The camp, AI Play, is led by the university’s computer science department, teaches middle school students about artificial intelligence through hands-on learning and digital game design.

Alexis Goslen, assistant professor of computer science and director of the camp, said it is important to introduce kids to the basics of AI because they are exposed to it in their everyday lives.

“The cool thing is to get them to understand how those technologies are working,” Goslen told WXII. “Then they could maybe decide what they want to do with it and make informed decisions about it.”

Peter Felten, executive director of the Center for Engaged Learning, was featured in a recent Inside Higher Ed article about student belonging on campus.

The article, , examines new survey data showing that while many students feel known and valued, a significant minority report feeling invisible or disconnected.

Felten has written extensively about the importance of relationships and mattering to student success and emphasizes the importance of ensuring that every student feels seen and valued during their college experience.

“Every student can and should feel like they matter in college,” Felten told Inside Higher Ed, noting the difference between “belonging” and “mattering. Unlike belonging, which can depend on feeling that one fits into a particular environment, he said, mattering is rooted in feeling valued and known and having something to contribute within a given context—something that’s theoretically attainable for all students, regardless of age or any other factor that could challenge one’s sense of fitting in.

He noted that meaningful relationships with faculty, staff and peers are central to helping students develop a sense of purpose, connection and belonging.

The article highlights survey findings indicating that while most students can identify someone on campus who knows them in a meaningful way, nearly one-quarter are unsure whether anyone truly knows them or say they feel invisible.

Of the 9% of students who reported feeling wholly unseen, Felten said that’s “a failure on our part—those of us who teach and work in higher education need to create conditions where all students feel they matter. That’s crucial for student well-being, learning and persistence.”

51±¬ÁĎÍř Assistant Professor of Finance Andrew Schwartz was featured in a recent WalletHub expert panel discussing the benefits of credit cards that do not charge foreign transaction fees and what travelers should consider when choosing a card for international use. The article, “,” brought together financial experts to provide guidance on managing spending while traveling abroad.

In the feature, Schwartz emphasized that foreign transaction fees can quickly add up for travelers, making it important to understand the full cost structure of a credit card before using it internationally. He encouraged consumers to look beyond promotional perks and focus on how a card aligns with their spending habits and financial goals.

“One common pitfall is assuming that “no-foreign-transaction-fee” means there are no additional costs when making purchases abroad,” Schwartz said. “As with any credit card, carrying a balance, missing payments, or incurring cash-advance fees can be very expensive.”

Schwartz also discussed the broader role credit cards can play in personal financial management, noting that the best card is often the one that complements an individual’s financial situation rather than simply offering the most rewards or benefits.

Peter Felten, assistant provost for teaching and learning, and executive director of Elon’s Center for Engaged Learning, was quoted in a recent Chronicle of Higher Education feature examining the enduring value of discussion-based, text-centered learning.

The article, explores how the college’s Great Books curriculum emphasizes conversation, critical thinking and intellectual community in an era increasingly shaped by technology and artificial intelligence.

Felten emphasized that the most transferable aspect of St. John’s model is not necessarily its curriculum, but its underlying philosophy of education, specifically that learning can be difficult and is a communal act.

“I don’t think we spend enough time talking with students about how what we’re doing is supposed to be challenging,” says Felten. “If you’re in a community where you see other people struggling with the same material, and you can talk with them and think with them and not feel like you’re weird because it’s hard, then I think it’s motivating, then it’s exciting.”

51±¬ÁĎÍř Assistant Professor of Journalism Israel Balderas contributed insight to a recent Inside Higher Ed article examining how artificial intelligence is shaping the outlook of today’s college students and recent graduates. The story, explores growing concerns about how AI may affect careers, learning and the future of higher education.

µţ˛ą±ô»ĺ±đ°ů˛ą˛ő,Ěýwhose work focuses on free speech, emphasized the importance of helping students understand AI as a tool that requires thoughtful and ethical use rather than fear or avoidance. He spoke to the negative reaction from graduates at several commencement ceremonies when the commencment speaker brought up the topic of AI or AI was used as part of the ceremony.

“These reactions may seem emotional and disproportionate on the surface, but AI arrived at a moment when many of these young people were already questioning how technology has shaped their relationships, their attention spans, their mental health and even their sense of belonging,” he told Inside Higher Ed. “Add AI disruption to that, and there’s a growing sense among young people that they are inheriting systems that they didn’t design and they don’t fully control.”

But Balderas says the reaction is more than just about job security.

