SPJ’s Region 2 includes Delaware, Maryland, North Carolina, Virginia and the District of Columbia. First-place recipients advance to the national competition, where they will be judged alongside winners from SPJ’s 12 regions. National honorees will be recognized at the SPJ convention, scheduled for Oct. 1–4 in Columbus, Ohio.

Elon News Network earned seven first-place awards:

• Best All-Around Student Newspaper | The Pendulum |ÌęApril 9, 2025;ÌęApril 30, 2025;ÌęandÌęDec. 10, 2025 editions
• General News Reporting | Nia Bedard |
• In-depth Reporting | Anjolina Fantaroni |
• Feature Photography | Katrina HoltzÌę|Ìę
• Television Feature Reporting | Charlotte Pfabe |Ìę
• Regional Political Reporting | Miles Hayford | and
• Retail/Small Business Journalism | Lilly Molina | and

In addition, the organization earned five finalist nods:

• Best Affiliated Website | Elon News Network |Ìę
• Best All-Around Television Newscast | ENN Tonight |ÌęÌę±đ»ćŸ±łÙŸ±ŽÇČÔ
• Best Use of Multimedia | Erin Martin |
• Personality Profile Writing | Avery Sloan |
• Sports Writing | Miles Hayford |

Six rising juniors have been named members of the tenth class of Multifaith Scholars, a two-year fellows program for juniors and seniors that offers a closely mentored, experientially rich and intellectually rigorous educational opportunity for students with significant potential.

After a highly selective application and interview process, students are awarded $5,000 annually to support research and study in global contexts connected with religious diversity and multi-religious societies. Students who show great potential as academically curious and socially engaged leaders committed to their own ongoing development and the enhancement of their local and global communities are selected each spring.

“I am delighted to welcome these six impressive rising juniors into the Multifaith Scholars program and look forward to supporting their compelling projects over the next two years,” said Amy Allocco, director of the Multifaith Scholars program. “Their research interests include music and Christian religious experience, linguistic anthropology and the vocabulary of faith, religious diversity in clinical settings, gender and religious roles in Asian art, the intersection of biomedicine and traditional healing practices and the history of Black churches here in Alamance County.”

In addition to pursuing their faculty-mentored undergraduate research projects and undertaking academic coursework in religious studies and interreligious studies, the scholars will extend the program’s ongoing community partnership with the Burlington Masjid. Through the partnership, scholars teach English classes, participate in youth and social events with the local Muslim community, join community garden workdays, volunteer with the food pantry and take part in potlucks and iftar meals during Ramadan.

“It is wonderful to welcome such a strong class with such diverse academic interests,” reflected Brian Pennington, director of the Center for the Study of Religion, Culture, and Society, which supports the Multifaith Scholars program. “As we approach the tenth anniversary of the MFS, it is gratifying to see so many clear signs of the program’s maturity and significance: our largest class ever, the inclusion of seven new faculty mentors, and students majoring in three disciplines never before represented in MFS.”

The 2026-2028 Multifaith Scholars

Addison Anderson

Majors: History, Sociology

Minors: Museum Studies, Public History, and Interreligious Studies

Mentor:ÌęAmanda Kleintop (History and Geography)

Project Title: History and Memory of Alamance County’s Black Churches

Proposed Research: Examine the relationship between Alamance County African American churches and local politics in North Carolina from Reconstruction through 1900.

Blair Berenson

Major: Anthropology

Minors: Jewish Studies, Sociology, Philosophy and Interreligious Studies

Mentors:ÌęAmy Allocco (Religious Studies) and Devin Proctor (Sociology & Anthropology)

Project Title: An Anthropological Approach to Cross-Generational Shifts in Hindu and Jewish Perspectives of Faith in the US

Proposed Research: Conduct fieldwork in Jewish and Hindu communities in Atlanta to understand how different generations articulate the concept of faith.

Katie Castelo

Major: Biochemistry

Minors: Neuroscience, Spanish, and Interreligious Studies

Mentor:ÌęCathy Quay (Nursing)

Project Title: Bridging Faith and Medicine: Improving Cultural Awareness of Religious Practices in the Healthcare System

Proposed Research: Explore the healthcare industry’s approach to death and ways it can be more open to diverse religious practices.

Faith Elliott

Major: Neuroscience

Minors: Expressive Arts and Interreligious Studies

Mentors:ÌęLynn Huber (Religious Studies) and Morgan Patrick (Music Theory)

Project Title: Neurotheology: An Interdisciplinary Study into Sacred Music and Feelings of Well-Being

Proposed Research: Examine the historical significance of music and understand and measure the behavioral impact associated with an emotional, transcendent spiritual experience and the well-being that results from listening.

