“Grievous Entanglement” explores the most common way that people in the Atlantic world came to understand their personal connection to, and complicity with, slavery in the late eighteenth and nineteenth centuries: consumption. It exemplifies the interdisciplinary approach of American Studies by examining a wide variety of media, including poetry, political cartoons, blackface minstrelsy, slave narratives, and novels produced from the late eighteenth to mid-nineteenth centuries.

According to the prize committee, “Grievous Entanglement” “brings new insights to well-trodden topics — from abolitionism to blackface minstrelsy. The new insights may well shape the way that we teach this period of history…”  The committee praised the book’s “rigorous research, creation of a new methodological approach, and the connections it draws between multiple different fields of study” as well as its “clear and engaging prose.”

Pearson is grateful for the many ways ������Ƶ has made this work possible, including financial support from the Department of English, Faculty Research & Development, and the Dean’s Office in ������Ƶ College, the College of Arts and Sciences.

Patrick Murphy G’01

Assistant vice president for financial aid

Patrick Murphy joined ������Ƶ at the beginning of 1994 as bursar for ������Ƶ College to find a career that would, as he put it, add positivity to his day. Retiring at the end of the month, Murphy has served in a myriad of roles at ������Ƶ, including director of financial aid, senior associate dean and director of financial aid and assistant vice president for financial aid.

During the Faculty/Staff Awards Luncheon, Greg Zaiser, vice president for enrollment, credited Murphy with quietly and deliberately supporting ������Ƶ’s growth from a regional college to national and international distinction.

“What I know now is because of Pat’s patience, accessibility and strong desire for success,” added Zaiser.

After retirement, Murphy looks forward to spending more time with his wife and his five grandchildren, who are all under the age of six. He says his favorite memory at ������Ƶ was picking up astronaut and former senator John Glenn and his wife from the airport and guiding them across campus to multiple events.

“I will miss the people I work with,” he said. “������Ƶ has been the only place I worked where my friends are also people I work with.”

Beth McCain

Assistant teaching professor of accounting

Beth McCain joined ������Ƶ in 2016 teaching part-time as an adjunct after teaching at a community college. She was hired permanently in 2021 as a lecturer and also served as the director of the Master of Science accounting program. She retired on December 31, 2025.

While at ������Ƶ, McCain led January Term study abroad courses to Singapore, Thailand and Vietnam and was the inaugural faculty member for the Martha and Spencer Love School of Business study abroad program in Singapore.

At the Faculty/Staff Awards Luncheon, Catherine Chiang, professor of accounting and chair of the department of accounting, described McCain as one of the most dedicated and student-centered educators she had the privilege of knowing. “Your decade of service has shaped careers, strengthened our programs and raised the standards for what it means to be an ������Ƶ educator,” said Chiang.

McCain returned the compliments to her department chair and gave a shoutout to Linda Poulson, who gave McCain “a chance” and also to her husband, who was in attendance.

Now retired, McCain is volunteering for Guilford County Animal Services in Greensboro and taking a French course at ������Ƶ in preparation for a three-month trip to France in the fall. Reflecting on her time at ������Ƶ, McCain said, “I will greatly miss the amazing faculty and staff that I worked with as well as relationships that I developed with my students over the years.”

Linda Niedziela

Associate professor of biology and chair of the Department of Biology

Linda Niedziela joined ������Ƶ in 2001 excited to teach courses in genetics and biotechnology. She was attracted to the university’s strengths in undergraduate education and undergraduate research. She will retire at the end of May after serving in a myriad of roles, including biology department chair, assistant professor, associate professor, director of the science branch of ������Ƶ College Fellows and the Japheth E. Rawls chair for undergraduate research in science.

Niedziela said she will miss what she calls the “daily therapy sessions.” She shared that every day during the semester, whoever is able will meet for lunch on the first floor of McMichael and discuss wide-ranging topics, including teaching tips, research reports, personal stories about families and pets and anything else that is on the mind of lunch attendees.

She said, “I will miss the wonderful faculty and staff colleagues in the biology department who have become like family to me.”

After retirement, Niedziela and her husband, Carl, an adjunct assistant professor of biology at ������Ƶ, who will also be retiring, will travel with their dogs in an airstream travel trailer and spend time in their woodworking shop. She will also be devoting more time training and competing with her Shetland sheepdog in performance dog sports.

Anthony Hatcher

Professor of journalism and chair of the Journalism Department

Anthony Hatcher joined ������Ƶ in 2002 and has served as associate professor of journalism, full professor of journalism and the inaugural chair of the Department of Journalism.