“When AI starts appearing in spaces that have traditionally carried emotional meaning—like graduation ceremonies—the reaction is going to be bigger than the specific incident itself,” Balderas said. “This is tapping into a deeper fear that society is becoming very good at simulating human interaction while becoming worse at actually practicing it.”

A history major with teacher licensure from Marietta, Georgia, Dierker’s research project, “Improving Youth Voter Turnout: The Role of Civic Education in Modern Political Socialization”, examines how schools can better and further prepare students for active citizenship. Dierker presented the project at the Spring Undergraduate Research Forum in April.

“Students are more likely to participate in civic life when they feel empowered and connected to political systems,” Dierker said. “Schools that encourage critical thinking, respectful discussion and participatory learning help prepare students to become engaged citizens.”

While young voters have historically had lower turnout rates than older age groups, Dierker believes younger generations are engaging politically in new ways, particularly through social media and digital activism.

“Social media allows Gen Z to interact with a wide range of political viewpoints and participate in conversations on a much larger scale,” she told the Times-News. “At the same time, it can intensify political polarization and shape how young people perceive society.”

51±¬ÁĎÍř student Amanda McGee ’26 was featured in a  article highlighting her research and community outreach efforts aimed at improving public health in Alamance County. The story focuses on McGee’s development of a wellness campaign designed to encourage healthier living through accessible, community-based strategies.

A strategic communications major and Communications Fellow, McGee created a multi-platform campaign inspired by “Blue Zones,” regions of the world associated with longer, healthier lives.

“This project has helped me recognize my calling,” McGee said. “It’s made me feel so capable and inspired to continue pursuing work in the public health field that creates change, even on a small scale.”

Her project combines social media outreach, local partnerships and interactive workshops that encourage participants to build sustainable habits related to movement, purpose, rest and nutrition.

“Completely eliminating unhealthy behaviors is often unrealistic,” she said. “A more effective approach is encouraging small, manageable changes that can be integrated into daily routines.”

McGee presented her project at Elon’s Spring Undergraduate Research Forum on April 28.

51±¬ÁĎÍř communications faculty Amanda Sturgill and Karen Lindsey were quoted in a recent The Assembly article examining controversy surrounding the Greensboro Police Department’s social media strategy and questions about the role of humor in public communication.

The story explores how the department’s increasingly viral online presence has sparked debate about professionalism, public trust and community engagement.

Sturgill, an associate professor of journalism, whose research focuses oon the impact of social media, discussed how online engagement can reinforce existing opinions rather than bridge divides.

“People tend to over-value things that they agree with and already think,” Sturgill said, noting that controversial posts may deepen polarization instead of building trust with skeptical audiences.

Karen Lindsey, assistant professor of strategic communications, emphasized the importance of aligning social media content with an organization’s broader mission and goals.

“It’s really important to think about your goals for being present on social media,” Lindsey said. “And then, before you post anything, decide if it is aligning with those goals. Is your goal laughs and likes? Is it something larger?”

The article also includes perspectives from Elon alum Robin Cheeley ’81, a veteran journalist and communications professional whose company, WriteRight, advises people and companies on social media strategy and crisis communications.

Read the full article, “,” in The Assembly.

51±¬ÁĎÍř Assistant Teaching Professor of Finance Vaishali Shah was featured in a recent WalletHub expert panel discussing the importance of budgeting and practical strategies for managing personal finances. The article, , brought together financial experts from across the country to offer guidance on building healthy financial habits and improving long-term financial well-being.

In the article, Shah emphasized the value of budgeting as a tool for intentional decision-making and financial stability. She discussed how creating and maintaining a budget can help individuals better understand spending patterns, prepare for unexpected expenses and work toward long-term financial goals.

“Knowing how much you’re spending allows you to begin making intentional decisions so that you buy only what is truly fulfilling and you can save and grow a secure future,” said Shah.

Shah also highlighted the importance of flexibility and consistency in budgeting, noting that successful financial planning is not about perfection but about developing sustainable habits over time.

The piece highlighted Go Baby Go, a national program that helps provide modified ride-on cars to children with mobility disabilities. The initiative gives children greater independence and opportunities for movement through specially adapted vehicles designed to meet individual physical needs.  On April 4,  the Elon Engineering Club, Phoenix Racing Club and the Department of Physical Therapy brought the Go Baby Go Initiative to Elon’s campus for the first time.

“I think it was really special to see the students have a lot of fun with the event and really be so focused in customizing these cars,” said Julianna Millet ’26, an Elon engineering student who helped spearhead the effort. “At the same time, it really gives back to helping local families and helping kids. It’s kind of a win-win.”

The story was also featured on WFMY News 2, the CBS affiliate in Greensboro, North Carolina.