Hollyhock House at Barnsdall Art Park
Perched atop Olive Hill, the Hollyhock House stands as one of Frank Lloyd Wright’s most significant West Coast works and a UNESCO World Heritage Site. Built in the early 1920s for oil heiress Aline Barnsdall, the home represents Wright’s experimentation with blending architecture and environment, what he called “organic architecture.”

Students explored the house’s Mayan Revival influences, geometric motifs and the iconic hollyhock flower design woven throughout the structure. The site offered a powerful introduction to how Los Angeles became a testing ground for architectural innovation, especially during a time when the city was rapidly expanding and redefining itself culturally.

Downtown Los Angeles: Layers of History and Movement
Traveling via the Los Angeles Metro, students experienced the city as Angelenos do, through its evolving public transit system, before diving into the heart of downtown.

Union Station – Opened in 1939, Union Station is often called the “Last of the Great Railway Stations.” Its architecture blends Spanish Colonial Revival, Mission Revival, and Art Deco styles, reflecting Los Angeles’s layered cultural identity. Inside, students observed the grandeur of its waiting rooms, tiled floors, and wooden beam ceilings, symbols of a bygone era when rail travel defined urban movement.

Angels Flight – Just a short walk away, Angels Flight, the world’s shortest railway, offered insight into the city’s early 20th-century infrastructure. Originally built in 1901, the funicular once transported residents up Bunker Hill, a neighborhood that has since undergone dramatic redevelopment. Its preservation speaks to ongoing efforts to maintain pieces of Los Angeles’ historic fabric amid modernization.

Los Angeles City Hall & Chinatown
At City Hall, students discussed civic architecture and governance, noting the building’s Art Deco style and symbolic prominence in the LA skyline. Nearby Chinatown provided a contrasting cultural lens, highlighting immigrant histories, urban displacement and the evolution of ethnic enclaves in Los Angeles.

Olvera Street
Often referred to as the birthplace of Los Angeles, Olvera Street immerses visitors in Mexican-American heritage. Students explored its marketplace, murals and historic buildings while discussing the complexities of cultural preservation versus commercialization. The site reflects both celebration and simplification of heritage, an important conversation in art and public history.

Angelus Temple & Echo Park
In Echo Park, students visited Angelus Temple, a striking example of early 20th-century religious architecture and a cornerstone of the Foursquare Church movement founded by evangelist Aimee Semple McPherson. Built in 1923, the temple reflects a blend of revivalist architecture and emerging media-savvy religious practices, as McPherson was one of the first to use radio to reach a national audience.

The surrounding Echo Park neighborhood added another layer to the visit, offering insight into how communities evolve over time. Once a streetcar suburb, Echo Park has transformed into a culturally vibrant area shaped by waves of immigration, artistic communities, and, more recently, gentrification. Together, the site and neighborhood sparked discussion on the intersection of faith, media and urban change.

The Gamble House
In Pasadena, students visited the Gamble House, a masterpiece of the American Arts and Crafts movement designed by architects Charles Sumner Greene and Henry Mather Greene in 1908. Commissioned by the Procter & Gamble family, the home emphasizes craftsmanship, natural materials, and harmony with its surroundings.

Students examined intricate woodwork, custom furnishings, and the intentional use of light and space—hallmarks of the Arts and Crafts philosophy, which emerged as a reaction against industrialization. The visit provided a striking contrast to Wright’s modernism, allowing students to compare different architectural responses to similar cultural shifts.

Looking ahead: Final excursions
As the semester continues, students will expand their exploration of the city’s artistic and architectural landscape with one final site visit.
The course will conclude with a visit to the Walt Disney Concert Hall, designed by renowned architect Frank Gehry. Celebrated for its sweeping stainless-steel forms and innovative acoustics, the building stands as a defining example of contemporary architecture in Los Angeles. Here, students will consider how modern design continues to push artistic and structural boundaries while shaping the city’s global cultural identity.

These excursions bring course themes to life, allowing students to critically engage with Los Angeles as a living museum. From early 20th-century architectural movements to the layered cultural histories embedded in downtown neighborhoods and beyond, each site offers a unique perspective on how art and environment shape one another.