Hatcher said he did not have a passport until he joined ������Ƶ in his early 40’s. “Since 2004, I have taken students to Hong Kong, South Africa and multiple European countries,” he reflected. Hatcher also created a religion and media course in his first year, which he taught every year since.

One of those colleagues, Harlen Makemson, professor of communication design, praised Hatcher at the Faculty/Staff Luncheon for Hatcher’s empathy and humanity during what he described as a time of upheaval in the media world, brought on by new technologies. “And while it’s true that Anthony Hatcher serves on virtually every major standing committee at ������Ƶ, it’s his humanity, his warmth and his care, that is his most impactful service to his university.”

“I will miss being with students, and I will miss seeing my colleagues – my friends – daily or weekly,” said Hatcher. During the ceremony, he added, “I hope in addition to teaching all those wonderful students I’ve had over the past nearly quarter century, I hope in some small way, I made their lives a little better because God knows they helped me be better.

After retirement, Hatcher looks forward to biking, hiking, travel and spending time with his granddaughter. “Writing will be part of retirement as well, since I can’t sing or paint,” he added.

Robert Moorman

Frank S. Holt, Jr. professor of business leadership and professor of organizational behavior

Robert Moorman joined ������Ƶ as the Frank Holt Jr professor of business leadership in 2011, a title he held throughout his time at ������Ƶ. Retiring in May, Moorman has also served as the department chair for the Department of Management, Entrepreneurship and International Business.

During the Faculty, Staff Awards Luncheon, Haya Ajjan, dean of the Martha and Spencer Love School of Business and professor of management information systems, shared that Moorman has a gift few others do – the ability to ask the types of questions that “make you stop walking, look around at where you actually are and suddenly see it…a question that stays with you for the rest of your life.” Ajjan offered Moorman a golf club afterwards in the spirit of his retirement.

During the ceremony, Moorman shared that education is so much more than reading books and looking at stats. “It’s really about the relationships we have,” he said. “It’s the relationships with our students and the utter joy of seeing people cycle through during this really important time of their lives, you know, touching you and stepping in and stepping out and then seeing them grow as they go.”

Moorman said his favorite memories are those involving friendships with colleagues and partnerships with students. “I have fond memories of a few colleagues congregating in my office talking about the joys and frustrations of the day,” he said.  “I also have fond memories of holding classes that just seemed to ‘work’ that day and then talking with students afterward about how they continued thinking about our discussions.”

After retiring at the end of this month, Moorman looks forward to what he calls unstructured adventure. “I am looking forward to a time of boredom that then grows into something new, unplanned and adventurous. What fun!”

Charity Johansson

Professor of physical therapy education and chair of the Doctor of Physical Therapy Department.

In 1999, Charity Johnsson joined what would become the Doctor of Physical Therapy program as one of its first faculty. She retired in December 2025 after decades of service in which she held positions of associate professor, full professor, faculty administrative fellow, interim associate department chair, interim department chair and program director, department chair and program director and university parliamentarian.

Johansson said she is already missing the “daily exchanges with colleagues whose brilliant minds and genuinely kind hearts” have shaped her over nearly three decades. Likewise, she will miss the students, and their “infectious enthusiasm, their compassion and the joy of watching them transform in ways they hadn’t even imagined possible.”

During the Faculty/Staff Awards Luncheon, Crystal Ramsey praised Johansson as a “cornerstone of the ������Ƶ academic community, whose legacy is defined not just by the position she has held, but by the enduring way she has nurtured the hearts, minds and professional identities of future healthcare providers.” Ramsey is an associate professor of physical therapy education and a former student of Johansson’s.

At the ceremony, Johansson reflected on the retirement of Gerry Francis, who served as professor emeritus of mathematics and provost emeritus.

“Gerry Francis told me he doesn’t miss the work, but he really misses the people – and I get that,” she said.

She also said it was a privilege working with so many in the ������Ƶ community who have encouraged her, challenged her and made her laugh to help her be a better a human. “Fred Rubeck, you’re among those,” Johansson added, honoring the late professor of performing arts and chair of the Department of Performing Arts.

Now retired, Johansson said she is enjoying time outdoors with family and close friends, planning travel and trying new ventures, including fiction writing.

Marcia Dodson

Program assistant for the Station at Mill Point Neighborhood

Marcia Dodson joined ������Ƶ in 2015 and is the proud mother of three sons who graduated from ������Ƶ. She will be retiring at the end of May and has served as a service desk analyst for facilities management, program assistant in the Danieley Neighborhood and Station at Mill Point.

