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.”

The article situates the analysis within a period of heightened instability, following renewed U.S. pressure on Iran and military escalation tied to nuclear concerns and regional conflict.  Against this backdrop, Kesgin provided expert commentary on the limited and increasingly complex options available to policymakers.

Kesgin emphasized that while diplomatic solutions remain possible, they are becoming more difficult as the conflict intensifies and political stakes rise on both sides. He suggested that each potential “exit” — whether through negotiations, strategic restraint or continued pressure — carries significant risks and trade-offs, particularly given domestic political pressures and the broader geopolitical environment.

“Wars often test internal cohesion,” said Kesgin. “If the elites were to fragment, or if persistent popular unrest were to combine with a deterioration of Iran’s military capabilities, the political balance in Tehran could be seriously weakened. But a clear or immediate end is not on the horizon.”

The Mock Trial program is housed in the Department of Political Science and Public Policy as part of the Legal Professions program and is coordinated by Elisha Savchak-Trogdon, associate professor of political science and public policy.

Political science and public policy double major Isabel Schimpff ‘29 and public health and public policy double major Lydia Credle ‘27 took home outstanding witness awards. Elementary and special education major and Teaching Fellow Natalie Marmelstein ‘29 was named the tournament’s top-ranked witness, receiving a perfect score of 20 ranks.

Marmelstein said she felt nervous going into the tournament after spending  Winter Term away from campus and competing for the first time as an expert witness. She described her surprise at the result, calling herself “my own toughest critic.”

“When they announced a perfect score, I was genuinely speechless,” Marmelstein said. “I had gone into the ceremony just hoping I’d made my coach and team proud; I never anticipated that kind of validation. I’d made a few mistakes and had mentally taken winning off the table. To come away with a perfect score was a surreal reminder to never count yourself out.”

Schimpff also recounted her Regionals experience, highlighting the supportive energy that the Mock Trial team members bring to one another at competitions.

“Being able to walk up onto the stage and represent Elon felt amazing, but what felt even better was that every single member of the team congratulated me in some way after,” Schimpff said. “That’s solidified what I had already known, which is that this team is something special.”

Adjunct competitive teams coach Kristen DelForge reflected on the program’s success during this year’s competition season. In addition to three wins at Regionals, several students in the program won awards at invitational tournaments. Public policy and strategic communications double major and Mock Trial president Alexa Jimeno ‘27, and political science and strategic communications double major Olivia Villanueva ‘28 earned outstanding attorney awards. Political science major Matthew Almonte ‘28 earned an outstanding witness award.

At the Davidson College invitational tournament, the entire team was recognized for displaying fair play, civility and justice, an award voted on by peers.

“When I say we are a mock family, we mean it. But not just this team – our entire network of Elon Mock alums,” DelForge said. “We also say mock love is real love, and we mean that too. The team takes care of one another, inside and outside of the courtroom – during and after their mock trial competition years. My students mean the world to me, even after they graduate and I love every bit of being Elon’s mock trial coach.”

51±ŹÁÏÍű competes in the American Mock Trial Association, which creates a new case each year for mock trial students. Teams prepare both sides of the case and attend tournaments where they compete againstother universities and colleges. This year’s criminal case, called State v. Charlie Martin, circulates around whether the Defendant, Charlie Martin, intentionally killed a fellow game show competitor.

DelForge describes mock trial as a varsity academic sport because of the significant amount of time and effort students need to put in to maintain their team’s success. The program teaches them how to prepare opening and closing arguments, direct examinations, cross examinations and witness roles. Students also learn how to communicate arguments grounded in case law and rules of evidence.

“Mock trial not only prepares you for law school, but also reinforces many life skills like working in team and individual settings, honing public speaking skills and learning how to disagree in a respectful manner,” DelForge said.

Each year, the Mock Trial program competes in invitational tournaments in the fall and the regional tournament in February. Students who advance from Regionals move on to the Opening Round Championships. While they did not advance this year, DelForge noted that the program did last year and in previous years.

During the panel, moderated by Jason Kirk, professor of political science and policy studies, each professor used their academic research to explain the “hows, whys and whats” of the war.

“We are in a very different media and political economy compared to a generation ago,” said Kirk, “and that will be the deciding factor of how we view and remember this conflict.”