By navigating the city firsthand, students not only deepen their understanding of art history but also develop a stronger connection to LA itself—its stories, its communities and its ever-evolving identity.

The immersive Study USA Los Angeles semester and summer experiences offer students opportunities for alumni engagement, community service, unique academic classes with industry professionals and site-based experiential learning. .

The Expo is one of the largest cross-campus collaborations in the spring. Representatives from the Student Professional Development Center, Undergraduate Research, the Global Education Center, and many more showcased resources and information on how they can help students develop meaningful relationships and achieve their goals.

“These departments actually like to communicate with you and tell you what opportunities they have and how they’re all connected,” said Melanie Alcaron ’29.

Students were able to see the connections through a pathway card that guided them to resources around personal, professional, and academic development. The pathways were designed to align with functions and characteristics of supportive relationships during college, based on research from Director of the Center for Engaged Learning Jessie Moore, Senior Associate Provost Emeritus Tim Peeples and Professor of Psychology Maureen Vandermaas-Peeler. Their work draws on a comprehensive study of mentoring constellations at ������Ƶ and national surveys.

Event planners collaborated with the Maker Hub to create interactive versions of the Relationship Rich Map, which is a tool developed by the team of mentoring scholars above. Sabrina Perkins, associate professor of psychology, has collaborated with the Center for Access & Success to plan and coordinate this event since its inception in 2022. Perkins led student attendees through mapping their supportive relationships using the boards.

“When students are encouraged to map their supportive relationships in tandem, they may be better able to recognize where in their lives connections are flourishing, while also noticing what types of supports they are missing, or want to deepen,” said Perkins.

Berenice Sanchez-Rosaldo ’29 found the maps to be an eye-opening experience.

“I feel like my friends and family have helped me a lot, and a place where I can really grow is with professors. I feel like I could expand my horizons there and really form a stronger connection,” she said. “Overall, this expo has helped me a lot in really going in depth on myself and what I can do better here at ������Ƶ.”

Sanchez-Rosaldo’s main takeaway was to take advantage of everything that’s on campus: “All of the support that you have here. It can be from academic to personal.”

As the event came to a close, participants were treated to a special performance from Melonated Melodies, ������Ƶ’s predominantly Black a cappella group, who talked about the importance of building relationships within student organizations. Through conversations, activities, and shared experiences, students left not only with more connections but also with a deeper understanding of how relationships can shape their success at ������Ƶ

The Carnegie Community Engagement Classification, awarded to a select group of U.S. colleges and universities, affirms ������Ƶ’s integration of community-based experiences into teaching, research and campus life.

The classification recognizes the university’s deep commitment to community and civic engagement, and it follows a recent U.S. News & World Report ranking naming ������Ƶ second in the nation for service-learning.

In her remarks at an afternoon reception in the Koury Athletic Center, ������Ƶ President Connie Book said the Carnegie designation reflects extensive and coordinated effort across disciplines and divisions. She noted that ������Ƶ has expanded community-engaged courses by more than 30% in the past decade, with faculty participation rising nearly 50%, and she highlighted partnerships ranging from local schools and health clinics to nonprofit and civic organizations.

Book described community engagement as “a brave space,” where outcomes are not always predictable, but where collaboration creates meaningful opportunities for students and partners alike.

As the university looks ahead, Book said, the designation sets a new benchmark for impact. “We want to improve the quality of life for all people in our community,” she added.

In welcoming remarks, Vice President for Student Life Jon Dooley labeled the recognition “a reflection of our strong collaboration between Student Life, Academic Affairs and community partners,” and Associate Provost Jen Platania said the honor was one that acknowledges the intentional integration of community engagement into teaching and campus life.

“It reflects the work of faculty who designed meaningful community-based learning experiences,
the staff who support sustaining those efforts, and community partners who collaborate with us in ways that enrich our students and strengthen our shared work,” Platania said. “This recognition belongs to all of you. It affirms the culture of engagement that defines ������Ƶ, where our students connect knowledge and purpose, and develop as thoughtful and engaged citizens.”