Mariama Jalloh

Major: Public Health

Minors: Biology and Interreligious Studies

Mentor:ÌęSandra Darfour-Oduro (Public Health)

Project Title: Faith, Healers, and Health: How Religious Beliefs and Community Trust Shape Healthcare Decisions in West African Communities

Proposed Research: Examine how religious leaders and traditional healers influence healthcare decisions in communities in Ghana, and how public health programs can partner with these practitioners to improve health education outcomes.

Ryleigh Rouse

Majors: Art History, Religious Studies

Minors: Museum Studies and Public History and Asian Studies

Mentor:ÌęKirstin Ringelberg (Art History)

Project Title: Religion’s Impact on Japanese Women: Through an Art Historical Lens

Proposed Research: Employ art as a lens to examine how religion shaped gender perceptions and Japanese women’s roles.

“I always knew that I wanted a career with kids; it’s my passion,” she said.

Seeing her family member deal with hardships like a lack of access to resources and a lack of understanding from other students and educators was a driving factor in her wanting to pursue an education major.

“Watching them go through their schooling experience really made me want to be with them throughout that process. It drove me to become that support person for somebody else,” said Ragals.

Ragals initially didn’t have Elon on her radar until she came to visit a friend and saw the campus firsthand. After her visit, she researched the Teaching Fellows program and came back for Fellows Weekend to tour and meet with a professor.

Her large high school left little room to truly connect with professors, so when she met with Lisa Buchanan, associate professor of education, for her Teaching Fellows interview, she felt an instant connection.

“That interview is what sealed the deal for me,” she said. “I knew that I was going to be able to explore my interests in education very deeply throughout the Fellows program. I knew Elon was the place for me.”

Ragals even remembers the exact moment when she received the final decision notification for her admission into the program.

“I remember driving with a friend, and I had her open the notification for me, and I found out I got in and started crying from joy,” Ragals said.

Her acceptance into the Teaching Fellows program opened the doors for her to become the best educator she strives to be. Through her Fellows cohort, she was able to take her passion for education to the next level through a DC trip, a study abroad program in New Zealand and her research conducted alongside her first Elon connection –ÌęLisa Buchanan.

During her DC trip, she had the opportunity to take a course focused on politics in education.

“I’m a poverty and social justice minor and very interested in the politics of education, so the trip to DC was perfect for me. That solidified my interest and that I want to work in the DC area post-graduation,” said Ragals.

The travel and teaching exploration didn’t end there. In her spring semester of sophomore year, Ragals had the opportunity to study at the University of Otago in New Zealand. The culture and education system of New Zealand is primarily focused on fostering the students’ connection to the environment and indigenous culture.

“This focus made a lot of the students feel seen and made it an inclusive classroom community; it truly broadened my mindset of what inclusivity means in the classroom,” she explained.

The last month of her semester abroad, the group moved to the west and taught a kindergarten class in Queenstown, New Zealand. This class was collaborative, meaning there were two class sections joined as one to follow the lesson plans. Ragals noted the collaborative environment’s effects.

“When I am working in schools post-graduate, that’s the kind of energy I want to bring to meetings or any type of grade level work, and lesson planning, it should all be collaborative and a team effort, so I enjoyed that aspect of it,” she said. “The (study abroad) experiences completely changed me as a person. It challenged me a lot, but in the best way possible. I am a much better and much more resilient and flexible educator because of it.”

When asked what she is most proud of accomplishing, Ragals noted her comprehensive research done with Buchanan on the exploration of children’s literature on autism representation in picture books. Inspired by her loved one on the spectrum, Ragals used a book list of 25 children’s books and analyzed them based on the types of characters that were included in them and if they were portrayed to perpetuate stereotypes.

Her finalized research was presented at the North Carolina Reading State Conference and presented on SURF day. She earned a grant for her research as well, so she now has a stockpile of children’s literature for her future classroom.

“My research mentor gave me opportunities to push myself to do bigger things with my research, and that’s why I got to present it at a state conference,” Ragals said. “That was a very rewarding experience. I left it feeling very proud of myself, and I look back at it now and think I am a lot more capable than I thought I was. And I’m doing a lot more in my field than I ever thought that I could.”

She is excited to carry these abroad experiences and knowledge learned to her post-graduate adventures. Following graduation, Ragals hopes to make meaningful change in the education system.

“I want to teach for a while and then go into the field of politics in education, or more analysis or research around educational systems, including global perspectives around them. I think that’s really interesting and important work,” said Ragals.

And without her scholarship, Ragals says she doesn’t know who she’d be or where.

“I was able to do all these incredible things that are included in the program so that I can now graduate and be a very confident and self-sufficient educator wherever I end up,” she said. “Without this scholarship, I don’t know if I would’ve had enough confidence to stay in this field. It’s because of the donors that I can pursue something that I’m really passionate about with self-confidence.”

