Sixty-eight percent of American adults say they are proud to be American, and 79% agree the United States plays a uniquely important role in world history. At the same time, 69% believe the signers of the Declaration of Independence would feel more disappointment than pride about modern American democracy.

The survey of 1,000 adults in the United States, conducted April 30-May 4, 2026, explores how Americans view the nation’s past, present and future as the country prepares to commemorate its semiquincentennial.

“As the United States approaches the 250th anniversary of the Declaration of Independence, Americans have complex and diverse feelings about America 250,” said Jason Husser, director of the ������Ƶ Poll and a professor of political science and public policy. “We found several points of optimism among Americans, including pride in being American and belief that the United States has a uniquely important role to play in world history. At the same time, many Americans expressed significant concern about the health of American democracy today, and the country is split on its outlook over the next 50 years.”

More than half of Americans (52%) say the United States is unsuccessfully living up to its founding ideals, while only 30% say the nation is successfully living up to them. Nearly three-quarters of Americans (73%) rate the overall health of U.S. democracy as only “fair” or “poor.”

The survey also found widespread concern about political instability and civic division:

• 68% believe elected officials today are worse than leaders of the past
• 80% say they at least sometimes feel no political party or movement represents their views
• 70% say the country is more turbulent than average compared with other periods in U.S. history
• 64% say they have little or no confidence that U.S. political institutions will make mostly good decisions over the next 50 years
• 68% predict America will become more politically divided by 2076

Americans are also pessimistic about the country’s long-term future in several key areas. Majorities predict that by 2076 the nation will have less freedom, less economic equality, a lower standard of living, and more pollution. More Americans also believe technology will create more harm than benefit over the next 50 years.

Despite those concerns, the poll found Americans still hold strong connections to the nation’s democratic ideals and history.

When asked which event best represented American democracy at its highest ideals, respondents most frequently selected the Civil Rights Movement and World War II. Abraham Lincoln was named both the historical figure who best exemplified democratic ideals and the greatest president in U.S. history.

The survey also revealed broad bipartisan resonance for many historic presidential messages when respondents were not told who made the statements. More than three-quarters agreed with quotations from George Washington and Abraham Lincoln, while large majorities also agreed with statements from John F. Kennedy and Franklin D. Roosevelt.

Looking toward the nation’s semiquincentennial celebrations, Americans expressed greater interest in reflection than pageantry. Nearly seven in 10 (68%) said America250 should focus more on reflecting on U.S. history and values than simply celebrating national achievements, and 71% said smaller local events would feel more authentic than large national celebrations.

The survey found Americans entering the anniversary with mixed emotions. The most common feeling was pride, cited by 38%, followed by gratitude at 17%. But 21% said they have no strong feelings, 12% described themselves as conflicted, while others reported disappointment or frustration.

The margin of error for the ������Ƶ Poll survey is +/- 3.95%.

Poll Methodology

Access the poll topline and methodology at:��www.elon.edu/elonpoll. The survey was developed by the ������Ƶ Poll and fielded by the international marketing and polling firm YouGov as an online, web-based survey, self-administered with online panels. Between April 30 and March 4, 2026, YouGov interviewed 1,077 U.S. adults aged 18 and older. These respondents were then matched down to a sample of 1,000 to produce the final dataset.

The matched cases were weighted to the sampling frame using propensity scores based on age, gender, race/ethnicity, years of education, and home ownership. The margin of error for this poll (adjusted for weights) is +/-3.95%.

About the ������Ƶ Poll

Established in 2000, the ������Ƶ Poll conducts national and North Carolina surveys on issues of importance to voters and residents. Information from these polls is shared with media, citizens and public officials to facilitate informed public policy making through the better understanding of citizens’ opinions and attitudes. The poll is fully funded by ������Ƶ and operates as the neutral, non-biased information resource.

The ������Ƶ Poll is a charter member of in 2014 to educate polling firms on ways to better share how they collect and interpret their information. The ������Ƶ Poll’s voluntary participation in this initiative signifies a willingness to clearly state in its reports how questions were asked, in what order, who funded the poll and then conducted it, and a definition of the population under study, among other details.

For the second consecutive year, the university is the only North Carolina private school featured by the magazine in its list of “25 Best Drama Schools in the World.” The University of North Carolina School of the Arts and the University of North Carolina at Chapel Hill also made the list.

The publication said it consulted with educators and industry insiders to determine the best schools for an acting degree. It also weighed overall training, cost, facilities, alumni success, industry connections and more.

The 16 students accepted to the undergraduate musical theater program go through a rigorous training process, which begins with classes in acting, voice and dance, and then allows students to explore individualized paths, including taking part in student-driven cabaret performances. Seniors also take part in a two-semester course on professional readiness and artistic identity, which includes bringing in casting directors and talent representation, with many students gaining representation or jobs out of this process. To that point, Campy Rodriguez, a current student in the senior class, is on Broadway in��Aladdin, in addition to such alum as Taylor Trensch, who recently led the off-Broadway production of��Bat Boy. Tuition and fees are close to $51,000.

������Ƶ’s Department of Performing Arts��offers seven degree programs: Acting, Arts Administration,��Dance Performance & Choreography,��Dance Science, Drama and Theatre Studies,��Music Theatre��and��Theatrical Design and Technology. Four programs require an audition or interview.

About ������Ƶ

������Ƶ is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, ambitious and ethical citizens of our global culture.

At ������Ƶ, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff whose priorities are teaching and mentoring. The curriculum is grounded in the liberal arts and sciences with emphasis on global experiences and career development. More than 70 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. ������Ƶ is ranked No. 1 for excellence in undergraduate teaching by U.S. News & World Report.