The transition planning phase reflects a clear institutional decision and does not represent an immediate change to how courses are taught or delivered. Moodle will remain fully supported; no Spring 2026 courses are affected, and no action is required from faculty or staff at this time.

Why now?

Over the fall semester, Teaching and Learning Technologies, in partnership with academic and IT colleagues, conducted a comprehensive review of the university’s learning management system. That process included open forums, surveys and structured feedback from more than 125 faculty and staff members and more than 400 undergraduate and graduate students.

The evaluation highlighted the importance of adopting a learning management system to support current and evolving approaches to learning and engagement.

Beginning the transition planning now allows the university to move forward deliberately, ensuring the transition is well supported and aligned with ������Ƶ’s broader commitment to engaged learning and student success.

Why Canvas?

Canvas was selected following a careful review of faculty and student input, market analysis and platform capabilities.

“This decision was guided by the needs and hopes of our faculty and students,” said Rebecca Kohn, provost and vice president of academic affairs. “Our community asked for a system that is reliable and flexible; one that can adapt to diverse approaches to teaching and learning. Canvas emerged as the platform that best aligns with those priorities as we look ahead.”

What this means and what’s next

As planning moves forward, a few key points may be helpful to keep in mind:

• Moodle remains fully supported through the transition.
• No action is required from LMS users at this time.
• No change will be made to how courses are taught or delivered for Spring 2026.

Teaching and Learning Technologies will lead the transition process in close partnership with academic and IT colleagues. TLT will coordinate training, support and future communications, ensuring faculty, staff and students have clarity and guidance well in advance of any changes.

As details take shape, including a clearer transition timeline and answers to frequently asked questions, TLT will share updates with the campus community. Additional information is expected before March.

“Transitioning to a modern, user-friendly platform like Canvas supports engaged learning and student success,” said Kelly Reimer, senior director of Teaching and Learning Technologies. “Our goal during this early phase of work is to establish a strong foundation for both the technical transition and how we will support faculty and students in ways that minimize disruption to teaching and learning.”

Faculty engagement & Next Steps

Faculty involvement remains central as the transition planning continues. Opportunities for faculty engagement, support and training will be communicated by Teaching and Learning Technologies as plans are refined.

“As a member of the LMS evaluation project team, I was grateful for the quantity and depth of feedback we received from colleagues and students,” said Eric Bauer, faculty fellow for technology and assistant professor of biology. “I’m excited to see how my colleagues creatively use the many new tools within Canvas to make their classes even more engaging and easy for students to navigate and look forward to exploring with them the possibilities of the new LMS.”

The transition to Canvas will be implemented over time, with ongoing communication and support as the university moves through the next academic year.

The , a national organization that seeks to create a network where faculty and student affairs educators can learn, build and advance scholarship on the residential college experience, launched its awards program this year to recognize excellence in residential education.

A national model for living and learning

At ������Ƶ, living and learning are intentionally intertwined. Faculty and staff work across divisions to connect students’ academic journeys with their residential communities through shared courses, embedded faculty roles, themed living-learning communities and opportunities for informal mentorship.

The university was selected as the inaugural recipient of the Institutional Excellence in Residential Education Award for its collaborative, relationship-rich approach, which RCS described as a deeply human model of education that centers belonging, well-being and intellectual engagement.

“At ������Ƶ, Living and Learning isn’t just a program; it is the ������Ƶ experience,” Nick Tippenhauer, RCS Executive Leadership Team member and assistant Dean for studies at Rockefeller College at Princeton University, said during the awards ceremony, referencing the nomination. “It is a defining commitment to engaged learning that weaves together every aspect of campus life.”

Accepting the award on behalf of the university were Eleanor Finger, assistant vice president for Student Life and dean of campus life, and Jennifer Stephens, director of Academic-Residential Partnerships, who also emphasized the uniqueness of ������Ƶ’s integrated model.

“What makes ������Ƶ’s model distinctive is that we are fully integrated,” Stephens said. “Rarely do you see an actual partnership between Academic Affairs and Student Life across the entire living and learning experience the way you do at ������Ƶ.”