Baris Kesgin, associate professor of political science and public policy, explained the Iranian political system in which religious authority and democratic practices play a part in governing society. Using graphs that outlined the political hierarchy, Kesgin emphasized the seriousness of the death of Iran’s Supreme Leader, Ayatollah Ali Khamenei, and how Iran selected their new Supreme Leader, Mojtaba Khamenei.

“Iran is not completely a theocracy and not essentially a democracy,” Kesgin said.

Thomas Kerr, assistant teaching professor of political science and public policy, discussed the U.S. military, noting that, although the United States has the largest military in the world, it does not have unlimited resources. Regardless, Kerr explained, even with fewer available resources to defend other bases, the United States has proven in previous conflicts to beat Chinese war technology that is being used by Iran currently.

“The more we [the United States] dedicate our resources in Iran, means that less resources that we can guarantee towards our other bases in, for example, Ukraine and Taiwan,” Kerr said.

Chelsea Bediako, a political science & international and global studies major,  attended the panel to learn more about the conflict outside of what she was seeing in the news media.

“I am the type of person who information comforts me, for example, having a grasp on what’s going on and having less uncertainty makes me more comfortable, so I wanted to separate fact from speculation,” Bediako said.

Geoffrey Claussen, professor of religious studies and the Lori and Eric Sklut professor in Jewish studies, spoke to the religious context of the war. He explained that although it is difficult to justify any war due to the human consequences, some ethicists use the criteria of the Just War Theory. This theory argues that for a war to be considered “just,” it must be a last resort (following unsuccessful non-violent solutions), have a “just” cause, must be produced from a valid authority, have a probable success, use only necessary force and must be fought fairly with minimal harm to non-combatants.

Claussen explained that the vast majority of the Israeli community supports this war, as they see Iran as an existential threat. In the U.S., Professor of Political Science and Public Policy Jason Husser noted that the American people are opposed, with recent polling showing 56% being against the war. Husser explained that these numbers can and will fluctuate as the conflict progresses, with the majority of Americans in the polls being against boots on the ground.

Ariela Marcus-Sells, associate professor of religious studies, covered the political and religious motives behind this conflict, including the unique societal view that Islam and, therefore, Iran is a threat to Western society. Marcus-Sells argued this is not a new concept, describing how in the 18th century, the idea of orientalism came from Western leaders of Europe seeing themselves as descendants of “greater society,” in comparison to the East, including people who followed Islam. This belief only grew over the years with the creation of America, the misconception of terrorists being associated with Muslims and media coverage of Islamic religious conservatism as “something strange and oppressive.”

Students were also able to ask questions of the panel. Mariama Jalloh, a public health major, came to the panel to listen to Elon’s faculty members’ opinions about the conflict and hear an academic perspective that was new to her

“I really appreciated Dr. Marcus-Sells and Dr. Kesgin explaining the landscape of the situation, both religiously and politically,” Jalloh said. “This panel gave students a platform to ask deeper questions that you wouldn’t hear on social media or the internet.”

Participating faculty will be Ariela Marcus-Sells, Baris Kesgin, Geoffrey Claussen, Jason Husser, and Tom Kerr, with Jason Kirk moderating.

Students, faculty, and staff are encouraged to attend.

51±ŹÁÏÍű Professor of Political Science and Public Policy Jason Husser provided analysis in a recent WXII-12 news report examining the close Republican primary race for North Carolina Senate District 26, where just two votes separated the candidates following Election Day.

The article explains that Rockingham County Sheriff Sam Page held a two-vote lead over longtime Senate leader Phil Berger after more than 2,600 ballots were counted, with dozens of provisional ballots still left to review in Rockingham and Guilford counties.

Husser told WXII-12 that the race represents an unusually competitive contest that will likely become a teaching example for years to come. He also outlined the complex process required before a winner can be officially declared.

“They’re doing a number of audits behind the scenes. They are making sure that indicators match up, that they didn’t miss certain ballots, or there wasn’t any type of tampering,” said Husser. “The canvass is that process of making sure everything is counted very accurately, very deliberately. It goes beyond the unofficial results and converts those unofficial results to official results in an election this close, though, the canvass might not be the last word.”

Read and watch the .

51±ŹÁÏÍű Professor of Political Science and Public Policy Jason Husser was quoted in The Assembly examining the razor-thin Republican primary between North Carolina Senate leader Phil Berger and Rockingham County Sheriff Sam Page. The story, explores how turnout patterns and political geography helped shape one of the most dramatic primary contests in recent state history.