������Ƶ’s academic divisions include ������Ƶ College, the College of Arts and Sciences; the Martha and Spencer Love School of Business; the School of Communications; the Dr. Jo Watts Williams School of Education; the School of Health Sciences; and the School of Law, with programs in Greensboro and Charlotte, North Carolina.

The new publication, “Human Wisdom for the Age of AI: A Field Guide to Cultivating Essential Skills,” helps students cultivate the human skills they need to thrive in a digital world, whether working with AI technologies or learning independently of those tools. The guide includes engaging and fun exercises on curiosity, critical and deep thinking, creativity, ethical perspectives, communication and relational skills, among others.

Like the 2024 and 2025 editions, this year’s guide is provided to students and institutions free of charge and is available for download at: .

The guide draws on 10 voices across centuries and cultures — from Aristotle, Cicero and Descartes to Mencius and Ptahhotep — whose enduring insights into human judgment, creativity, ethics and wisdom take on new urgency as AI reshapes how we learn and work.

“We are excited to share this hands-on field guide with teachers and learners around the world,” said ������Ƶ President Connie Book. “We must not lose sight of the enduring principles that have always driven human progress. This publication bridges the gap between rapidly expanding algorithmic power and the timeless wisdom of the liberal arts. It empowers students to harness AI technologies where appropriate without sacrificing the empathy, judgment and creative autonomy that only a human mind can provide.”

“As artificial intelligence reshapes how we learn, work and create, the essential skills students need are not disappearing—they are evolving,” said AAC&U President Lynn Pasquerella. “Capacities such as critical inquiry, ethical reasoning, creativity and communication are more important than ever because they enable students to engage AI thoughtfully, question its outputs and apply knowledge with judgment and purpose. This guide underscores a central truth: in an age of increasingly powerful machines, the learning outcomes of a liberal education are the foundation for meaningful and responsible innovation.”

“Through our research at The Princeton Review, we consistently see that students are both excited by AI and uncertain about how to use it well,” said Editor-in-Chief Rob Franek. “What they’re really looking for is guidance. This field guide meets that moment by translating big ideas—like critical thinking, creativity and ethical decision-making—into practical habits students can use every day.”

In response to requests from faculty and staff, the new publication includes:

• A set of downloadable with group exercises, worksheets and discussion questions
• An online that allows students to reflect on how they are using AI in their studies and their level of reliance on AI tools.

Students, faculty and staff at more than 4,000 colleges, universities, schools and organizations around the world have accessed the publications. The guide’s has provided information to more than 87,000 users in 170 countries.

The guide is authored by three ������Ƶ leaders and researchers: Daniel J. Anderson, special assistant to the president and former vice president for communications; Lee Rainie, director of the Imagining the Digital Future Center; and Janna Anderson, professor of communications and co-founder and senior researcher for the Imagining the Digital Future Center. They worked in partnership with 24 consulting scholars from 10 countries.

“Human Wisdom for the Age of AI” is endorsed by:

• American Library Association
• CAA Academic Alliance
• EDUCAUSE
• Gardner Institute
• NASPA-Student Affairs Administrators in Higher Education
• Online Learning Consortium
• RTI International

All materials in the guide are provided free and licensed under a Creative Commons License Attribution that allows educators to use and adapt the work for noncommercial applications.

As with the previous publications, colleges and universities may request a version of Human Wisdom for the Age of AI field guide that incorporates their institution’s logo on the cover, providing a custom edition for distribution within their campus community. For details on obtaining a customized PDF of the publication, send a request along with a high resolution logo file to imagine@elon.edu.

The Student Guide to Artificial Intelligence is an initiative of��������Ƶ’s��Imagining the Digital Future Center. The publication series grew out of a��2023 global collaboration��that established a��statement of principles��to guide development of AI policies and practices in higher education.

About the publishers of the Student Guide to Artificial Intelligence

��is the nationally recognized leader in experiential learning, preparing graduates to be creative, resilient, ambitious and ethical global citizens. For five consecutive years, U.S. News & World Report has ranked ������Ƶ #1 in the nation for undergraduate teaching excellence and the leader in programs that promote student success. ������Ƶ enrolls more than 7,000 students at its main campus in ������Ƶ, North Carolina, and national campus locations in Greensboro, Charlotte, Los Angeles, New York and Washington, D.C.

������Ƶ’s is an interdisciplinary research center focused on the impact of accelerating digital change and the challenges that lie ahead. The center’s mission is to discover and broadly share a diverse range of opinions, ideas and original research about the likely evolution of digital change, informing important conversations and policy formation. The center was established in 2000 as Imagining the Internet and renamed Imagining the Digital Future with an expanded research agenda in 2024.

is a global membership organization dedicated to advancing the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education. Through our programs and events, publications and research, public advocacy, and campus-based projects, AAC&U serves as a catalyst and facilitator for innovations that improve educational quality and equity and that support the success of all students. In addition to accredited public and private, two-year and four-year colleges and universities, and state higher education systems and agencies throughout the United States, our membership includes degree-granting higher education institutions around the world as well as other organizations and individuals.

is a leading tutoring, test prep and college admission services company. Every year, it helps millions of college- and graduate school-bound students achieve their education and career goals through online and in person courses delivered by a network of more than 4,000 teachers and tutors, online resources, and its more than 150 print and digital books published by Penguin Random House. The company is not affiliated with Princeton University.