A favorite memory of Dodson’s while at ������Ƶ is joining the London Experience for staff, where she built relationships with colleagues she had not yet had the opportunity to meet while working at ������Ƶ. “What an awesome experience!” she reflected.

After retirement, Dodson looks forward to being a traveling grandparent with her husband.

Rosemary Haskell

Professor of English

Rosemary Haskell joined ������Ƶ in 1985 and will be retiring in August. She has held the roles of temporary instructor and assistant, associate and later, full professor of English.

Haskell said she will most miss her kind and interesting colleagues, as well as the “energizing power of the new class of bright-eyed and bushy-tailed first-years each August.”

One of Haskell’s favorite memories at ������Ƶ is during the transition of the Fighting Christians to the Phoenix. She enjoyed the papier-mache birds and eggs in trees around campus that offered a clue to the new mascot.

After retirement, Haskell said she plans to spend time with her family and do some home improvement work.

Cheryl Riley

Custodian

Cheryl Riley joined ������Ƶ in 2013 as a custodian and will retire at the end of May. “I will miss the people I work with,” she said. “And I look forward to spending time with my grandkids.”

Linda Dunn

Adjunct assistant professor of Peace and Conflict Studies

Linda Dunn joined ������Ƶ in 1998 as the director of the Alamance County Dispute Settlement Center, where she trained a group of students and returned to train several faculty members in mediation skills, who later became volunteer mediators for the center. Dunn’s official start date on record is 2001, when she taught a two-credit mediation and conflict resolution skills course as part of a new minor called Nonviolent Studies. She retired at the end of December, 2025.

Federico Pous spoke on behalf of Dunn during the Faculty/Staff Awards luncheon, praising Dunn’s ability to teach hands-on peaceful conflict resolution skills and strategies across different social backgrounds.

“Linda’s way of teaching and interacting with students, staff and professors, makes you feel that you are equal to her in the same community space,” he shared.

“I will miss the students and their passion the things I teach,” said Dunn. Two of her students attended the luncheon.

After retirement, she plans to attend cultural events on campus and potentially assist in future facilitated discussions on campus. She will also continue to volunteer as a mediator at the Alamance County District court, continue restorative circle skills and mediation and training skills with Restorative Justice Durham and the Orange County District County District court.

“I will continue to be an activist for restorative justice and peacemaking organizations as we navigate the chaos and violence in our world,” she added.

Elizabeth Bailey

Assistant teaching professor of exercise science

Elizabeth Bailey began her career at ������Ƶ in 2004 and, enjoying the vibe of the community, wanted to be “part of it all.” She started as a lecturer for the required wellness course, lectured for the School of Education before joining Exercise Science.

Retiring at the end of Spring semester, Bailey said she will most miss her colleagues and all the “friends among the faculty and staff” she has made while at ������Ƶ.

“I will also miss the opportunities to continue to learn that are available at ������Ƶ, whether it be through taking classes or participating in workshops or going abroad,” she added. She said, while at ������Ƶ, he has learned a lot.

Bailey said her retirement plans continue to evolve, and she still intends to exercise classes and do some research on the side.

Kim Giles, ’11 G’16

Associate director of communications for the Student Professional Development Center

Since her first role in 1995, Kim Giles has served in various roles at the university, including data entry in admissions and accounting, budget clerk in the physical plant, program assistant for Biology, Chemistry, Environmental Studies, Engineering, Chemistry, and Physics, and assistant director of communications in the Student Professional Development Center.

Giles retired during the summer of 2025. She said she cherishes the opportunity to earn an MBA at ������Ƶ along with her daughter. She said about the experience, “what an unforgettable experience that was in crossing the stage along with my daughter to get our MBA’s together – it was quite surreal.”

Giles also reflected on traveling with peers and faculty to Vietnam and Singapore, the many evolutions of Staff Appreciation Day, and being honored as the staff member of the year – an experience she said she will cherish forever.

Since retiring, Giles has taken nine cruises and has done kayaking, camping and gardening. She looks forward to continuing to spend time with family.

Sharon Moss LaRocco

University accompanist and instructor in music

Sharon Moss LaRocco was recognized at the Faculty/Staff Awards Luncheon by Hallie Hogan, associate professor of music. LaRocco joined the ������Ƶ Music Department in 1988 as a pianist for musical theater productions, music ensembles and student recitals.

Hogan shared, “Although she kept a very low profile, there was never any doubt about this, because she never missed a beat, much less a note, and maintained high quality for every performance she gave,” Hogan said.

She shared that students developed a strong admiration for LaRocco’s talent and a deep love for her kind and understanding nature.

