Alongside this infographic, these stories highlight some of the positive impact across campus through community partnerships during the past academic year:

• Elon receives Carnegie classification for community engagement
• Elon recognized for advancing nonpartisan student civic engagement
• Elon creates community through Special Olympics and Elon Athletics partnership
• Turning service into impact: How an Elon alumna is bringing Alamance County together
• Literary Journalism class engages Town of Elon mayor in civic dialogue
• Writing for Impact students secure funding for local nonprofit
• Showing up, growing together: Inside KING/PINK Academy’s power of mentorship
• Students reflect on service, community and connection during Fall Break
• New HealthEU course encourages students to go ‘beyond the Elon bubble’
• Elon empowers staff to make an impact in the community through paid volunteer leave

The Centre for Belonging in Education is a U.K.-based group of researchers and practitioners that advocates for policies and practices to support belonging across educational spaces. The Centre seeks to co-create practical resources, build robust evidence and develop policy recommendations in both the U.K. and the U.S.

Much of Small’s existing scholarship is focused on belonging and mattering in and out of classrooms. In his three year role as founding fellow, Small will deepen this work and examine how educators can facilitate spaces for all students to belong.

The report, , published on June 9, spotlights Elon for meeting the standards set by literacy experts for coverage of the most effective methods of reading instruction. Specifically, this means the program is preparing aspiring teachers in all five components of scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension, and vocabulary, and avoids many instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.

A child’s ability to read proficiently in the early grades shapes everything that comes next in school and in life, yet according to , four in ten fourth graders in North Carolina cannot read at a basic level. Teacher preparation is one of the most direct levers available to change that, but only if it is aligned to the research-based instructional methods that have been proven to help most students become successful readers.

Elon’s program in the Dr. Jo Watts Williams School of Education is part of a growing group of teacher preparation programs nationwide, helping transform how future teachers are trained to teach reading.

“Every child deserves a teacher who has been well prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” said NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but 51±ŹÁÏÍű is demonstrating what strong preparation can look like.”

NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at 51±ŹÁÏÍű. 

To earn an “A,” programs needed to demonstrate that coursework for future elementary teachers includes all five core components of scientifically based reading instruction and avoid teaching more than three instructional methods that are unsupported by the research on effective reading instruction. To earn an A+, programs needed to exceed those targets and not teach any instructional practices that are unsupported by research.

See NCTQ’s report, , for more information about 51±ŹÁÏÍű’s coverage of the science of reading and to see how 51±ŹÁÏÍű compares to other programs in North Carolina or across the country.

51±ŹÁÏÍű NCTQ

The National Council on Teacher Quality: NCTQ is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher and every teacher has the opportunity to be effective. We believe a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities. Fore more information about NCTQ, visit .

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

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

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

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

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

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• The Month in Photos: February 2026

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

Engineering excellence

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

Coolin’ on the Commons

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

‘Elon will never leave you.’

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

Think critically, lead empathetically

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

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

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

Celebrating community

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

‘Be-possible-ists’

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

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

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

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

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

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

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

The paths to success

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

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

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

Patricia Walsh Chadwick P’16

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

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

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

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

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

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

The Elon magic

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

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

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

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

The myriad of involvement opportunities was also essential for graduates.

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

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

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

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

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

The Class of 2026 includes many stand-out stories:

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

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

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

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

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

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

Ruby Radis ’26

Be possible-ists

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

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

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

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

View the full undergraduate commencement program online.

Journalist and author Katherine Blunt ’15 acknowledges a challenging reality – that today’s graduates are leaving institutions of higher learning across the country and embarking on professional journeys in a world where artificial intelligence is rapidly changing how people work, learn and think. But she left the students at 51±ŹÁÏÍű’s Graduate Program Commencement ceremony on May 20 with reason to feel hopeful amid so much uncertainty.

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

“As scholars, we have a responsibility to challenge AI’s assumptions in the same way we’ve learned to challenge our own,” Blunt said, “to treat it as a debate partner or research assistant, to find new ways to augment our thinking, not replace the process.”

Elon conferred graduate degrees on students from five master’s-level programs – Master of Science in Accounting, Master of Science in Business Analytics, Master of Business Administration, Master of Arts in Higher Education and Master of Education in Innovation – during a joint ceremony in Alumni Gym, where they were surrounded by the loved ones and faculty and staff mentors who championed their education.

Think about what it took to get here. The value in every paper you wrote or project you tackled came not just from the final product, but the mental strength and confidence you built in the process. You didn’t skip the struggle. You embraced the chance to grow.

Katherine Blunt ’15

In her introduction of Blunt, Dean of the Dr. Jo Watts Williams School of Education Ann Bullock pointed out that Blunt’s work is highly relevant to every graduate from both the School of Education and the Martha and Spencer Love School of Business. Her in-depth reporting on artificial intelligence provides essential knowledge as teachers strive to prepare students to think critically about AI-generated content and digital information. And for those in business, Blunt’s coverage of corporate accountability, energy infrastructure and the explosive growth of AI-driven industries aids in understanding the forces reshaping markets, supply chains and organizational strategy.