Beginning this fall, Queens will align its undergraduate academic calendar with ������Ƶ’s undergraduate calendar. The most notable change will be the reintroduction of Winter Term at Queens, a short, intensive session in January that allows students to focus on a single course or study abroad experience.

“J-Term gave Queens students something rare — three weeks each January alongside our closest friends to discover who we were through service, career exploration, and international travel,” said Queens alumna Staci McBride ’92. “We forged lifelong memories while living our motto, ‘Not to be served, but to serve.’ I am thrilled that this transformative tradition will now be part of the student experience again, and I can’t wait to see the lasting bonds and impact it will have on their lives.”

A highlight for many students is the intentional opportunity to study abroad in January. Both institutions have thriving study abroad programs, from ������Ƶ’s nationally ranked participation rate to .

“J-Term gives students the opportunity to engage deeply in a single course, often in a global context, and to complement their learning in ways that are not possible during a traditional semester,” said Nick Gozik, dean of global education at ������Ƶ. “Expanding this approach to Queens creates a meaningful opportunity as the two institutions come together.”

For LMA Alexander, executive director of the Pulliam Center for International Education at Queens, this new term brings fresh possibilities for JBIP. “The John Belk International Program is a cornerstone of the Queens undergraduate experience,” she said. “Queens has a long tradition of dynamic, multi-disciplinary faculty-led programs, and the addition of J-term will create new opportunities for innovative programming in collaboration with our ������Ƶ colleagues.”

In another integration move designed to expand opportunity for students, the two institutions have signed a Memorandum of Understanding to formalize a priority-admission pathway for Queens undergraduates to ������Ƶ’s School of Law. Both teams are actively working to share more details with students in the coming weeks.

J-Term gives students the opportunity to engage deeply in a single course, often in a global context, and to complement their learning in ways that are not possible during a traditional semester. Expanding this approach to Queens creates a meaningful opportunity as the two institutions come together.

– Nick Gozik, dean of global education at ������Ƶ

Evidenced through the service and experiential learning emphasized on both campuses, Queens and ������Ƶ share a commitment to civic engagement. This core belief will come to life through the Deliberative Citizenship Network (DCN), which recently invited both schools to join its inaugural cohort.

“The DCN highlights some norms or expectations that surround effective dialogues,” said Naeemah Clark, associate provost for academic inclusive excellence at ������Ƶ. “Active listening, empathic and ethical discourse, and evidence-based argumentation are essential elements that are at the heart of a liberal arts education.”

Margaret Commins, chair of the political science, international studies and sociology department, shared, “We’re excited about the opportunity to work with a national cohort to learn best practices for integrating deliberation into the curriculum and co-curriculum, and for working with our ������Ƶ colleagues to develop creative campus and cross-campus programming in this area.”

The DCN program will bring together two faculty members, one staff member, and 10 students from each participating school. The program will teach best practices and innovative ideas that can be woven into and beyond the classroom. “Students who can demonstrate these skills will be better learners and leaders in their post-graduation lives,” Clark added.

The ������Ƶ team will be led by Dillan Bono-Lunn, assistant professor of political science and public policy and faculty fellow for civic engagement; Bob Frigo, assistant dean of campus life and director of the Kernodle Center for Civic Life; and Andrew Moffa, assistant director of the Kernodle Center for Civic Life.

The DCN participants won’t be the only ones working together this summer. With an expected June vote on the merger by the Southern Association of Colleges and Schools Commission on Colleges, many administrative departments at Queens are preparing to integrate effective July 1, 2026, officially becoming employees of ������Ƶ.

The first phase of integration brings new employee benefits — along with understandable questions from staff. To help ease the transition, Jeff Stein and Pamela Davies, co-chairs of the integration team, are holding coffee chats — open hours where any Queens employee can sign up to learn more about the process and ask their questions. The plan is to extend these coffee chats to ������Ƶ employees as well.

“Mergers are hard work,” Stein said. “Yet it’s been exciting to see how collaborations across Queens and ������Ƶ have already produced new opportunities and pathways for students — an early signal of what becomes possible when we work together to build what students need next.”

Visiting ������Ƶ in the next academic year:

• David Brooks, bestselling author, staff writer for The Atlantic and longtime New York Times columnist – Sept. 25, 2026
• Hanif Abdurraqib, author and cultural critic (Common Reading Lecture) – Sept. 29, 2026
• Lance Cpl. Kyle Carpenter, Medal of Honor recipient and author – Nov. 11, 2026
• Danielle Coke Balfour, artist, author and social justice advocate – Jan. 13, 2027
• Tim Tebow, Heisman Trophy winner, former NFL quarterback and philanthropist – March 9, 2027
• Heather Cox Richardson, historian and bestselling author – April 6, 2027

All programs are free to ������Ƶ students, faculty and staff with ID. Venues will be announced closer to the dates of the programs. Tickets for the public for Fall Convocation go on sale starting in August.��Admission: $15 via��.

������Ƶ’s Cultural Calendar��for Fall 2026 will be available later this year with additional speakers and a wide range of musical, theatrical, artistic and other intellectual and creative events.

About the 2026-2027 Speakers at ������Ƶ

David Brooks

Sept. 25, 2026

Fall Convocation

3:30 p.m.

A bestselling author and longtime New York Times columnist, Brooks is a leading observer of American culture, politics and civic life. He serves as a staff writer at The Atlantic, a commentator on PBS NewsHour and a senior fellow at Yale University’s Jackson School of Global Affairs. Over decades in journalism, his columns have become some of the most widely read in the nation, offering insight into political dynamics, social trends and the challenges facing modern democracy.