1. Rearticulating Progressive Education: A Mixed-Methods Study
Authors: Scott Morrison and Grace Rasmussen
Synopsis: This study investigates how educators define and enact progressive education today, documenting diverse interpretations and instructional approaches. The research aims to clarify what progressive education means in current practice and how educators’ beliefs and institutional contexts shape their work, offering insights for teacher preparation and equity-driven reform.

2. Philosophies and Practices of Garden-Based Educators: A Mixed-Methods Study
Authors: Scott Morrison and Grace Rasmussen
Synopsis: Focusing on educators behind school garden programs, this research explores their beliefs, motivations and challenges. By gathering survey and interview data, the study identifies the instructional goals, supports, and conditions necessary for sustaining effective, long-lasting school gardens.

3. Pre-service Teacher Learning from Field Experiences During a Study Abroad Program
Authors: Mark Enfield, Jeffrey Carpenter, Heidi Hollingsworth, Bill Burress
Synopsis: This paper examines the experiences of pre-service teachers participating in an extended study abroad program in New Zealand. Through interviews, the research reveals how immersive field experiences shape students’ understanding of curriculum and school culture, particularly in contrast to U.S. practices.

4. Exploring Teacher Perspectives on Contemporary Complexities in K-12 ICT Integration
Authors: Jeffrey Carpenter and Bianca S. Biadeni (Escola Superior de Propaganda e Marketing)
Synopsis: Through interviews with K-12 teachers, this study uncovers the shifting landscape of technology use in post-pandemic classrooms. Teachers describe the dilemmas, contextual factors, and mixed feelings that shape their decisions about ICT integration, highlighting both enthusiasm and skepticism.

5. Becoming Unshackled: A Reflective Inquiry into Healing, Sovereignty, and Relational Abolitionist Being through Course Evaluations
Author: Nermin Vehabovic
Synopsis: This autoethnographic study illuminates how abolitionist and justice-oriented approaches to teaching are recognized or resisted by students. The work connects personal healing to collective liberation, subsequently offering a vision for justice-centered and transformative higher education.

6. Honoring Collective Intergenerational Educational Experiences of Latinas through PlĂĄticas-Testimonios
Authors: Adrianna GonzĂĄlez Ybarra (University of Texas Rio Grande Valley), Stephanie Hernandez Rivera
Synopsis: Employing a women of color feminist methodology, this research highlights the intergenerational educational testimonies of Latina educators. The plĂĄticas-testimonios approach uncovers how shared stories and care serve as countermovements for humanizing education research.

7. The Impact of Social Media on K-12 Teachers’ Perceptions of Their Profession: An Experimental Study
Authors: Victoria Puglia (Massachusetts Department of Elementary and Secondary Education), Suzanne E. Graham (University of New Hampshire), Jeffrey P. Carpenter
Synopsis: This experimental study examines how exposure to positive or negative teaching content on social media shapes teachers’ perceptions of job satisfaction, respect, and support. Findings suggest that digital narratives play a significant role in teacher well-being and retention.

8. Countering Brown v. Board: Examining the Wilmington Ten Using the Black Historical Consciousness Framework
Authors: Cara Ward (UNC Wilmington), Lisa Buchanan, Denise M. Ousley-Exum (UNC Wilmington), Donyell L. Roseboro (UNC Wilmington)
Synopsis: This study interrogates the history of school desegregation, beyond how the Brown v. Board ruling is taught and understood. Focusing on the Wilmington Ten, the research discusses implications for teaching civil rights history and preparing future educators.

9. How Elon Musk Contributed to the Demise of the #OakEd Network
Author: Jeffrey Carpenter
Synopsis: An exploration of the rise and fall of the #OakEd teacher network on X/Twitter, this presentation discusses how changes under Elon Musk’s ownership led to the network’s abandonment. The case highlights the volatility of digital platforms for professional learning communities.

10. Futuring Teacher Education: Community Partnerships with Refugee Families for Critical, Caring, and Joyful Learning
Author: Nermin Vehabovic
Synopsis: This three-year ethnographic study details partnerships between teacher candidates and families from refugee backgrounds, emphasizing care, dignity and shared learning across culturally and linguistically diverse community contexts. The work illustrates how collaborations rooted in an ethic of care, emphasizing relational, responsive, and reciprocal engagement between educators and families, as well as the notion of freedom dreaming, which envisions education as a space for imagining and building more just and equitable worlds, can disrupt dominant educational narratives and prepare teacher candidates for justice-oriented practice.

11.Ìę Shaking the Table: Centering the Voices of Identity Center Practitioners – Symposium
Organized by: Stephanie Hernandez Rivera, Jonathan A. McElderry
Objective: Staff in identity centers on college and university campuses are often champions of social justice, supporting students through a myriad of approaches, including, educational programming, leadership development, and advocacy that challenges oppressive ideologies and practices. Despite the important role of staff, scholarship often focuses on student experience, with minimal attention to the experiences of staff in these spaces. The objective of this session is for scholar-practitioners to share their own self-inquiries focused on their experiences as current or former identity center staff.