Community building at the heart of residential life

Much of ������Ƶ’s national reputation in living and learning is rooted in the day-to-day work happening in its neighborhoods. Faculty-in-residence and community directors collaborate to foster spaces that help students grow personally, academically and socially.

One example of this approach is illustrated in the Global Neighborhood, led in part by Outstanding Faculty Member Award recipient Sandy Marshall, where traditions such as “Sundaes on Sundays” and “Mondays with the Marshalls,” as well as monthly film nights and neighborhood dialogue dinners, have become beloved opportunities for students and faculty to connect beyond the classroom.

“Our Global Neighborhood team works with our amazing campus partners to create and sustain meaningful opportunities for students to connect with one another as well as faculty, staff, and community mentors,” Marshall said. “I love connecting with the students and seeing them make their own connections at these events.”

During the awards ceremony, Tippenhauer emphasized that Marshall’s programs are more than social events. “They are acts of community-building that make a large campus feel personal and connected,” he said.

Mariann King, community director for the Global Neighborhood, noted that the impact of these programs becomes clear as students grow over the academic year.

“When you think about where students are that first weekend and then see where they are by the time we host our Global Gala in the spring, you really get to see your students shine,” she said. “Those moments show just how much they learn from living on campus.”

Deepening connection, belonging and student success

The awards from the RCS reaffirm ������Ƶ’s long-standing commitment to exploring ways to deepen students’ connections and well-being.

“When faculty and staff invest in students as people, students feel like they have a place,” Finger said. “That sense of being cared for is what builds belonging.”

Stephens echoed this sentiment, stating, “The two biggest indicators of student success are student-to-faculty interaction and peer-to-peer interaction,” she said. “When those happen naturally in residential spaces, it strengthens both connection and well-being.”

Looking ahead, ������Ƶ will continue to evolve its integrated model. Finger emphasized that ongoing refinement and growth will drive the next phase of this work.

“We are excited to engage more faculty in this transformative work, and to think dynamically about new living and learning communities that spark curiosity and interest in our students,” she said.

Even as the model evolves, its core purpose will remain the same: bringing faculty, staff and students together outside the classroom to build community.

The Annual Conference on The First-Year Experience provides an ongoing forum where higher education professionals can share experiences, concerns and accomplishments related to supporting student learning, development, and success in the first college year.

Staff and faculty from ������Ƶ shared best practices from ������Ƶ’s U.S. News #1 ranked First-Year Experience program and #1 ranked Learning Communities with colleagues from other colleges and universities. Attendees from ������Ƶ included:

• Jen Platania, associate provost for Academic Affairs and associate professor of economics
• Eleanor Finger, assistant vice president for Student Life, dean of Campus Life and assistant professor
• Jennifer Stephens, director of academic-residential partnerships and assistant professor of education
• Kirsten Carrier, assistant dean of Campus Life and director of Residence Life
• Jill McSweeney, assistant director of the Center for the Advancement of Teaching and Learning and assistant professor of wellness
• Paula Patch, senior lecturer in English and associate director of First-Year Initiatives in the ������Ƶ Core Curriculum
• Brandy Propst, director of ������Ƶ 1010 and assistant director of academic advising

Additionally, Jennifer Stephens and Kirsten Carrier presented their work at the conference in a session titled “Living & Learning at ������Ƶ: A Framework for First-Year Residential Learning.” This presentation discussed the creation of a new residential learning outcomes framework that gave faculty and staff working on the initiative common goals for programming and assessable learning outcomes. The framework was created as a result of the Residential Campus Strategic plan, which aims to achieve portions of Boldly ������Ƶ, the university’s current strategic plan. Attendees at the session gained practical strategies on how they might create this type of framework for their residential learning initiatives and were able to hear how assessment results have informed updates and changes to the framework for the future.

Assistant Professor Mustafa Akben begins his new administrative role on July 1, 2024, following a competitive internal search.

Akben will lead the integration of artificial intelligence across ������Ƶ’s academic and administrative departments, building on six core principles the university helped establish last year to guide higher education institutions with a rapidly evolving and groundbreaking technology.