Brooks is the author of multiple bestselling books, including “How to Know a Person,” “The Second Mountain,” “The Road to Character” and “The Social Animal,” which explore moral development, human connection and the search for meaning. His work emphasizes the importance of community, empathy and the cultivation of both inner character and outward relationships as essential to a flourishing society.

Hanif Abdurraqib

Sept. 29, 2026

Common Reading Lecture

7:30 p.m.

An acclaimed essayist, poet and cultural critic, Abdurraqib is widely recognized for his lyrical and deeply personal writing that explores music, identity and the intersections of culture and lived experience. His work blends criticism with memoir, offering readers a nuanced perspective on art, belonging and the forces that shape contemporary life.

Abdurraqib is the author of several award-winning books and is known for his ability to connect cultural analysis with broader questions about race, community and memory. “There’s Always This Year: On Basketball and Ascension” was selected as ������Ƶ’s Common Reading for 2026-27.

Lance Cpl. Kyle Carpenter

Nov. 11, 2026

Carol Ann Walker International Lectureship

11 a.m.

A United States Marine and the youngest living recipient of the Medal of Honor, Carpenter is recognized for extraordinary heroism during his service in Afghanistan. In 2010, he sustained life-threatening injuries after throwing himself on a grenade to protect a fellow Marine, an act of valor that led to years of recovery and more than 40 surgeries.

Following his recovery, Carpenter set and achieved ambitious personal goals, including completing a college degree, running a marathon and traveling internationally. He is the author of the memoir “You Are Worth It: Building a Life Worth Fighting For,” which chronicles his journey of resilience and purpose. Today, he speaks widely about leadership, perseverance and finding meaning in adversity, encouraging others to overcome challenges and pursue lives of impact.

Danielle Coke Balfour

Jan. 13, 2027

Martin Luther King Jr. Commemorative Address

12 p.m.

An artist, entrepreneur and author, Balfour is the founder of Oh Happy Dani, an illustration-based educational platform that uses visual storytelling to make complex ideas about racial justice and advocacy accessible to broad audiences. Through her work, she has built a community of hundreds of thousands who engage with her content on social media and beyond.

Her creative approach to “artivism” combines design, storytelling and education to inspire individuals to take meaningful action in their own communities. She is the author of “A Heart on Fire: 100 Meditations on Loving Your Neighbors Well” and a companion workbook that encourages reflection and everyday advocacy. Through partnerships with major brands and speaking engagements across the country, she promotes a message of hope, empathy and sustained engagement in social change.

Tim Tebow

March 9, 2027

Baird Lecture

7 p.m.

A Heisman Trophy winner and two-time national champion, Tebow gained national prominence as a quarterback at the University of Florida before being selected in the first round of the NFL Draft. He later played professional baseball and has become a prominent sports analyst, author and motivational speaker.

Tebow is a seven-time New York Times bestselling author and founder of the Tim Tebow Foundation, an organization that serves vulnerable populations in more than 70 countries through initiatives focused on faith, health and human dignity. Through his speaking and philanthropic efforts, Tebow encourages audiences to pursue their passions, lead with integrity and make a positive impact in the lives of others.

Heather Cox Richardson

April 6, 2027

James P. Elder Lecture

6:30 p.m.

A professor of history at Boston College, Richardson is a leading scholar of American political history with expertise in the Civil War, Reconstruction and the evolution of the Republican Party. Her work examines the intersections of politics, economics and social change, helping audiences better understand the forces shaping the nation’s past and present.

She is the author of several award-winning books, including the bestselling “Democracy Awakening: Notes on the State of America,” which explores the nation’s ongoing struggle to uphold its own ideals. Richardson also writes “Letters from an American,” a nightly newsletter that reaches millions of readers with analysis of current events in historical context. She hosts two video series,��“Journey to American Democracy” and��“American Conversations,”��both of which are available on YouTube and Facebook. Her��articles and reviews have been published in the��Washington Post, the��New York��Times, and��The Guardian, among others.

The afternoon ceremony on April 30, 2026, in the Isabella Cannon Global Education Center closely followed a similar Peace Corps tradition where volunteers ring bells as they conclude two years of service in their assigned countries.

The Peace Corps Prep Program equips students with critical competencies across four essential areas: sector-specific training, foreign language proficiency, intercultural competence, and professional leadership development.

Skills align with all six Peace Corps service sectors: Agriculture, Community Economic Development, Education, Environment, Health, and Youth in Development.

The program is directed at ������Ƶ by Jennifer Eidum, an associate professor of English who previously taught English in Ukraine as a Peace Corps volunteer. More than 70 students have completed the requirements of the Peace Corps Prep Program at ������Ƶ since its inception over a decade ago.

Eidum said the moment connects students to a global community committed to making the world better.

“������Ƶ’s students are always so engaged, and they’re so active, and they do so many things on campus,” Eidum said. “It’s really nice for them to have an opportunity to be recognized for the work they’ve done. Having the sound of a bell, that very physical experience, makes it a moment to remember and celebrate.”