Related Articles

• SURF Stories 2026: Chris Guider ’29 tackles NFL kickoff rules
• SURF Stories 2026: Ryder Hutchinson ’28 researches how to fight cancer with viruses
• SURF Stories 2026: Catherine Dierker ’27 researches how to get out the youth vote
• SURF Stories 2026: Amanda McGee ’26 designs campaign to spark healthier living
• SURF Stories 2026: Maddie Hewgley ’26 explores the rise of state gun rights laws through undergraduate research

51±ŹÁÏÍű held its largest-ever Spring Undergraduate Research Forum on April 28, featuring 384 presentations, including 229 poster presentations, 155 oral presentations, and performances.

SURF Day is an annual event at the university, during which other campus activities are suspended to celebrate the academically centered creative endeavors and research efforts of Elon students. Undergraduate research is also one of the five Elon Experiences, which provides a natural extension of the work students do in the classroom and ensures that Elon graduates are prepared for both graduate school and careers.

“SURF continues to be the flagship event for undergraduate research on campus,” said Justin Clar, director of the undergraduate research program and associate professor of chemistry. “The record number of submissions is evidence of not only student involvement, but the work of dedicated mentors committed to preparing students for future success.”

Jen Hamel, associate director of undergraduate research and associate professor of biology, says putting together such a large event is a team effort.

“A lot of people work to make this day possible at Elon: our dedicated events and facilities staff, the Powell student workers, the faculty session moderators, abstract reviewers, and mentors and the Undergraduate Research team. And of course, the students work all year on their research and creative projects,” Hamel said.

Throughout the day, students gave poster presentations in three sessions held in Alumni Gym, with oral presentations held throughout campus. Emily Stuart ’26, a professional writing and rhetoric major from Basking Ridge, New Jersey, was presenting for the first time at SURF. Her research focused on the perception of artificial intelligence integration in the digital marketing and communication workforce.

“I am a graduating senior, so I wanted to feel as prepared as possible for the workforce, and I do know that AI integration has become a major part of a lot of different fields,” Stuart said. “It felt like a really good way to tie it all together as part of my senior experience.”

Stuart did a literature review and sent out a survey to Elon alumni to get their perspectives. She found alumni discussed similar benefits to AI, including helping with productivity, but also expressed concerns over the environment, job loss and data privacy.

“This is my capstone research, I have spent a lot of time on it, and it does feel good to have people come up and want to learn about my research and being interested in it. It’s been a really cool way to end my semester,” she said.

While Stuart is capping off her Elon career with SURF, Chris Guider ’29, a business analytics and economics double major from Holly Springs, North Carolina, is beginning his academic career at the annual event.

Guider’s project examines the effectiveness of the new NFL kickoff rules introduced in 2024. The changes, designed to improve player safety, created multiple “touchback” scenarios, situations where the ball is placed at different yard lines depending on how a kickoff ends.

“It’s rewarding because there are a lot of skills I’m learning, like coding in R or being able to interpret data,” he said. “It’s just reinforcing that I chose the right school because of the relationship I have with the professors I’ve been able to work with here.”

Students collaborate closely with faculty mentors throughout the research process—an aspect Abram Darby ’26, a psychology major, especially appreciated while working with his mentor, Adi Wiezel, assistant professor of psychology.

“She’s very motivated, enthusiastic and outgoing. It was easy to get involved in the project,” Darby said. “Our lab environment is great, too.”

Darby’s research examined how voters’ views on childcare policies might influence their preference for different types of political leaders—specifically, a knowledgeable female leader versus a more dominant and threatening male leader.

Initial pilot data suggested a connection, but it was based on the 2016 presidential election, when the Democratic candidate was a woman and Democrats were already associated with childcare policies. To explore the idea further, Darby selected an election in which a Republican female candidate defeated a male Democratic candidate. He removed party identifiers and asked participants which candidate they preferred, along with their reasons.

“What we found was among people who are motivated by childcare policies, when they perceive the female leader as being more prestigious than the male leader, they prefer them over the male leader significantly, suggesting that childcare policies may be a good proxy for who is going to win an election,” Darby said.

Catherine Dierker ’27, a history major with teaching licensure from Marietta, Georgia, also explored the political landscape, but in a different way. Her oral presentation focused on how educators can better prepare young people to participate in democracy. Her project examines effective practices in civics education, drawing from national and international data, teacher interviews and existing scholarship.

Mentored by Professor of Political Science and Public Policy Carrie Eaves, Dierker said the experience has been both academically rigorous and personally meaningful.

“She’s fantastic,” said Dierker of Eaves. “It’s those little connections that were nice to talk about and then really dive into the details of the research.”