With unofficial results showing the race separated by only a handful of votes, the article notes that the portion of Senate District 26 located in Guilford County played a pivotal role. Berger performed strongly there, while Page dominated in Rockingham County, making turnout differences between the counties a key factor in the close outcome.

Husser offered insight into why Berger may have seen stronger support in the Guilford section of the district. He pointed to demographic shifts and migration patterns in the region.

“One reason Berger might have done better in Guilford is there is more population mobility there,” Husser told The Assembly, noting that Republicans moving to fast-growing areas near Gibsonville along the I-40/I-85 corridor may not have long-term ties to the region.

Husser also noted that voters may see Berger as the Republican endorsed by President Donald Trump and as a major architect of policy victories of the state’s Republican majority.

“People who haven’t been attached to town politics for 30 years would likely say, ‘Let’s go with the establishment guy,’” Husser said.

Since his 2023 arrival at Elon, Kelly has hosted a ‘listening tour’ and spent time with each department to hear directly from faculty and staff about what they value. Kelly said that common themes soon emerged from those conversations and the new statement reflects dozens of discussions.

Elon College, the College of Arts and Sciences new vision statement reads: “The Heart of an Elon Education: Ignite Curiosity, Engage Challenges, Transform Worlds.”

The mission statement then declares:

“Upholding the centrality of the liberal arts, we explore and apply disciplinary and interdisciplinary knowledge for inquiry, creativity, discovery and problem solving in a complex and changing world.”

The statement lists core values that include accessibility, belonging, critical thinking, diversity, equity and inclusion, integrity, intellectual curiosity, problem-posing and respect for human dignity.

Community Reflections

• “There were several opportunities for different groups, departments, branches, interdisciplinary programs, to discuss versions on the table. It was in those conversations where we might learn how a word or phrase was heard within and across disciplines; where we found convergence, deeper awareness, and respect. The both-and of this process modeled what we value and genuinely captures our shared identity as Elon College.” – Caroline Ketcham, associate dean of Elon College, the College of Arts and Sciences and a professor of exercise science
• “It was always important to us that this wasn’t a process where faculty were just asked to weigh in at the end, after the real decisions had already been made. From start to finish, it was grounded in listening to what faculty across the college say we do well and what values they believe guide our shared work. Our task wasn’t to invent a mission, vision and values, but to clearly articulate what faculty are already living and leading with. I think that’s why faculty can so readily see themselves and their departments represented in the final statements.” – David Buck, associate dean of Elon College, the College of Arts and Sciences and an associate professor of psychology
• “Having shared goals and articulated values helps everyone in the college feel connected as a community, value each other’s work and prioritize our energies on initiatives that matter to us.” – Shannon Duvall, interim associate dean of Elon College, the College of Arts and Sciences and professor of computer science
• “I appreciated the collaborative nature of it all, not just between the dean’s office and department chairs, but also extending to faculty members across Elon College, the College of Arts and Sciences. It really did involve all of us. What particularly stood out to me were the conversations in our chairs’ meetings with the dean where we came to agreements on core values. It’s inspiring to see that distinctly different types of disciplines uphold the same core values.” – Joel Karty, chair of the Department of Chemistry and 51±ŹÁÏÍű’s Sydney F. & Kathleen E. Jackson Professor of chemistry
• “I appreciated being part of a process that felt genuinely collaborative. Our participation was not merely symbolic. It felt meaningful, and I experienced the dean’s office as truly listening. The process itself was also inspirational, and I feel bolstered in leading my own department through similar work. It was powerful to see such a broad, collective effort take shape into something tangible.” – Samantha DiRosa, chair of the Department of Art and a professor of art and environmental studies
• “The process of creating a new vision statement, mission statement and core values for Elon College, the College of Arts and Sciences was both thoughtful and deeply collaborative. Over many months, department chairs worked together to reflect on what makes us distinctive and how best to express those qualities in guiding statements. The process intentionally sought input from across departments, ensuring that everyone in the college had the opportunity to contribute their perspectives. Personally, the time spent reflecting with fellow chairs on what makes each of our departments special fostered a deeper sense of shared purpose and collective commitment.” – Carrie Eaves, chair of the Department of Political Science and Public Policy and associate professor of political science and public policy

Kelly said he was pleased the final language resonated with the faculty in the college.