Students Who Recently Completed the Peace Corps Prep Program

• Azul Bellot ’26 (Education)
• MacKenzie Brown ’27 (Youth in Development)
• Virginia Campbell ’27 (Environment)
• Gia Coleman ’26 (Education)
• Emily Ecker ’26 (Health)
• Rose Fyffe ’27 (Youth in Development)
• Caden Halberg ’26 (Environment)
• Maya Katz ’27 (Youth in Development)
• Olivia Levy ’26 (Environment)
• Eliza Menser ’26 (Environment)
• Nivea Millner ’26 (Environment)
• Sam Montgomery ’27 (Environment)
• Mia O’Brien ’27 (Youth in Development)
• Corinne Pavel ’26 (Environment)
• Kate Rutledge ’27 (Youth in Development)
• Jenna Toms ’26 (Health)

Reflections and Advice from Participants

• “Do more than what fits your sector. Many sectors overlap in many ways and so I think it’s important to understand each one and how they work together. It also is important to make sure to not focus on only one sector’s issues … it’s best to get exposure to as many as you can through classes and service.” – Nivea Millner ’26
• “Take opportunities that come your way! If they see an interesting volunteer or work position that allows you to engage with different communities, this might be a chance to build soft skills that are transferable to the Peace Corps. Engaging deeply in one activity or form of service may also be more valuable than contributing in small ways to a lot of organizations — follow your passion and stick with it!” – Eliza Menser ’26
• “I would encourage future students interested in this program to study abroad. During my junior year J-Term trip to Italy, I met so many kind people, both from ������Ƶ and through the experience abroad. Studying in Italy also helped me realize that after graduation, I could pursue opportunities beyond the United States and even consider working internationally.” – Caden Halberg ’26
• “Do the program even if you are unsure if you want to apply post-grad. Many of the classes I took already qualified for the program and I appreciated connecting with some advising mentors who shared my similar interests.” – Kate Rutledge ’27
• “Step outside your comfort zone and explore every opportunity ������Ƶ has to offer. As a freshman, I was often overwhelmed and unsure about a lot of the amazing opportunities ������Ƶ and the broader community of Alamance have to offer. It’s important to remember you don’t need to do everything sent your way but instead take the time to really understand and weigh your options, ultimately choosing what seems best for you. More importantly, learn to be ok with uncertainty, as I’ve learned that when I have grown the most. “ – Mia O’Brien ’27
• “If I could give advice to future Peace Corps Prep students, it would be to take advantage of any opportunities you have available to you, whether that be volunteer opportunities, work experience, networking, and more.” – Virginia Campbell ’27

Visit the ������Ƶ Peace Corps Prep Program website or contact Associate Professor Jennifer Eidum (jeidum@elon.edu) for more information about the program.

The introductory meeting, to be held via Zoom on April 24, will focus on relationship-building and information sharing between the two student government associations. Conversations will include a discussion of how both associations are structured, how often they meet, and how they represent student interests on their campuses.

Leaders will also exchange perspectives on campus traditions, highlighting the events and experiences that define student life at each university. The discussion is expected to��begin the process of��identifying opportunities for honoring and sharing those traditions across both communities.

The meeting��is��serves��as an early step in aligning student leadership efforts.
Michael Swartz ’27, president of ������Ƶ’s Student Government Association, and Jessica Paredes ’27, president of Queens University’s Student Government Association, answered questions this week in the lead-up to their first meeting.

The duo described their expectations ahead of the conversation and the role of student leadership in shaping what comes next for students on both campuses as the merger progresses.

Describe the role you envision for your Student Government Association as both universities begin to merge operations over the next several months. ��

Michael Swartz: I see SGA as being an important bridge between the decisions happening at the highest levels of the university and ������Ƶ students. Students sometimes feel a little��uninformed,��and at both institutions,��SGA can be a part of that solution, as well as sharing with administrators and faculty what students think.

Jessica Paredes: The role I envision for Queens University’s Student Government Association is to reflect our motto of “Not to be served, but to serve.” I want to help lay the foundation of service so that when we progress in our relationship with ������Ƶ, it goes beyond our campuses into our cities.

Can you share some of the ideas you’ve heard from classmates when they’ve talked about the merger that excite you as a student leader? ��

�������������: One of the things that I’ve heard from my peers that really excited me is the possibility of being able to take classes on either campus. I think this is an awesome idea that can allow for even more networking, career and friendship opportunities for both Queens and ������Ƶ students. Another idea that is exciting is being able to cheer for ������Ƶ’s football team! Through organized field trips to ������Ƶ’s campus, Queens students can support a team they have close ties to!

Michael: There’s a lot of curiosity I hear from friends and peers. They’re thinking about locations and spaces and potentially taking classes at a different location or pursuing their degree in a place that might make more sense, whether that be in Charlotte for ������Ƶ students, or for Queens students in Charlotte to come to ������Ƶ. Having options, I think, is a new, valuable asset.

What opportunities for collaboration between the SGAs do you already see that you want to explore first? ��

Michael: It makes sense to not plan any huge steps this first year. We’ll want to start a little smaller and think about how we can interact via Zoom, like we’re doing Friday, and really meet the people that are spearheading the change on our campuses. Going from there, hosting retreats together and getting connected in person as soon as possible is a great idea.

�������������: Between Queens University’s SGA and ������Ƶ’s SGA, I foresee collaborative opportunities such as creating new traditions, whether that is taking regularly scheduled trips to each other’s institutions, hosting joint listening sessions for all students and inviting each other to participate in select board of trustee meetings so that they are hearing from both student populations.

What are the most important qualities or traits of your campus culture that may be important for the other SGA to understand when you work together?

�Ѿ����󲹱��: A lot of things at ������Ƶ are��relationship-driven. I’m thinking about our small class sizes. That’s probably not unique to ������Ƶ, but it’s something that is so defining about the student experience here, having those connections. Understanding how involved students are in a lot of different things is also important. Many students don’t have one passion or place where they spend all their time. They’re involved in many activities and in diverse parts of campus.

�������������: Queens is unique in the connections it has with its community and throughout the city of Charlotte. I think it’s very crucial to understand that Queens is career readiness��driven. Our SGAs can discuss what our jobs are when it comes to connecting ������Ƶ students to Charlotte, and Charlotte to ������Ƶ.