In addition to SURF, students also have the opportunity to present research during the Summer Undergraduate Research Experience in June/July.

“Investment banking is highly analytical, but it’s also equally strategic and creative,” Goldstein said. “Because what we’re doing is we’re telling a story. And whoever can tell the most convincing story is the one who ultimately is going to win the business.”

Goldstein’s own story is one of intentional pivots and calculated risks, beginning with a life-changing decision to transfer to 51±ŹÁÏÍű in the spring of 2015.

“What drew me to Elon was the fact that you could join the business school right away,” he explained. “I also learned during my tour of the school that there was a very strong network Elon had built within the tri-state area, specifically in New York. And since I wanted to pursue a career in finance, I felt like Elon and the business school would be a great place to pursue that goal.”

The impact of the Elon faculty was felt almost instantly. Drawn in by professors who were mentors, Goldstein pivoted from a singular focus on accounting to a double major in accounting and finance. He credits the university’s curriculum with shaping him into a well-balanced professional, providing the foundation necessary to navigate the high-pressure environment of a global investment firm. The Elon curriculum has made Goldstein a strong advocate for liberal arts programs, as he saw firsthand the importance of being exposed to many different topics and studies.

Goldstein did more than attend classes; he shaped campus culture. Through the Student Government Association, he partnered with former president Kyle Porto to secure funding for the Elon Ball, and as Inter-Fraternity Council (IFC) President, he spearheaded initiatives balancing academic rigor with service. His commitment to philanthropy was brought out in his own fraternity, Sigma Chi, where he helped raise thousands for the Huntsman Cancer Institute and $1,000 for the Children’s Miracle Network at Duke Children’s Hospital via Elonthon.

Beyond Greek life, he founded the Business Industry and Discussion Club, a forum for students to digest global news from a wide range of perspectives from The Economist, Financial Times, Wall Street Journal, and NYT Dealbook. This early interest in the “story” behind the numbers would eventually become a cornerstone of his professional success.

Today, Goldstein serves as vice president of investment banking at Guggenheim Securities. While he enjoys working on those headline-breaking type transactions, he also finds a unique satisfaction in the smaller deals where he can take a more hands-on leadership role.

He credits his rapid rise from senior analyst to vice president to the “intensely collaborative” and “strong mentorship culture” at Guggenheim.

“I think one of the things that makes Guggenheim such an amazing place to work is that everybody is willing to be as helpful as possible. Throughout my time here, I found everybody is always willing to take the time to explain things to me, to help me grow individually and professionally,” he said.

Goldstein remains deeply connected to Elon and even recently helped establish the Goldstein Family Endowed Scholarship for transfer students in the Martha and Spencer Love School of Business. Goldstein has also been selected as one of the Top 10 Under 10 Alumni Award Recipients for 2026, a recognition he views with immense gratitude.

His advice to students looking to pursue investment banking is to start networking now.

“Build your network very early on, starting even in your freshman year. Your network is like a garden, and you need to continue to water that garden in order for it to grow and to flourish over time,” he said.

By focusing on storytelling and relationship-building, Goldstein has transformed his Elon education into a blueprint for success at one of the world’s premier financial firms.

Since 2011, 51±ŹÁÏÍű has honored 10 recipients each year with the Elon Top 10 Under 10 Alumni Award, recognizing their significant professional achievements. This award celebrates accomplished alumni from the last decade who not only excel in their careers but also actively contribute to their communities and serve as dedicated alumni role models.

Do you know an alum who has an interesting story to tell? Please share your feedback or those stories online:Ìę

A full list of award and scholarship recipients appears below.

Academic Achievement Award Recipients

Academic Excellence Award in Accounting
Kirsten Myburg
Allie Rosinger

This award is given to a senior Accounting major who has demonstrated superior academic achievement, provided significant contributions to the department, and possesses potential for intellectual growth.

Challenge and Expect Award in Accounting
Kate Rohan
Zachary Taylor

This award is presented to a senior Accounting major who has demonstrated excellent growth in academic achievement and in contributions to the department.

Earl D. Honeycutt, Jr. Sales Leadership Award
Alex Scheinler

This award recognizes a senior majoring in marketing or minoring in professional sales who has shown leadership in the sales program, has the potential to positively impact their future organization, and has demonstrated an overall positive attitude in supporting their fellow sales students.

Excellence in Financial Education Student Award
Justin Betts
Andrew Glas
Em Orendorff

This award is given to a senior finance major who has demonstrated excellent academic achievement and possesses potential for professional growth in financial services.

Goldstein Family Award
Maggie Blakeney

This award is for a graduating senior who, after transferring to Elon (and the LSB) earlier in their academic career, has established a record of sustained engagement and high academic success and who embodies the university’s engaged learning focus through participation in high-impact learning activities.