Beyond ������Ƶ, Sharon has devoted herself to advocating for people with autism, through her work as a leader in the Office of Society of North Carolina, notably promoting autism awareness for the Native American communities of Western North Carolina.

At the awards ceremony, LaRocco shared that one of her favorite memories was the construction of Rhodes Stadium, which signaled to her the emergence of a marching band.

“Who doesn’t love a marching band?” asked LaRocco to the audience. “And the spirit and the energy it creates walking through the campus, en route to the games.”

Jana Lynn Patterson

Associate vice president for Student Life/dean of student health & well-being/assistant professor

During the Faculty/Staff Awards Luncheon, Jon Dooley, vice president for Student Life and associate professor of education, described Patterson as someone who is consistent in how she shows up for others, patient when a young leader makes a mistake, honest with students and colleagues even when it is hard and someone who not only believes in others, and one who helps others believe in themselves.

“She supported students in college through tragedy, advised student organizations, and celebrated their success,” said Dooley. “She has created spaces of welcome and belonging, and met the students in their darkest hours, helping them piece together on plans to move forward.”

Patterson was also recognized for her 40 years of service and held back tears while addressing the audience. A first-generation student from Hope Mills, North Carolina, Patterson said her parents could have never dreamed where she is today.

“To my staff and colleagues, you are the A-Team,” she shared. “But to everyone in this community, I want you to know that every day has been an honor and a pleasure to be a part of this community and to have worked with you.”

Also retiring

Retiring staff members will be recognized on May 29 as part of Staff Appreciation Day.

• Joan Barnatt
• Mona DeVries
• Chris Dockrill, head women’s golf coach
• Sharon Hodge
• John Chinnici, community service officer
• David “DD” Donohue, painter
• Kelly Elliston
• Gloria Graves, custodian
• William “Tom” Hall, telecommunications technician
• Rhonda Kosusko, associate director of career services, education and ������Ƶ
• Katherine Rodriguez, assistant director for application processing
• Michelle Stephens, custodian
• Ed Williams, service desk analyst
• Donna Wood , electronic services/ acquisitions librarian

This spring semester, Rax King, a cultural critic and essayist, visited campus on April 13-15 to judge the nonfiction writing contest on April 14 at the Oak House.

During the event King read from her recent collection “Sloppy,” interacted with students and selected the contest winners.

“The submissions were truly all such a pleasure to read, and I had such a hard time narrowing them down,” King said.

Catherine Smith ’26 placed first for her piece “a meditation with my hands in my bra.” Madelyn Fourie ’28 placed second for her piece “Cohabitating With A Stink Bug.” Finn Wilkinson, ’26 placed third for their piece “Ibrahim-ya ‘Uber’ Driver.”

Smith, a journalism major, wrote a lyric essay that explores girlhood, bodily self-consciousness, inherited femininity and the complicated relationship some women have with their bodies. The piece moves through fragmented memories to allow the reader to move through memory and sensation with the speaker.

“I wrote this piece because I was interested in how femininity is learned long before we fully understand our bodies,” Smith said. “So many of the feeling’s girls have toward themselves — shame, fascination, desire, insecurity and tenderness — begin very early and are shaped by family, the media, beauty rituals and observation. I wanted to inspire women to make peace with their embodiment of femininity and younger selves. We don’t have to be embarrassed about who we are becoming.”

The piece marks one of the more emotional and honest pieces she has written.

“I think this essay became about ownership — about moving from viewing the body as something to critique or perform, to something that’s fully your own,” Smith said. “Writing about that helped me find more tenderness in a way I view myself.”

Smith never dreamed she would publish a piece like this. King and Smith’s professor, Negesti Kaudo ’15, assistant professor of English, made her feel confident to trust her voice.

Kaudo organized King’s visit and contest submissions.

“Rax King was on campus for three days and constantly raved about how wonderful and engaged ������Ƶ students were, and she even took the time to enjoy a lowkey meal with students at McEwen on her last day, a moment enjoyed by all,” Kaudo said.

Each award recipient received a monetary prize funded through the William Maness Fund. William Maness ’38, an English major, started the fund to honor his friend, alumni Frederick Hartman, also an English major.

This fall, Jared Lemus, a fiction writer, judged the fiction creative writing contest and Brittany Rogers, a poetry writer, judged the poetry writing contest, while also sharing their work.

������Ƶ faculty and staff members gathered in Alumni Gym for the event, which also included recognition of employees for years-of-service milestones and special recognitions of faculty and staff members who are retiring this academic year. Thirty-one employees who were recognized for 20, 25, 30, 35, 40 and 45 years of service have served a collective 2,810 years at ������Ƶ.