Define ‘success’ in the context of collaboration. Where do you want your SGAs to be a year from now? 

Michael: For me, success means things feeling more normal than they do now, and this merger not being something that’s happening to students, but something that they’re a part of. I think that collaboration a year from now will also feel more natural.

�������������: Success to me looks like being on the same page, and everyone feels their ideas have been heard or even acted on! I want Queens University’s SGA to be in a space where our student body feels confidence and pride in being a part of our mission. I hope the same thing goes for ������Ƶ.

A fun question to end the interview: What might surprise your SGA counterpart to learn about you? 

�������������: I am a very open book and have built connections with most of the people in our SGA. However, I think a surprising thing about me is that I am always learning from them. The President title bears a lot of weight, but if��it weren’t for the Senate showing up and giving new perspectives, my job would be way less fun.

�Ѿ����󲹱��: I’ve been on the Queens campus more times than I can count because my mom went there as a student and she currently works there in their advancement department. I spent my childhood traveling from Davidson, North Carolina, to Charlotte, hanging out around Queens and seeing it grow in its own way before I had any idea at all I was going to end up at ������Ƶ. I used to say that I didn’t want to go to a school where my mom works. It’s funny that, one way or another, that happened.

The top-seeded Phoenix took the doubles point over the No. 2 seeded Tribe with wins on Courts 1 and 3.��Simone Bergeron��and��Mariana Reding��won at the top spot to set up the clinching victory by Kranec and��Cornelia Kack��on Court 3. ������Ƶ then then won three singles matches, with victories from Kack, Reding and Kranec, who clinched at the No. 5 spot.

������Ƶ has won back-to-back CAA championships, with both championship match victories coming against William & Mary.��With the win, ������Ƶ secured the conference’s automatic bid to the NCAA Women’s Tennis Championship.

The Rundown

• ������Ƶ won a crucial doubles point with victories at the Nos. 1 and 3 spots.
• On Court 1, Bergeron and Reding went down an early break but stormed back for a 6-2 triumph against the Tribe’s top tandem of Sia Chaudry and��Francesca Davis. It was their fifth straight win together and their 13th of the season. The duo improved to 4-0 together in the last two CAA Tournaments.
• Kack and Kranec��seized early control of their match on Court 3 on the way to a decisive 6-2 win that clinched the opening point for the Phoenix. The pairing is 14-5 together this spring and won matches in both of ������Ƶ’s CAA Tournament victories.
• This was the second time Kack and Kranec clinched the doubles point for ������Ƶ against William & Mary this season, as they also did so on April 3 in Williamsburg.
  Madison Cordisco��and��Alexis Nyborg��trailed 5-3 on Court 2 when the doubles point was clinched.
• The Tribe evened the score with a win at the No. 4 spot.
• Kack nudged the Phoenix back in front with a convincing 6-1, 6-1 result over Chaudry on Court 1. It was Kack’s 13th win of the spring, 10 of which have come in straight sets. Kack is 6-1 since moving to the No. 1 singles position and went 4-0 against conference opponents this spring.
• William & Mary again pulled even with a victory on Court 6.
• In a back-and-forth battle on Court 3, Reding won the final four games in a final set to deliver a crucial point for the Phoenix. Reding came from an early break down to win the opening set against Tilda Larsson but found herself in a deciding frame. Reding fell behind 4-2 in the final set but broke back for 4-3 in the next game.
• Looking to consolidate the break, Reding fell behind 0-40 in her next service game. However, she dug her way out of the hole and won a deuce point to hold for 4-4.
• Reding broke in the next game to go ahead 5-4 and successfully served out a 6-4, 3-6, 6-4 victory in the ensuing service game. The win extended Reding’s winning streak to 12 matches as her 15 singles victories lead the Phoenix this season.
• This was just Reding’s second completed match to reach a third set this season and was the second three-set victory of her CAA Tournament career.
• Bergeron fought back to force a deciding set after dropping the first on Court 2 against Davis, breaking serve in the final game of the second set to push the match into a third. The match stayed on serve with Bergeron missing on a break point chance at 4-4. With Bergeron serving to stay in the contest in the next game, Davis won another deuce point to close out a 6-3, 4-6, 6-4 for the Tribe that leveled the match at 3-3.
• While Bergeron’s match was finishing, Kranec was engaged in a dramatic tussle on Court 5 that proved to be the final match on court. Kranec dropped the opening set against��Rebeka Svabikova but held serve four times in the second to get the score��to 4-4. In the ninth game, Kranec won a deuce point to break��Svabikova’s serve and then served out the set to sent the tilt into a third.
• Kranec took early control��in the decider, going ahead 3-0 after a hold, break and another hold. However,��Svabikova got the break back and pushed the match set to 5-5. In the 11th game, Kranec manufactured a crucial hold of serve to go ahead 6-5 and force��Svabikova to serve for a tiebreak.��Svabikova successfully held to force the contest into a championship-deciding tiebreak.
• In the tiebreak, Kranec sprinted out of the gates, winning the first point on her own serve before winning the next two points on��Svabikova’s serve. Kranec then won both of her next two service points and took a 6-0 lead into the change of ends.��Svabikova saved the first of six championship points but missed wide on a ground stroke on the second as Kranec secured the clinching 4-6, 6-4, 7-6 (1) win for the Phoenix.
• The win was Kranec’s second of the spring to come in a third set and the first of her career in a third-set tiebreak. The sophomore improved to 3-0 in completed CAA Tournament matches with the triumph.
• It was Kranec’s��10th victory of the spring and the eighth to come at the No. 5 spot. She has now won two dual singles matches in her career after dropping the opening set, both coming in CAA championship matches against William & Mary.
• This was ������Ƶ’s second 4-3 victory over the Tribe in Williamsburg this season, as the Phoenix also defeated William & Mary by that scoreline on April 3.
• The Phoenix has now won four straight matches against the Tribe, a streak that started in the 2025 regular season. ������Ƶ won both matches against the Tribe in Williamsburg this season after losing its first five road matches in the sereis.
• The victory was ������Ƶ’s first to come by a 4-3 score in a CAA Tournament match since 2022 in the semifinals against College of Charleston.
• ������Ƶ has now won back-to-back conference championships for the first time as a Division I program.��The title was ������Ƶ’s third under head coach��Elizabeth Anderson, who also guided the Phoenix to the 2014 SoCon championship.
• The match was played indoors due to afternoon rain in Williamsburg.