Walter Hattenbach Award
Kaila Burke

The senior marketing major with the highest GPA receives this award, which Dr. and Mrs. James W. Johnston established in honor of their friend, Walter Hattenbach.

John Kappas Economics Award
Quinn Faller

This award goes to the senior economics major who best demonstrates enthusiasm for economics, potential for leadershipÌęand classroom excellence. It is named in honor of the late John Kappas, a 1985 Elon graduate.

Love School of Business Academic Excellence Award
Greta Hessenthaler
Kirsten Myburg
Katrina Papierman
Anthony Vozella

This award is presented to the student with the highest GPA among those graduating with a major in the Martha and Spencer Love School of Business.

Love School of Business Courageous Leadership Award
Noah Biggers

This award is given to a student who exemplifies courageous leadership within and outside of the Love School of Business.

Love School of Business Responsible Leadership Award
William Foster

This award is given to a student who exemplifies leadership, service and academic achievement within the Love School of Business.

Perseverance Award in Accounting
Ben Lyons

This award is presented to a graduating accounting senior whose resilience and commitment led to significant improvement while successfully navigating the rigors of the four-year curriculum.

Student Achievement in Business Analytics Award
Greta Hessenthaler

This award is given to a senior business analytics major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in Economics Award
Jin Kobes
Daisy Martinez-Jimenez

This award is given to a senior economics major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in Economic Consulting Award
Sivan Danziger

This award is given to a senior economic consulting major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in Entrepreneurship & Innovation Award
Juan Daniel Chiriboga
Taylor Sluss

This award is given to a senior entrepreneurship & innovation major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Finance Award
Liam Becker
Emily McAninch
Asa Traylor

This award is given to a senior finance major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Human Resource Management Award
Maddy Shapiro

This award is given to a senior human resource management major who has shown enthusiasm and success in his or her courses as well as promise for future achievement.

Student Achievement in International Business Award
Melena Hasskerl-Friedrich

This award is given to a senior international business major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Marketing Award
Rachel Buckle
Lauren Kulda

This award is given to a senior marketing major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Project Management Award
Anna Johnson

This award is given to a senior project management major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Student Achievement in Supply Chain Management Award
Maylee Clerici

This award is given to a senior supply chain management major who has shown enthusiasm and success in his or her major as well as promise for future achievement.

Martha and Spencer Love School of Business Dean’s Awards for Faculty and Staff

Excellence in Teaching
Jose Cerecedo Lopez

The Martha and Spencer Love School of Business Dean’s Award for Excellence in Teaching recognizes a faculty member who exemplifies the 51±ŹÁÏÍű teacher-scholar model. This person is outstanding in the classroom, engages students in the learning process, maintains academic rigor, and provides evidence of commitment to the intellectual development of students through mentoring and related activities.

Excellence in Scholarship
Feng Dong

The Martha and Spencer Love School of Business Dean’s Award for Excellence in Scholarship recognizes one or more faculty members each year whose scholarly work has a significant intellectual impact in keeping with the Elon scholar-mentor model. Selection factors for this award include publication or presentation of peer-reviewed research in quality outlets and evidence that the faculty member engages in scholarship-related activities. These activities might include supporting the scholarly endeavors of colleagues, advancing the school’s reputation, and mentoring students in undergraduate research.

Exemplary Service – Faculty
John Wimmer

The Martha and Spencer Love School of Business Dean’s Award for Exemplary Service-Faculty recognizes one or more faculty members each year who have contributed in meaningful ways to the ongoing welfare and betterment of the college, university and profession. This award follows from the Elon servant-leadership model. Selection is based on service in the preceding year, plus overall willingness to volunteer one’s time when needed and to carry new ideas to reality.

Exemplary Service – Staff
Sara DeVane

The Martha and Spencer Love School of Business Dean’s Award for Exemplary Service-Staff recognizes a staff member who has contributed in meaningful ways to the ongoing welfare and betterment of the LSB.Ìę This contribution includes performing duties above and beyond the staff member’s regular functions to support and advance the LSB.

Exemplary Service – External
Rob Springer

The Martha and Spencer Love School of Business Dean’s Award for Exemplary Service-Staff recognizes a member of the larger 51±ŹÁÏÍű community who has contributed in meaningful ways to the ongoing welfare and betterment of the LSB.Ìę This contribution can take the form of assisting the LSB with a specific program or project or providing ongoing support for LSB activities.

LSB Sophomore Recognition

Benjamin Grover Johnston Award
Andrew Abraham
Logan Brzezanski
Lindsay Butkus
Izzy Butler
Gabrielle Evans
Addie Gilner
Henry Ginsburg
Dylan Golden
Isabella Johnson
Avery Launer
Jordyne Lewis
Ben Peake
Hope Rosen
Isaiah Scott
Greta Smith
Casey Steinert
Dani Stuart
Ben Waechter
Ellis Weber-Provost
Sophia Winston

This award honors the sophomore(s) with the highest GPA in the Martha and Spencer Love School of Business. Dr. and Mrs. James W. Johnston established this award in memory of Dr. Johnston’s brother, Benjamin Grover Johnston.