Blunt reminded graduates in both fields that AI doesn’t think but rather repeats what has already been said and mimics opinions. Asking it to form opinions and conclusions on our behalf, she said, removes the friction that comes with processing information and generating ideas ourselves.

“That satisfaction is what I hope you feel today,” Blunt said. “Think about what it took to get here. The value in every paper you wrote or project you tackled came not just from the final product, but the mental strength and confidence you built in the process. You didn’t skip the struggle. You embraced the chance to grow.”

Blunt was a Lumen Scholar and news editor of The Pendulum student newspaper at Elon before graduating in 2015 with a degree in journalism and history. She reported first for the San Antonio Express-News and then the Houston Chronicle prior to joining the Wall Street Journal in 2018, covering power, renewable energy and utilities. Her coverage with colleagues of Pacific Gas and Electric was a finalist for the 2020 Pulitzer Prize for National Reporting and earned top journalism honors including a Gerald Loeb Award.

Blunt is the author of “California Burning: The Fall of Pacific Gas and Electric — and What It Means for America’s Power Grid,” a national bestseller and the 2022 Golden Poppy Award winner for nonfiction. She is now based in San Francisco, reporting for the Journal on Google and how artificial intelligence is reshaping search, along with related stories such as the rapid data-center buildout and its implications for the power grid.

During her Commencement address, Blunt told graduates that their Elon degrees and the relationships they built with professors put them at a distinct advantage in their careers.

“If you are in business, you are prepared to be the strategist who understands the importance of relationships among colleagues, customers and competitors. If you are in education, you are prepared to be the mentor who understands that learning is as emotional as it is logical.

“Algorithms can sort, count and summarize. But only you have empathy, a strong moral compass and the ability to tell a great story. Go do what only humans can do: Act with care, take risks and trust the intuition that comes from living in an imperfect world. Our schools and businesses will be better for it.”

The master’s candidates also heard from Yates May ’23 L’25 G’26, a triple Elon graduate who delivered the Message of Appreciation. A Burlington native with a family full of proud Elon alumni, May began taking Elon classes while still in high school through a dual-enrollment program and went on to double major in strategic communications and journalism, earned her law degree in December and received her MBA during the May 20 ceremony.

She recently asked about 20 current students and alumni to share one word that encapsulates what Elon means to them, and many shared the same word she would choose herself – home. She wondered why Elon felt like home to so many people she spoke with across different fields and experiences.

“I think the answer starts with this – at Elon, we are not anonymous,” May said. “People know when you don’t show up. Professors, they check in. And friends, they notice. In a world that at times can feel so disconnected, this type of connection and care is rare.”

May reflected on how Elon not only teaches students to think critically, but to invest in one another. Elon constantly encourages its students to grow while still making them feel supported, she said, pushing them beyond their comfort zone and reminding them that they don’t have to face moments of uncertainty alone.

“That support system is what allowed so many of us to become the people that we are today,” May said. “And that’s important because soon, each of us will scatter across different cities, different states, different countries, classrooms, courtrooms, newsrooms, businesses, communities all over the world. But when we leave behind Elon, Elon does not leave us. We carry it with us. We carry Elon in the way that we lead, in the way that we treat people, in the way that we show up for others.”

President Connie Ledoux Book closed the ceremony by charging the graduates to be resilient and steadfast like the oak trees for which Elon is named in their next endeavors. As she presented the students with a sapling in recognition of their growth throughout their Elon education, she reminded them that oaks symbolize the strength of Elon’s community – strength that now resides in each of them.

“My hope is that each time you see an acorn or an oak tree,” Book said, “you are reminded of the personal leadership you have developed during your studies at Elon – strengths and skills that I’m counting on you to use to make a positive difference in our world.”

View the complete list of graduates from the spring 2026 Graduate Program Commencement ceremony.

Supported by a grant from Alamance Arts, CREATE (Cultivating Rhythm, Expression, Art, Theatre and Engagement) launched its pilot program this spring with weekly sessions hosted on 51±ŹÁÏÍű’s campus. Over the course of nine weeks, students in second through fifth grade rotated through three artistic disciplines: theatre arts, dance and visual arts. Each discipline was led by experienced instructors who developed an engaging curriculum designed to encourage creativity, collaboration and self-expression.

Briston Whitt ’23 led theatre arts instruction throughout the semester. Whitt, who earned a Bachelor of Arts in acting from Elon, introduced students to physical expression, improvisation and scene work. By the end of the semester, students could perform short scenes that showcased the skills and confidence they developed throughout the program.

“I absolutely enjoyed working with CREATE as a drama instructor this spring. My favorite part was watching students step further and further out of their comfort zones each week and truly begin to see themselves as actors and performers. Each week they committed to stepping into the imaginary world and embodying the courage to try new things no matter how new and silly they felt. It was also really cool to see how involved the volunteers became throughout the process. They fully committed to the activities as well and modeled the same courage and energy we were looking for in the students,” said Whitt.