“Dr. Akben’s commitment to ethical AI practices and his proven ability to translate complex AI concepts into transformative educational experiences make him uniquely qualified to advance our strategic goals in Boldly ������Ƶ,” said ������Ƶ President Connie Ledoux Book. “His leadership will mark a significant step in ������Ƶ’s commitment to serving as a global model for integrating AI into post-secondary education.”

Akben’s responsibilities as director of artificial intelligence integration include collaborating with faculty and staff members on:

• Developing and implementing a comprehensive AI strategy to enhance curriculum, teaching, research, and administrative processes
• Serving as a strategic partner to integrate AI technologies that promote ethical use and operational excellence across campus divisions
• Leading the integration of ������Ƶ’s AI principles to enhance educational outcomes, promote digital inclusion, and ensure ethical research and teaching practices
• Engaging with national and international AI experts and organizations to position ������Ƶ as a leader in ethical AI integration
• Facilitating interdisciplinary collaborations to embed AI in ways that respect ������Ƶ’s Generative AI Statement and align with the institution’s mission
• Documenting and advocating for AI best practices at ������Ƶ, shaping policies that ensure responsible AI application across the university

“I envision ������Ƶ as a thriving community where AI helps administrative functions and academic excellence, all while preserving human relationships across and beyond our campus, a trait that defines ������Ƶ’s identity,” Akben said. “I am excited to work across departments to find solutions that facilitate processes and create fresh, innovative, and welcoming experiences by partnering with faculty, staff, and students.

“More importantly, I am committed to fostering an open dialogue on AI that incorporates diverse perspectives and insights, which is essential to developing a responsible and inclusive approach to artificial intelligence.”

I envision ������Ƶ as a thriving community where AI helps administrative functions and academic excellence, all while preserving human relationships across and beyond our campus, a trait that defines ������Ƶ’s identity.

– Assistant Professor Mustafa Akben

Akben brings a wealth of expertise in deep learning, generative AI, and the ethical application of artificial intelligence. His primary research in the Martha and Spencer Love School of Business has focused on how AI can transform human cognition and workplace behaviors. Akben’s professional journey includes significant achievements such as twice winning the SIOP Machine Learning and AI Competition and publishing influential research on the role of AI in management and organizational behavior.

In coordination with colleagues over the past year, he also has helped organize multiple AI literacy workshops, conduct university-wide research, draft a white paper, and provide strategic insights to university leadership.

“The depth of Dr. Akben’s knowledge about artificial intelligence and the ways in which it influences our present as well as its capacity to affect our future is matched only by his enthusiasm for student learning,” said Rebecca Kohn, ������Ƶ’s provost and vice president of academic affairs. “I am inspired by his forward thinking pursuit of curricular innovation and potential efficiencies that will be made possible by emerging technologies that will remain a part of our lives.”

Akben holds a Ph.D. in Business Administration from Temple University and has developed a range of AI-enhanced teaching tools and methodologies.

Members of the Search Committee for the Director of Artificial Intelligence Integration

• Pat Donohue, Co-Chair, Deputy Chief Information Officer
• Paula Rosinski, Co-Chair, Professor of English and Director of Writing Across the University
• Haya Ajjan, Associate Dean of the Love School of Business and Gordon Professor of Entrepreneurship
• Jeff Carpenter, Professor of Education and Director of Teaching Fellows Program
• Ryan Mattfeld, Assistant Professor of Computer Science
• Antoinette Polito, Associate Professor of Physician Assistant Studies
• Kelli Shuman, AVP for Human Resources and Chief Human Resources Officer
• Eric Townsend, Assistant Vice President for Academic Communications
• Shannon Zenner, Assistant Professor of Communication Design

Professor Jason Husser, a professor of political science and policy studies and longtime director of the ������Ƶ Poll, begin his new duties in the Office of the Provost on June 1, 2024.

“Dr. Husser’s distinguished record of leadership at the university and service to the education of our students has prepared him well for this important role,” said Rebecca Kohn, ������Ƶ’s provost and vice president of academic affairs.