������Ƶ President Connie Ledoux Book opened the ceremony with highlights and successes from the 2025-26 academic year and encouraged the audience to pause and take pride in their work.

“Thank you for the work you’ve done to strengthen our community and our mission and thank you for all you do to ensure that students succeed when they choose ������Ƶ,” said Book.

During the ceremony, Book also announced the appointment of Katy Rouse, professor of economics, as the trustee chair for excellence in undergraduate teaching for 2026-2029. This three-year chair was developed by the Board of Trustees in 2023 to honor a faculty member who exemplifies ������Ƶ’s teacher-scholar-mentor model and contributes to the broader scholarship of teaching and learning. Rouse was praised for her impact on student learning and mentoring both in and beyond the classroom and for advancing the scholarship of teaching and learning through publications in leading economics education journals.

The ceremony concluded with a celebration of faculty and staff who were honored with awards from the university this year: Associate Professor and Chair of English Scott Proudfit, Associate Professor and Chair of Philosophy Ryan Johnson, Associate Professor of Geography Sandy Marshall and Associate Teaching Professor of Human Service Studies Sandra Reid.

Daniels-Danieley Excellence in Teaching Award

Associate Professor and Chair of English Scott Proudfit

Described as a mentor and teacher who “persuades his students to be incisive and critical thinkers,” Scott Proudfit, associate professor and chair of English, is the 54th recipient of the Daniels-Danieley Excellence in Teaching Award. The award was established by President Emeritus J. Earl Danieley ’46 and his wife, Verona Daniels Danieley, in honor of their parents.

Megan Isaac, professor of English, and Rosemary Haskell, professor of English, said in their joint nomination, “Our decision to elect Scott to the position of chair two years ago was not rooted in his organizational skills, kindness, or vision (although he has all of those qualities), but because he models and supports our central mission-teaching.”

Dinidu Karunanayake, assistant professor of English, praised the “Scott-standard,” which he says undoubtedly enriches and emboldens ������Ƶ core values. “Scott is an exemplary embodiment of the teacher-scholar-mentor model,” said Karunanayake in his nomination letter. “His ability to effortlessly (and synchronously) straddle many paths as a tireless and gifted teacher, top-notch researcher, big-hearted mentor, daring advisor, generous colleague and above all, a truly remarkable human being puts him at the height of the teaching profession.”

In addition to teaching core English courses, Proudfit redeveloped the drama curriculum through courses exploring dramatic styles, literary theory and contemporary social themes. The courses are now core components of the English major and the drama & theatre studies major and are routine choices for students in acting, arts administration and theatrical design & technology majors.

The award was presented by Book, who, in her prepared speech, said, “This combination of rigor and care is a hallmark of an ������Ƶ education – rooted in relationships shaped by intellectual curiosity, and leaving a legacy long after graduation. And boy, does [Proudfit] have it!”

“Scott’s energy and love for the literature that he teaches is apparent in every second of his lessons, and it rubs off on his students. The discussions that he leads are student-centered, each one opening with one or two students bringing in prepared questions to kick off the day. ”

– Annaliese Jaffe ’18, high school English teacher and former student

Upon receiving the award, Proudfit told the crowd that he worries those who distrust higher education may have never had a good relationship with a teacher.

“It’s too bad,” he said. “Because for me, the relationship between a teacher and a student is one of the most central relationships for a good life.”

And, he noted, “I have been lucky enough to have these kinds of relationships with students over and over again at ������Ƶ.”

Proudfit ended his speech by naming former students who shaped his ������Ƶ experience.

Proudfit earned a Ph.D. in English from Northwestern University in 2008, where his major field of study was drama in English. He earned Bachelor of Arts degrees in English and theater, cum laude, from Columbia University in 1993 and joined ������Ƶ in 2010. Before completing his doctorate, Proudfit worked with theater groups in Los Angeles and New York, covered theater scenes in both cities as an editor for Back Stage and Back Stage West and worked as an assistant editor for a division of Marvel Comics. He has served as associate editor and co-editor on multiple publications and published multiple essays. Proudfit is the recipient of the Inspirational Ally Award (2017) and the ������Ƶ College, the College of Arts and Sciences Excellence in Teaching Award (2019).

Distinguished Scholar Award

Associate Professor and Chair of Philosophy Ryan Johnson

Described as an “unstoppable force when it comes to research publications,” Ryan Johnson produces the equivalent of 5.4 peer-reviewed articles or book chapters per year – over three times the amount of scholarship expected by a philosopher at an R1 institution. Johnson, associate professor and chair of philosophy, is the 27th recipient of the of the Distinguished Scholar Award, ������Ƶ’s top faculty research award, which recognizes a faculty member whose research has earned peer commendation and respect and who has made significant contributions to his or her field of study.