2026-27 Endowed Scholarships and Awards

The Andras Family Award
Abigail Mulvaney

The A. Vance Beck, Sr. and Gwendolyn D. Beck Scholarship
Virginia Manning

The Calvert C. and Margaret H. McGregor Scholarship
Maximiliano Camacho Garcia

The Charles David Smith Endowed Scholarship
River Cranford

The David A. Stevens ’81 Internship Scholarship
Chaise Hannibal
Winter Oaster

The David O. Bowden Economics Scholarship
Ellis Weber-Provost

The Department of Economics Endowed Scholarship
Sophia Winston

The Don S. and Margaret M. Holt Scholarship
Ashley Valency
Skylar Zimmerly

The Dudley Ray Watson Memorial Scholarship
Mackenzie Ross

The Frechette Family Foundation Fund for Global Engagement
Madisen Groff
Brennan Higgins

The Frederick K. Gilliam, Sr. Scholarship
Sophia Arminio
Lauren Beckman
Colleen Bolger
Elizabeth Moores
Anna Rubino
Jesse Sherrill

The Humphries Achievement Award
Loren Palma

The J. Harold Smith Scholarship
Jordyne Lewis

The James T. Toney Endowment Fund
Madeline Dolan

The Janie E. Council Scholarship
Patrick Drury

The John and Helene Sparks Scholarship for Business
Dulio Sorel di Donato

The John L. Sills, Jr. Scholarship
Benjamin Peake

The John R. Hill ’76 and Lesley W. Hill Endowed Fund for Engaged Learning in Business
Marlie Barhorst

The Linda Thompson Weavil Endowed Scholarship
Kristen Covington
Jasmine Newkirk

The Mark A. Horsburgh Study Abroad Scholarship
Michael Dumiec
Peyton Jones

The Mary C. Bullock ’47 and George P. Bullock ’47 Business Scholarship
John Cirelli
Jane McNeil
Avery Wilson

The Mills Family Endowed Scholarship
Tristan D’Adamo
Sahrahie Enamorado

The Myers Family Endowed Scholarship in Business
Aidan Roche

The Park Business Scholarship
Alyssa Adams

The Peter L. Tourtellot Endowed Scholarship in Business
Emma Cincotta

The R. Alston Team III Endowed Scholarship in Business
Eli Karpas
Emma Meunier

The R. Cruse Lewis Master Pools Guild/Love School of Business Endowment Scholarship
Gabriela Maldonado Alvarez
Ashlyn Wenner

The Rehnert Family Business Internship Award
Rita Ho
Korey Philpot
Fanyu Sha
Abigail Wong

The Rose Family Endowed Fund for Engaged Learning in Business
Samuel Bernard

The Samuel L. Burke Endowed Scholarship
David Graves
Elizabeth Shum

The Sirabella Family Scholarship for Engaged Learning in Business
Alison Whipple

The Taylor S. Davis Scholarship for Engaged Learning in Business
Anna Maddox

The Troy Family Endowed Scholarship for International Study
Shannon Cross
Jack Miller

The Waesche Engaged Learning Scholarship
Luke Shatkin

The Wells Fargo Scholarship
Jackson Steiner

The William A. Klopman, Jr. Memorial Scholarship
Megan Abbot

The Yearwood Family Scholarship
Bong Realiza

As Nikki Sanz ’18 first stepped onto Elon’s campus, she found a stage. A student who succeeded on a busy schedule, Sanz spent her four years leaning into the culture of involvement that represents the Elon experience. She found that the university’s environment encouraged students to take initiative from the very start.

“Most Elon students just love to get involved,” Sanz said. “I was able to jump right into those opportunities starting in my freshman year”.

Today, that same spirit of initiative has led Sanz to the front of the music and tech world. As the founder and CEO of , a professional career platform designed specifically for the live event industry, she was recently recognized on the Forbes 30 Under 30 list for her work in turning the industry into a modernized community.

Majoring in sport and event management, along with a double minor in business administration and leadership studies, Sanz used Elon as a sandbox to test her ideas. The Isabella Cannon Leadership Fellow balanced academics with leadership roles in Alpha Xi Delta and the LEAD program, where she served as a tier captain mentoring new students.

Shaina Dabbs, associate professor of sport management, said that Sanz’s internal drive was evident early on.

“Nikki consistently showed a strong eagerness to be involved and fully engaged,” Dabbs said. “She brought a genuine passion for the details and the process, understanding that executing the small things well is what elevates the overall outcome. Her internal drive to excel set her apart, and she developed a system that allowed her to successfully manage multiple roles and responsibilities without compromising quality.”