Up Next

������Ƶ will return to the NCAA Tournament for a second straight season and for the third time as a Division I program. The NCAA Selection Show is set for April 27.

Results

Singles
1.��Cornelia Kack��(������Ƶ) def. Sia Chaudry (W&M) 6-1, 6-1
2. Francesca Davis (W&M) def.��Simone Bergeron��(������Ƶ) 6-3, 4-6, 6-4
3.��Mariana Reding��(������Ƶ) def. Tilda Larsson (W&M) 6-4, 3-6, 6-4
4. Mira Kernagis (W&M) def.��Alexis Nyborg��(������Ƶ) 6-1, 6-0
5.��Lisa Kranec��(������Ƶ) def,��Rebeka Svabikova (W&M) 4-6, 6-4, 7-6 (1)
6.��Ale Gonzalez-Galino (W&M) def.��Madison Cordisco��(������Ƶ) 6-0, 6-2

Doubles
1.��Simone Bergeron/Mariana Reding��(������Ƶ) def.��Sia Chaudry/Francesca Davis (W&M) 6-2
2.��Ale Gonzalez-Galino/Mira Kernagis (W&M) vs.��Madison Cordisco/Alexis Nyborg��(������Ƶ) 5-3, unfinished
3.��Cornelia Kack/Lisa Kranec��(������Ƶ) def.��Emma Pell/Yaelle Vaissaud (W&M) 6-2

Order of finish: Doubles (1,3); Singles (4,1,6,3,2,5)

The Phoenix took the doubles point with a pair of tiebreak wins on Courts 1 and 3. ������Ƶ then won three singles courts, with victories by��Oskar Antinheimo,��Jack Curtis��and��Rafael Ymer��to clinch the match. Ymer clinched the title with a three-set victory on Court 2.

The conference title was ������Ƶ’s first since 2019, when the Phoenix also took down UNCW. This was ������Ƶ’s fifth-straight CAA championship match, all of which were against the Seahawks. With the victory, ������Ƶ secures an automatic bid to the NCAA Men’s Tennis Championship.

The Rundown

• For the second straight day, ������Ƶ made an escape in doubles, coming from a break down at the Nos. 1 and 3 spots to win both courts in tiebreaks.
• The Seahawks took the first doubles match to finish on Court 2, forcing the Phoenix to win the last two courts.
• On Court 1,��Veljko Krstic��and��Nikola Parichkov��overcame an early break deficit against��Brady Hussey and Alex de Gabriele, getting the match back on serve and eventually into a tiebreak. ������Ƶ’s top tandem fell behind 3-0, but rallied to level the score at 3-3 at the change of ends. They took their first lead at 4-3 and never looked back, winning the next three points to take the tiebreak, 7-3.
• The tiebreak win was the second in as many days for Krstic and Parichkov, who clinched the doubles point in yesterday’s semifinal victory against William & Mary by coming through a breaker. It was the pairing’s fourth tiebreak win of its seven triumphs this spring.
• The doubles point came down to��Oskar Antinheimo��and��Nick Fisk��on Court 3, who went down a break on two occasions, including a break that allowed UNCW’s team of��Jordi Domenech and Tomas Marin to serve for the match at 5-3. However, Antinheimo and Fisk broke serve and then held to level the contest at 5-5. Both teams added another hold to send the contest into a decisive tiebreak.
• Antinheimo and Fisk raced out to a 4-0 lead and led 4-2 at the changeover. ������Ƶ again pulled away after the change of ends, winning the next three points to secure the match and a 1-0 lead. It was the first victory of the season for Antinheimo and Fisk in their third appearance together.
• This was the first time the Phoenix won the doubles point against the Seahawks in the CAA title match in any of the last five years.
• Antinheimo put the Phoenix up 2-0 with a 6-2, 7-5 victory on Court 4 against Oscar Baumgartner. Antinheimo��cruised through the first set but trailed by an early break in the second. He quickly got the match back on serve and held a 6-5 lead in the frame entering the final game. The senior took a 15-40 advantage in��Baumgartner’s service game and won the next point to clinch the match.
• The victory was Antinheimo’s��seventh of the spring and his first in four CAA championship match appearances.
• UNCW pulled back within one with a victory at the top singles spot.
• Curtis moved ������Ƶ to within a point of the title with a 6-2, 7-5 victory over Domenech on Court 3. Curtis led by a break early in the second set but Domenech got the score back to 5-5. Curtis responded, breaking Domenech for a 6-5 lead before serving out the win in the ensuing game. It was the second straight season Curtis has won in singles in the CAA title match. The junior now has six singles wins this spring.
• For the second straight match, Ymer clinched victory��for the Phoenix, coming from a set down against de Gabriele to win 3-6, 6-3, 6-1. It extended the junior’s winning streak to nine matches as he has won 16 singles contests on the season. The sophomore improved to 6-1 in deciding sets this season with the victory, with three of those triumphs coming from a set down.
• Parichkov also led 4-1 in a third set when his match was halted on Court 5, with��Charles Pilet��up a break in his third set at the No. 6 spot.
• ������Ƶ has now won two CAA championships, with both coming via wins in the final against UNCW. It is ������Ƶ’s first conference title.