When Johnson arrived at ������Ƶ in 2015, his research brought together 20th-century French philosophy and ancient Hellenistic thought, of which he has several publications. Soon after, he grappled with what it meant to be a white man in the American South and began seeing his subject position and scholarship through new eyes.

“All of this traced back to lessons I learned from my former teacher, George Yancy,” said Johnson. “Soon I realized how canonical European philosophers, especially Hegel and Nietzsche, must reckon with challenges posed by thinkers such as W.E.B. Du Bois and Audre Lorde.”

Johnson’s research focuses on continental philosophy, African American philosophy and the history of philosophy, with particular attention to questions of race, liberation, democracy and the relationship between philosophy and everyday life. His scholarship explores thinkers including Hegel, Deleuze and the Stoics while examining how philosophical ideas shape contemporary political, cultural and ethical questions.

Rebecca E. Kohn, provost and vice president of academic affairs and professor of biology, who presented the award, described Johnson as a model of sustained intellectual engagement whose work “has defined major segments of the discussions in current literature,” noting that research is not insulated from teaching – it is deeply integrated with it.

Addressing the crowd, Johnson expressed gratitude to his wife and colleagues. He alluded to the uniqueness of his research and said ������Ƶ is the only place he can imagine himself doing this work.

In a nomination letter, Thomas Nail, professor and chair of philosophy at Denver University, said that he continues to be impressed by Johnson’s work due to his originality and enthusiasm for new and experimental directions in research and teaching.

“I can honestly say with no hesitation that I do not know anyone else in our field who is as adventurous and forward looking as Ryan.”

– Thomas Nail, professor and chair of philosophy at Denver University 

Johnson has published nine books, with three others in various states of completion. He has also contributed 24 peer-reviewed journal articles, 15 book chapters and edited a special issue of a professional journal, in addition to 58 conference presentations. Johnson is the author or co-author of several books, including Phenomenology of Black Spirit (2022), Deleuze, A Stoic (2020) and The Deleuze-Lucretius Encounter (2017), and has edited multiple scholarly collections in philosophy.

Stephen Bloch-Schulman, professor of philosophy at ������Ƶ, said about Johnson, “He recognizes and deepens the ways that scholarship, university service and teaching are necessarily interwoven practices that, for him, are united by the twin ethical demands of living life as a philosopher and creating community and connections around fighting racism.”

Praising Johnson for his ongoing engagement to learn more about the African American philosophical tradition and the ways he inspires his students to think intensively and critically to the history of philosophy, Stephen C. Ferguson, associate professor of philosophy and religious studies at North Carolina State University said, “By combining a creative impulse with a historically grounded approach to intellectual thought, Ryan’s work provides a window into what it means to be a great interdisciplinary scholar and thinker.”

Johnson earned his Ph.D. in philosophy from Duquesne University in 2014 and joined ������Ƶ in 2015. He served as an associate professor and chair of philosophy at ������Ƶ. He is the recipient of the Excellence in Scholarship Award (2020), four Faculty Research and Development Summer Research Fellowships and external awards including a National Endowment for the Humanities Summer Stipend and the John William Miller Fellowship.

Steven and Patricia House Excellence in Mentoring Award

Associate Professor of Geography Sandy Marshall

Sandy Marshall, associate professor of geography, has built a career at ������Ƶ defined by a sustained commitment to student mentoring, undergraduate research and community-engaged learning. Since joining the university in 2017, he has mentored students across disciplines and guided research exploring global regions, migration and lived experiences, helping students connect academic work with complex social and cultural contexts.

Marshall received the Steven and Patricia House Excellence in Mentoring Award, which was endowed in 2020 by Provost Emeritus Steven House and Patricia House to honor faculty and staff who excel in student mentoring and reflect ������Ƶ’s national recognition as a leader in engaged, experiential learning.

Marshall’s mentorship has shaped students who have gone on to careers in public service, law and global development, including a public defense attorney, a Harvard- and Yale-trained criminal justice attorney and a global development consultant who has worked with the United Nations and USAID. His mentees have also earned competitive achievements such as Fulbright fellowships, Critical Language Scholarships and publication in academic journals.

Associate Provost for Faculty Affairs and Professor of English Deandra Little presented the award, saying about Marshall, “Student and alumni representatives consistently describe this awardee as a strong mentor whose guidance has shaped their academic path and broadened their understanding of what meaningful mentorship can look like, and whose mentoring persists long after graduation.”