Husser’s responsibilities will include:

• Convening the Academic Affairs Advisory Council, including planning standing meetings, organizing mid-year and end-of-year retreats, and guiding development of Academic Affairs divisional priorities
• Leadership for academic undergraduate programs, such as the Honors Program, the Lumen Prize, and the National and International Fellowships Office
• Inclusion of student voices and perceptions of courses through processes for gathering Student Perceptions of Teaching
• Selection and stewardship of the Steven and Patricia House Excellence in Mentoring Award
• Support of academic integrity through active engagement in policies and processes connected to the Honor Code, the Honor Board, the Call to Honor Ceremony, and Academic Conduct
• Engagement with students throughout academic standing policies and processes involving academic suspensions, probations, and appeals
• Representation of the provost on the following standing and advisory committees:
  • Fellows Committee
  • Academic Standing Committee
  • ������Ƶ Emergency Management Committee
  • Infectious Disease Committee
  • Emergency Operations Center

Husser succeeds Associate Provost Paul Miller, who concludes eight years of dedicated service at the end of the spring semester and will return to the faculty in the Department of Exercise Science.

“I have been honored in my faculty career to work for a university that offers its students one of the most exceptional educational experiences in the United States,” Husser said. “Though this role, I feel I can further aid the institution in fulfilling its vision to be the national model of an ‘academic community that transforms mind, body, and spirit and encourages freedom of thought and liberty of conscience.’”

Husser joined the ������Ƶ faculty in 2012 and immediately started work with the ������Ƶ Poll. As director of the ������Ƶ Poll since 2016, he has created meaningful learning experiences for more than 1,000 student employees while mentoring Lumen Scholars, Honors Fellows, ������Ƶ College Fellows, and undergraduate researchers inspired by his passion for the study of politics, polling, and civic involvement. Husser will continue directing the ������Ƶ Poll through the next academic year.

In his time at ������Ƶ, Husser has also developed a deep organizational knowledge and understanding of the university through leadership roles including Faculty Fellow for Civic Engagement, Teaching Faculty Representative to Pandemic Committees, serving two terms as Chair of Academic Council, and serving as interim Department Chair.

He has served on committees such as the Student Life Committee, Ready and Resilient (������Ƶ’s COVID-19 committee), Childcare Committee, and Council on Civic Engagement, amongst others. Beyond campus, Husser has been a featured expert for national news media covering North Carolina politics, and he regularly presents to local audiences on topics related to political science and polling.

Husser holds a Ph.D and Master of Arts in Political Science from Vanderbilt University and a Bachelor of Arts in Political Science from Southeastern Louisiana University.

Since joining the ������Ƶ administration in 2012, Dean Raghu Tadepalli has worked with faculty, staff, alumni, business leaders, and parents to develop a rigorous curriculum and professional resources for students in a business school consistently ranked among the nation’s best.

������Ƶ Provost and Vice President for Academic Affairs Rebecca Kohn said a national search will be launched this fall for Tadepalli’s successor.

“Raghu’s commitment to undergraduate and graduate student success has been key to the growth of the Love School of Business,” Kohn said. “His impressive work with colleagues, industry executives, and accomplished graduates demonstrates the importance of collaboration in preparing future generations of corporate and civic leaders.”

“It’s been an honor for me to serve as dean, and as I reflect on what drew me to ������Ƶ – the high level of collegiality within the faculty and staff, the exceptional quality of our students – all these years later, what still excites me about coming to work are the very same things,” Tadepalli said. “What we’ve done together, with contributions from our advisory boards and our successful graduates, is keep a laser-like focus on student success.”