“The true measure of a successful attempt to lead a group or an organization towards a renewed vision, mission and core values is whether the words and sentiments ‘sound like us’,” he said. “When I heard that some faculty believed my presentation of our vision, mission and core values at our spring faculty meeting ‘sound like us,’ I knew that our work together in small and large group settings was a huge success. It means that stakeholders were heard and that the words resonate so much so that the tune or melody is familiar. The vision, mission and core values reflect truly who we are and where we are going with much intention.”

Mitchener’s connection to Elon began through an unexpected source: her mother’s nursing practice. Her mother was treating a patient who was attending Elon, which gave Mitchener access to explore the campus.

She recalls the day she visited for the first time: “While my mom was seeing her patient, she left me downtown. I went to Oak House and walked around the campus. And after the tour, I fell in love with Elon. I knew that this was my campus, and this was my home,” she said.

After this newfound love, Mitchener explored ways to begin her Elon journey through financial aid programs. She discovered and applied to both the Odyssey Program and Public Health Scholars.

She remembers the night her academic potential was recognized; it was the night of her final senior year dance concert. As the show wrapped up, she received a call from Elon’s Odyssey Program delivering good news of her acceptance into the program through the Kerrii Brown Anderson Odyssey Scholarship.

Now a senior double major in public health and policy studies, Mitchener is actively involved in creating solutions for the community’s public health problems.

“Growing up, I always thought the way to help others was just being a doctor,” she said. “I really love how public health is grounded in not only finding the root issue, but understanding the community that you’re working with.”

While Mitchener was in a public health course that was required for the Public Health Scholars Program, she recalls her professor, Associate Professor of Public Health Studies Stephanie Baker, stating: “If you’re going to be a healthcare professional and be upset at the systems that don’t allow you to help your patients to the full extent that you want to, being a healthcare professional might not be for you.”

“That stuck with me, because I think of insurance and how much medicines can cost, making it very difficult for people to access healthcare. I want to be a piece of the healthcare solution,” said Mitchener.

Now, Mitchener and her course group are currently working to revise the Public Art & Honorary Policy for the city of Burlington. This includes making an application form for any community member who wants to donate a piece of art or get a memorial plaque. Additionally, she created a resource for community members to connect with local and statewide art collectives.

“We share all of our deliverables with the city in hopes that they will implement the policy. They can make any edits they see fit, and it was a collaborative process where we were constantly in contact with the city,” said Mitchener.

Also involved with Periclean Scholars, Mitchener was able to mentor the sophomore class and go to their global partner in Sri Lanka.

“The Periclean cohort has honestly just been such a light in my Elon experience and not only given me community but also purpose,” she said.

Her initiative for change doesn’t stop there; Micthener is also a HealthEU Senator with Elon Student Government Association.

“A big piece of Student Government is writing legislation and advocating for the student body and what they need,” she said.

Through the SGA, she has already taken noticeable action to improve the Elon community through HealthEU policy. She identified a lack of seating accessibility at the bus stop near the Dalton L. McMichael Sr. Science Center. Now, there is now a covered seating area that sits beautifully outside the McMichael Science Center.

Mitchener also took the initiative to further amplify student voices at a dinner with Elon President Connie Ledoux Book. Through her connection to the community and the students in it, she identified a common problem among Elon students having access to transportation to the airport during breaks. After she represented and stood up for community needs, changes were made. Students now have wider access to airport transportation through Elon-provided shuttles.

“It taught me how important having connections is,” she said. “If I didn’t have a connection with those students, if I didn’t take my time to ask and understand their needs and why they have them, the problem wouldn’t have been addressed or been on the radar.”

Remembering the help she received along the way, Mitchener states her Odyssey scholarship acted as a “launching pad” for her success in her public health and policy studies.

“The Odyssey Program doesn’t just keep you stagnant,” she said. “It empowers you to branch out and pursue whatever you want on campus. It’s allowed me to fully embrace the college experience.”

Mitchener describes a recent “melt your heart moment” she experienced with another student. While leading a tour of Elon to prospective students, one girl spoke up and said, “I love this school. I want to go here so badly. But I don’t know if I can afford it.” It was then that she offered to share the Odyssey and scholarship resources with the prospective student to help her achieve her dream Elon experience. Just a year later, the prospective student had committed to Elon on an Odyssey scholarship and is now Mitchener’s mentee.

“Donors get to empower a student,” said Mitchener. “I don’t think about it like you just give a student money and walk away. Instead, you’re empowering them and giving them the tools to pursue whatever it is that they want.”