Marshall encouraged the audience to surround themselves with people who see potential in them beyond what they themselves can see. “That’s what I’ve tried to do for my students, and that’s what so many of you have done for me,” he shared.

Amy Allocco, professor of religious studies, and Brian Pennington, director of the Center for the Study of Religion, Culture, and Society and professor of religious studies, praised Marshall’s mentoring approach, writing that “his patience, kindness and generosity with his time has helped several students find success and feel proud of the work that they had completed by graduation.” They noted that his mentorship is “deep, context-sensitive, and enduring,” often continuing long after students graduate.

Students echoed that impact in their nomination letters. Nicole Plante ’20, now a JD candidate at Yale Law School, wrote that “from the very beginning of our work together, Dr. Marshall served as an amazing resource who gave me a lot of autonomy and encouraged me to take the lead of my project.”

“Dr. Marshall pushed me to go further and put myself in situations that not only stretched my intellectual capacity, but also my moral convictions and future aspirations.”
– Taylor Garner ’20, global development strategist

Kylee Marie Smith ’21, assistant public defender for the Sixth Judicial Circuit of Florida, described the lasting influence of that mentorship, writing, “In my almost five years since graduating from ������Ƶ, I have continuously realized that my road always leads back to Dr. Marshall and the foundations, skills and knowledge that he taught me.”

Marshall’s commitment to students extends beyond the classroom and across the globe. Alyssa Carney ’26, who is double-majoring in international & global studies and history, noted that during her semester abroad, “Dr. Marshall went so far as to travel from North Carolina to Sevilla during his own spring break to meet with me, check in on my research progress and provide guidance while I was in the field.” She added that his mentorship is defined by “his belief in his students’ potential” and his ability to create a space where “curiosity, critical thinking, and genuine exchange thrive.”

In addition to mentoring undergraduate researchers, Marshall has served as interim director of the Multifaith Scholars program and as faculty director in the Global Neighborhood, where he fosters student development through advising, programming and community-building. In 2020, he co-founded the Power and Place Collaborative, partnering with local nonprofits and municipal entities to engage students in oral history and storytelling projects that connect academic inquiry with community experience.

Across these roles, Marshall’s mentorship emphasizes long-term growth, global engagement and meaningful relationships.

Periclean Award for Civic Engagement and Social Responsibility

Associate Teaching Professor of Human Service Studies Sandra Reid ’85

Sandra Reid ’85, senior lecturer in human service studies, is the 24th recipient of the Periclean Award for Civic Engagement and Social Responsibility, which recognizes a member of ������Ƶ’s faculty or staff whose service to the broader community exemplifies the ideals of Project Pericles, a national initiative that advocates for preparing students for socially responsible citizenship.

Through decades of work in juvenile justice, social work and higher education, Reid has built a career defined by civic engagement, community leadership and social responsibility. Her work reflects a deep commitment to helping students become engaged citizens and leaders in their communities.

At ������Ƶ, Reid teaches courses including Juvenile Justice and The Black Family, helping students examine systemic inequalities through civic engagement and social justice frameworks. She also teaches interdisciplinary programs including Poverty and Social Justice and African and African American Studies.

Reid also leads “Disarming Justice,” a Winter Term study away program in Alabama where students visit historic Civil Rights Movement sites and engage in conversations about systemic inequities that persist today.

Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts, presented the award. She described Periclean awardees as “smart service-minded leaders” who use their experiences to leave the world better than they found it.

“Periclean awardees empower others to be engaged citizens and leaders in their communities — the personification of that ideal is Sandra Reid.”

— Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts

Reid expressed surprise and gratitude for the recognition, telling the audience, “I never imagined that I’d be back here teaching after being in juvenile justice, but it’s been one of the best things that I’ve done.”

Faculty members in the Department of Human Service Studies praised Reid’s “gift for facilitating what she calls ‘courageous conversations’ about justice, equity and difference” in their nomination letter. They wrote that Reid encourages students to engage difficult topics thoughtfully and recognize that “learning — and social justice work — is an ongoing process.”

Beyond the classroom, Reid mentors students through programs including the ������Ƶ Academy, Renaissance Scholars and the ������Ƶ chapter of Delta Sigma Theta Sorority, Inc. Her community leadership includes chairing the Alamance County Community Services Agency, training law enforcement in cultural competency and community engagement, and serving on the Alamance County Coalition of Remembrance, helping memorialize local lynching victims.

Reid’s work in juvenile justice, education and community leadership has shaped generations of students pursuing careers in public service, advocacy and social change.