Tadepalli has worked collaboratively over the past decade to grow academic programs, facilities, resources, and career opportunities for students and graduates alike. Among the school’s highlights during his tenure:

• Achieving three AACSB International reaccreditations with no recommendations; the most recent was earned this spring
• Growth in enrollment from 1,356 majors in the 2012-2013 academic year to 2,145 majors as of the current academic year
• Expansion of full-time faculty from 44 to 71 professors and lecturers
• The introduction of six new undergraduate majors: Economic Consulting, Business Analytics, Human Resource Management, Project Management, Supply Chain Management, and Financial Technology
• The establishment of two new graduate programs: Master of Science in Accounting, and Master of Science in Business Analytics, both of which are also offered as accelerated 3+1 programs for ������Ƶ undergraduate students
• The addition of the interdisciplinary Center for Financial Literacy and the Center for Organizational Analytics
• Being ranked among the top 40 business schools in the country for three consecutive years (2022, 2023, and 2024) by Poets&Quants

One of the most significant developments during Tadepalli’s deanship was the 2018 opening of Richard W. Sankey Hall. The three-story, 30,000-square-foot building to the south of the Ernest A. Koury, Sr. Business Center allowed for the physical expansion of the business school to accommodate burgeoning enrollment and offerings.

Tadepalli, a recognized scholar in the field of marketing who has researched cross-cultural ethics and factors that affect salespersons’ customer orientation, said he is excited to see how the business school grows in the years ahead as the university identifies new programs and partnerships while looking to build its graduate education programs.

And as he prepares for his final year leading the business school, Tadepalli likens the fruits of his work to a ctenanthe that sits by his desk. The office plant was a gift from faculty when he started as dean. It’s since been repotted after doubling in size.

“������Ƶ is like a rocket ship,” Tadepalli said. “It doesn’t matter what seat you get. The most important thing is to strap on your seatbelt and enjoy the ride.”

President Connie Ledoux Book noted that Tadepalli’s “steadfast leadership and dedication to excellence have been pivotal in elevating the Love School of Business, marking ������Ƶ a leader in national and international business education.”

Tadepalli will complete a yearlong sabbatical before returning to campus to serve as dean emeritus and special assistant to the president for the 2026-2027 academic year.

From Oct. 18 through Oct. 20 a contingent of faculty and staff leaders within the “Living and Learning at ������Ƶ” initiative attended the Residential College Symposium at Virginia Tech. From the Residential College Society, “The goal of the Symposium is to provide an opportunity for faculty and student affairs educators to expand their learning network, share knowledge, and build community, as well as disseminate scholarship about the residential college experience.”

������Ƶ is one of the founding members of the society and Jennifer Stephens currently serves on the executive leadership team for the society. Attendees included:

• Eleanor Finger, Assistant Vice President for Student Life / Dean of Campus Life / Assistant Professor
• Jennifer Stephens, Director of Academic-Residential Partnerships and Assistant Professor of Education
• Kirsten Carrier, Assistant Dean of Campus Life/Director of Residence Life
• Sarah Ann Chapman, Associate Director of Residence Life for Residential Education and Community Development
• Nina Namaste, Faculty Director for Colonnades Neighborhood, Professor of Spanish in the Department of World Languages and Cultures
• Sandy Marshall, Faculty Director for Global Neighborhood, Associate Professor of Geography
• Jessica Gisclair, Faculty In Residence for Global Neighborhood, Associate Professor of Strategic Communications
• Mariann King, Community Director for Global Neighborhood
• Jasmine Hill Evans, Community Director for East Neighborhood

Additionally, Jessica Gisclair, Mariann King, Sandy Marshall, and Jennifer Stephens presented their work at the conference in a session titled “Promoting Belonging and Community by Integrating Engaged Learning, Social Connectedness, and Diverse Citizenship.” This presentation discussed building traditions, fostering a sense of residential identity, creating informal spaces of interaction and mentoring, and bridging campus/community connections in residential spaces. Attendees gained practical strategies to incentivize student engagement; strengthen connections between and among students, faculty, and staff; integrate living and learning; and foster a sense of community within and beyond the residential neighborhood.

The group who attended the conference will be sharing their takeaways with the Living and Learning Community of Practice during an upcoming “Lunch and Learn.” The community of practice includes partners in Living and Learning such as Linked Course Faculty, LLC Advisors, Live-In Faculty and Staff, Residential Campus Leadership Team members, Residential Campus Advisory Committee (RCAC) members, and other champions of the residential experience.