“Seeing how immersed everyone became in the experience was such a reminder of the timelessness and magic of theatre,” Whitt said. “It reaches people of every age and has a unique way of bringing us all together. For the students, it created a space to be creative, build confidence, and step outside the box. For the volunteers and myself, it was a reminder of the power of play even in seasons of life that can feel more serious.”

Kate Gunter, an art teacher at Woodlawn Middle School, led visual arts instruction for the program. Through lessons inspired by artists including Frank Stella, Claude Monet and Minnie Evans, students explored a variety of artistic concepts and mediums. Activities focused on geometry, symmetry and watercolor painting left students with an improved understanding of how they can advance their artistic skillset.

“Students loved learning about different artists and how they were inspired to create. These insights encouraged our young artists to discover their own inspirations as they emulated the techniques and styles of established artists,” said Gunther.

Furthermore, the program has been able to provide a mentorship experience for 51±ŹÁÏÍű students. With the opportunity to volunteer with one of the disciplines across nine weeks of programming, volunteers fostered connections with the students and worked alongside them at each session.

“I loved working with the students in CREATE,” said Kennedy Williams, a finance and business analytics major and The Susan scholarship recipient in the Odyssey Program who volunteered with the theatre arts program. “It was so rewarding to watch them grow artistically and open up more as the weeks progressed.”

Additionally, several Elon student organizations partnered with CREATE throughout the semester by leading activities connected to their organization’s mission and artistic focus. Participating groups included Divine Embers, Muses Show Choir, Dance Lab, Alpha Xi Delta, Colonnades Literary and Art Journal, WSOE 89.3 FM, NewWorks and the Yarn Arts Club. Student organizations introduced students to a variety of artistic experiences, from crochet lessons to choreography workshops, and built upon the foundations of the curriculum.

Natalie Dixon ’26, a senior double majoring in dance science and dance

performance and choreography, had the opportunity to lead dance instruction through her involvement with Dance Lab, a student organization focused on integrating dance and STEM disciplines. Through a collaboration with CREATE, Dixon applied her undergraduate research during the session to assist students with understanding different ways they can move.

“I really enjoyed working with the kids through the CREATE program,” Dixon said. “They were all very enthusiastic and open to learning new things, which made the experience especially rewarding. You could tell that the program created a very positive and encouraging environment for them, and it was great to see everyone engaged and excited to participate.”

The CREATE program reflects the Village Project’s mission of strengthening connections between Alamance-Burlington families and 51±ŹÁÏÍű through collaborative learning experiences. The initiative will continue expanding in the coming academic year through a $5,000 Community Grant from the Alamance Community Foundation, which will support future CREATE programming and continue to broaden access to arts education for local students.

Interested in joining the impact? Help support future Village programming .

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.”

Students across two courses (ENS 1100: Humans and Nature (Spring 2025) and WHE 2850: Perspectives in Personal and Global Health (Spring 2025)) completed eight outdoor sit spots over the course of a month as part of a course assignment. Students were asked to spend time in an outdoor space on campus, and quietly observe their surroundings, noting a range of sensory experiences, and reflect on the changes in that space over time. Using a pre- and post-test model, they found statistically significant improvements in mindfulness, positive affect, and nature connectedness in students across the two courses.

The newly published article, “,” is authored by Elon faculty, Kelsey Bitting and Jill McSweeney, Elon alum Elyssa Kaufman ’25 (Environmental Sciences), and graduating senior, Kira Campagna ’26, an elementary education major, with a minor in environmental education). The work builds on growing research connecting nature exposure and contemplative practices with improved student wellness and academic outcomes.

Student researchers, Kaufman and Campagna, played a central role throughout the project and have at several undergraduate research and pedagogical conferences. Their project work specifically examined how outdoor mindfulness practices influenced mood, mindful awareness, and students’ relationship with nature. Their presentations highlighted significant increases in positive affect, nature connectedness and mindfulness among students who completed the sit spot assignment.

In collaboration with Evan Small, additional research this past academic year recruited over 80 students across four courses (i.e., ENS 1100: Humans and Nature (Fall 2025), WHE 1150: Stress and Wellness (Fall 2025), HEU 1719: Foraging and Wild Foods (Fall 2025), and COR 3555: Foraging Wild Food and Medicine (Spring ’26)). Using data from these four courses, graduating senior, Abigail Manning (Environmental Sciences) recently explored how sit spots affect students’ mindfulness and nature connectivity across different majors and disciplines. Her research found that students in nature-focused majors often experienced even stronger gains in mindfulness and nature connectedness through the sit spot practice.

The research team plans to continue building on these findings over the summer. Kiley Sherlock ’27, an environmental sciences major, will conduct qualitative analysis on student reflections for her Summer Undergraduate Research Experience, exploring how students define nature and further exploring how the sit spot practice impacts student stress across the semester. The team also plans on additional publications exploring the impact of student demographics, and focus on a practice-oriented piece on how to support colleagues to bring contemplative pedagogies which incorporate nature into their classrooms to support the wellbeing of students and themselves.

Together, the project reflects Elon’s commitment to engaged learning and undergraduate research, while also contributing meaningful scholarship to conversations around student wellness, mindfulness, and environmental connection.