrifice it takes.”

Jo Bogart ’26

Creative Writing and Classical Studies – “Dux Femina Facti: Feminist Translation and Re-Vision of Vergil’s Aeneid”

“I’ve learned a lot but what I most appreciate is how much being passionate about something can become meaningful to others as well. Having mentors who are equally supportive of and interested in my research and who love hearing me ramble on about it has been one of the most formative and rewarding aspects of my mentor relationships that I could have asked for.”

Joshua Franklin ’25

Political Science and Economics – “Changing Course in Foreign Policy: State Recognition during the Arias Presidency in Costa Rica, 2006-2010”

“Beyond being a guide in my research process, Dr. Baris Kesgin has really embodied the word ‘mentor.’ At times, he has helped me realize my potential, both as a researcher and as a student. At other times, he has helped me reign in my crazier ideas. Overall, Dr. Kesgin has been a big part of the growth I have had in my time at Elon, both academic and professional.”

Natalie Peeples ’26

Psychology -“What do parents want for their children?: A cross-cultural study of parental perceptions of well-being in early childhood “

“The number one lesson I have learned from my mentor is to come to terms with the fact that research isn’t perfect. Coming into it, I felt like everything I did for my projects would have to be astonishing and perfect, but as we have begun the research project, she has helped me learn that it’s okay to have bumps in the road, and resilience is key to having a successful experience.”

Carter Stoke ’25

Exercise Science – “Assessing the Impact of High Theacrine Doses on Hemodynamic Measures, Cognitive Performance, and Physiological Stress”

“One lesson I have learned from my mentor is patience when things do not always go as expected. There have been challenges during my research process and Dr. Madizima has always been calm and patient when I am worried about something not going right. His calm presence and ability to offer solutions to problems always helped my worrying and allowed me to see the bigger picture when something small was not exactly right. I hope my research project provides a great learning experience for my graduate school ambitions. I have enjoyed the research project and am looking at completing more research in graduate school and potentially pursue a research-related career. For the field, I hope my study contributes to the growing body of knowledge on theacrine. There is still a lot we do not know about the supplement so I hope my study can be used as a basis for future projects.”

Stoke is also one of two Elon students who received the Undergraduate Research Award from North Carolina Independent Colleges & Universities.