Sanz credits the Elon environment for giving her the room to experiment and create. Whether she was working with Elonthon or performing her own music around town, she was building the foundation for her future career in event production.

“I brought music to Oak House,” Sanz said. “I asked Phil [the owner] if I could do an open mic one night… I did it about once a month, and then he got bands to come and play. And so, the fun fact is, I started music there.”

After graduation, Sanz’s career took her into the heart of the touring world, working with industry giants like Live Nation and the CMA Awards. She spent years on the road as a production professional for major artists, including Eric Church and George Strait. It was during these high-pressure tours that she noticed an opportunity, as there was no center for the thousands of “gig” workers who make live events possible.

“Sport and live events are becoming increasingly complex and commercialized, and relying on informal hiring practices is no longer sustainable,” Dabbs explained. “Platforms like Giggs help standardize the way talent is sourced, evaluated and deployed, much like analytics transformed player evaluation. When opportunities are only ‘word-of-mouth,’ they limit access and opportunity for highly qualified people who may not ‘know’ the right person.”

Sanz spoke very highly of her senior-year experience in Dabbs’ Event and Venue Management course, where students were tasked with running an event without a ‘how-to’ guide. According to Dabbs, this learning by doing model is intentional.

“The point is to place students in situations where there isn’t a script, because the live event and sport industry rarely provides one,” Dabbs said. “This experiential approach builds professional resilience and shifts students’ mindset to see challenges as opportunities to lead and create solutions. It equips them with the confidence, adaptability and problem-solving skills needed to navigate an industry that is constantly evolving, and to shape it, rather than simply react to it.”

Despite her success in Nashville and her global ambitions for Giggs, Sanz remains rooted in the lessons she learned as a student leader. Her advice for current Phoenix looking to break into the industry is to be open to the different paths the “gig” world offers.

“If you really want to work in sports or concerts, you can move,” she said, encouraging students to explore the various sectors of the industry to find where they fit best.

Reflecting on her own journey from Phoenix to tech founder, Sanz emphasizes that there is no single “right” way to enter the industry.

“The impact that I want this to have on the industry is that there’s a way in, there’s actually a path,” she said.

For Dabbs, Sanz’s trajectory serves as a blueprint for the next generation of sport management students.

“Nikki’s journey shows students that they do not have to accept the industry as it is. They can change it,” Dabbs said. “Her story highlights that leadership is about impact, not title, and that success comes from trusting yourself, building inclusive networks and being willing to act.”

This spirit of leadership earned her a spot among Elon’s Top 10 Under 10 Alumni Award winners. This award celebrates accomplished alumni from the last decade who not only excel in their careers but also actively contribute to their communities and serve as dedicated alumni role models.

Sanz encourages students to use their time at Elon to explore the size of the field, whether your interest is in concerts, TV or corporate trade shows; the goal is to find a professional community where you can truly thrive.

As she continues to change the traditional hiring process, her mission remains to head in the same direction of inclusivity she felt on her first day at Elon by ensuring every professional in the live event space has a way to be seen.

Do you know an alum who has an interesting story to tell, maybe even yourself? Please feel free to share your feedback or those stories online:

More than 50 students and several teachers from ABSS CTEC Burlington joined Elon’s Doctor of Physical Therapy Program, Department of Exercise Science and Performing Arts to celebrate National Biomechanics Day, an annual global event held since 2016. All of the CTEC students were on the health science track, making the experience an opportunity to connect their academic interests with potential future pathways.

Students rotated through six stations focused on different aspects of biomechanics, each designed to highlight both fundamental concepts and practical applications.

At the static balance station, participants completed variations of the Balance Error Scoring System (BESS), testing their ability to maintain stability in double-leg, single-leg and tandem stances on both firm and foam surfaces. The neuromotor station focused on coordination and motor learning through activities like mirror tracing, maze completion and target-based drawing tasks. At the strength station, students measured grip strength using handheld dynamometers and observed muscle activation through electromyography (EMG).

Movement was further explored at the tandem gait station, where students walked heel-to-toe along a straight line. As they progressed from forward to backwards walking and added cognitive challenges like counting or spelling backwards, the tasks became increasingly difficult. At the jump station, participants measured their vertical and horizontal jumping ability, learning how lower-body power is assessed in sports and exercise settings. The final station challenged students to think like engineers. Using simple materials, groups built functional models of an elbow joint, aiming to replicate natural movement. The activity highlighted the relationship between biomechanics and design, with connections to prosthetics and rehabilitation technology.

Faculty from exercise science and physical therapy, along with student volunteers, led the stations and guided discussions throughout the day. Their involvement created a collaborative environment where participants could ask questions, test ideas and explore new interests.

By the end of the event, students were left with a deeper understanding of how biomechanics applies to everyday movement, health, and performance; as well as a clearer picture of how those interests could shape their future.

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

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