Up Next

������Ƶ will make its first NCAA Tournament appearance since 2019 and its fourth as a Division I program. The NCAA Selection Show is set for April 27.

Results

Singles
1. Lukas Steffen (UNCW) def.��Veljko Krstic��(������Ƶ) 7-5, 6-2
2.��Rafael Ymer��(������Ƶ) def. Alex de Gabriele (UNCW) 3-6, 6-3, 6-1
3.��Jack Curtis��(������Ƶ) def. Jordi Domenech (UNCW) 6-2, 7-5
4.��Oskar Antinheimo��(������Ƶ) def. Oscar Baumgartner (UNCW) 6-2, 7-5
5.��Nikola Parichkov��(������Ƶ) vs. Tomas Marin (UNCW) 6-2, 5-7, 4-1, unfinished
6.��Charles Pilet��(������Ƶ) vs. Brady Hussey (UNCW) 6-7 (3), 6-4, 1-0, unfinished

Doubles
1.��Veljko Krstic/Nikola Parichkov��(������Ƶ) def. Brady Hussey/Alex de Gabriele (UNCW) 7-6 (2)
2. Lukas Steffen/William Dean (UNCW) def.��Jack Curtis/Rafael Ymer��(������Ƶ) 6-1
3.��Oskar Antinheimo/Nick Fisk��(������Ƶ) def. Jordi Domenech/Tomas Marin (UNCW) 7-6 (2)

Order of finish: Doubles (2,1,3); Singles (4,1,3,2)

������Ƶ Global Start offers a distinctive pathway for first-year students who show academic promise but may not meet traditional admissions criteria. Rather than delaying their entry or placing them in a conventional bridge model, the program launches students directly into a global academic experience in Dublin, Ireland. There, students begin building the habits, confidence and skills necessary for success before transitioning to campus in January as fully matriculated ������Ƶ students.

The Dublin semester is intentionally designed to balance challenge and support. Students take courses with ������Ƶ faculty alongside classes at Dublin Business School, while also engaging deeply with Irish culture and society. Last semester, Thomas Arcaro, professor of sociology, served as the Faculty in Residence in Dublin, Ireland, where he taught The Global Experience (COR 1100). Arcaro’s course moved beyond examining global concepts in theory, instead immersing students in firsthand experiences that deepened their understanding and appreciation of global perspectives. This immersive environment accelerates both academic growth and personal development, helping students return to campus with a strong sense of identity and purpose.

Central to the program’s success is its deeply student-centered support model. Site Coordinator Abby Wright, an ������Ƶ alumna, plays a vital role in shaping the student experience on the ground in Dublin. Wright helps students fully engage with their time abroad—encouraging exploration and cultural immersion—while also keeping them academically balanced. Her approach emphasizes mentorship, accessibility, and guidance, helping students learn how to navigate both college expectations and the broader ������Ƶ experience.

Equally important is the academic advising and coordination students receive from Theresa Higgins throughout the semester. As Academic Coordinator and advisor, she works closely with students to monitor their academic progress, develop effective study strategies and build the executive functioning skills necessary for college success. Through consistent communication, individualized support, and proactive advising, you ensure that students stay on track and are prepared for a seamless transition to ������Ƶ’s campus.

The program’s strength lies not only in its design but in the collaboration behind it. ������Ƶ Global Start is a true team effort, bringing together expertise from across the university and beyond. Key partners include James Thurnes, assistant dean and director of transfer and special admissions; Jen Platania, associate provost for academic affairs and associate professor of economics; Nick Gozak, dean of global education and assistant professor, Carmen Boggs, director of semester and exchange programs, ������Ƶ Global Education Center staff; and international partners at The Dublin Business School and Big Pond Education. Together, this network creates a comprehensive support system that prioritizes student growth, belonging, and achievement.

Reflecting on the program’s broader impact, Theresa Higgins emphasized its significance not just for ������Ƶ, but for higher education as a whole:

“������Ƶ Global Start demonstrates what is possible when institutions intentionally invest in students’ potential. This program is about more than access—it’s about building a community of support that empowers students to succeed academically, grow personally and see themselves as capable of thriving in a global environment. Our success shows that with intentionality and strong transitional support, students truly thrive. That’s the most rewarding part of this work—witnessing their growth and being a part of their ������Ƶ story. It takes a dedicated team—from admissions to academic affairs to our international partners—to make that vision a reality.”

This collaborative and intentional model has produced strong, measurable outcomes. The program’s matriculation rate to ������Ƶ consistently ranges from 85% to 93%, reflecting both the effectiveness of its support structure and the readiness students gain during their first semester abroad. Participants return to campus not as tentative newcomers, but as confident, connected members of the ������Ƶ community.

By integrating admissions, academics and global education into a single, cohesive experience, ������Ƶ Global Start is redefining how institutions support student success from day one. Its recognition from NCAIE, underscores the program’s impact—and its potential to serve as a model for colleges and universities seeking to expand access while maintaining high standards of academic excellence.