On April 16, Lindenman brought both sides of that conversation into the same room. The High School-College English Teaching Symposium, held in ������Ƶ’s Numen Lumen Pavilion, gathered university faculty, ������Ƶ students and three North Carolina high school English teachers for a panel discussion and dinner. Rather than guessing what students experienced before arriving at ������Ƶ, faculty could hear it directly from the teachers at the symposium.

The three panelists included Keith Gerdes of East Chapel Hill High School, Zoë Rein ’23 of Eastern Alamance High School and Adam Cluff of Durham Academy. Each works in a different context, across public and private schools and varied communities, but all three have felt the same pressure to reimagine reading and writing instruction as generative AI reshapes what students expect from the classroom.

That tension sat at the center of the panel discussion. What stood out was not a polished set of solutions, but the honesty with which teachers admitted they are still working it out. Rein, an ������Ƶ alumna who teaches in the Alamance-Burlington School System, said she has yet to find an approach to AI that feels just right.

“I haven’t quite figured out how to integrate it into a classroom that makes me feel less like we’re just taking a shortcut out of doing the work of thinking for ourselves,” she said.

Cluff concurred.

“We’re not asking the computer science department to teach computer science through ‘Hamlet’,” Cluff said. “Our job is to help kids learn how to think.”

He explained students’ “craving” for meaningful literature and the deep discussions they raise.

It was that kind of honesty that made the evening worthwhile. The symposium was not designed to produce a policy or a list of approved AI tools. It was designed to create space for a harder conversation about how to keep learning genuinely human when shortcuts are easier than ever to take.

Panelists described the practical strategies they have each leaned on, such as conducting more writing in class, building shorter assignments into longer sequences, and enforcing phone restrictions to protect time for focused thinking. They described their classrooms as something of a holdout against distraction, a place where students are still asked to sit with a difficult idea until they have something real to say about it.

Gerdes shared his strategy of requiring students to have small-group conversations.

“Students who hadn’t done the reading got left out—and students didn’t want to feel left out,” Gerdes said. “The more we can be humans, being and talking with each other, the more engagement I see.”

For ������Ƶ’s first-year writing faculty, the discussion offered something the program had been missing. ENG 1100 has already moved to strengthen critical reading and restore analog assignments that require sustained thinking, while developing AI literacy. But shaping a curriculum around students’ prior experiences is difficult when those experiences are largely unknown. The panel provided a clearer picture.

Following the panel, attendees gathered in the McBride Gathering Space for dinner, where the conversation continued. The connections made that evening extend beyond a single event, opening ongoing dialogue between university faculty and secondary educators across North Carolina as both groups continue adapting to a rapidly changing landscape.

“At the heart of this is asking how the practices of writing and close reading help us better understand ourselves and the world,” Lindenman said. “As high school and college teachers, we are trying to do the same thing.”

The challenges facing writing instruction are not going away. But events like this show that educators at every level are more willing to face them together than to figure it out alone.

Lumen Scholars will work closely with their mentors during the next two years to pursue and complete their projects. Efforts traditionally include coursework, study abroad, research both on and off campus, internships locally and overseas, program development, and creative productions and performances.

“It was another very competitive year, and the Lumen Advisory Board saw many good applications,” said Michael Carignan, director of the Lumen Prize and professor of history. “These 15 represent truly special talent and engagement. We look forward to watching the projects unfold over the next two years.”

The name for the Lumen Prize comes from ������Ƶ’s historic motto, “Numen Lumen,” which are Latin words meaning “spiritual light” and “intellectual light.” The words, which are found on the ������Ƶ seal, signify the highest purposes of an ������Ƶ education.

2026 Lumen Prize Winners

Tajallah Amirkhil
Mentor: Molly Green
Major: Public Health & Biochemistry
Project: Barriers and Resilience: Exploring Mental Health among Afghan Refugee Women in North Carolina

Emma Briceño
Mentors: Dan Burns & Tita Ramirez
Major: English (Creative Writing)
Project: The Desert Lighthouse, a Novel: an Exploration of Queerness and Safety through Body Horror, Immortality, and Genre Reinvention

Kelley Calvillo
Mentor: Renay Aumiller
Major: Dance Performance and Choreography
Project: The Body Knows: Developing a Feminist Framework for Distributed Choreographic Authorship

Chloe Cone
Mentors: Eryn Bernardy & Ahlam Armaly
Major: Biochemistry
Project: Solutions in the Soil: Unearthing Novel Antibacterial Compounds from Soil Microbes to Combat Antimicrobial Resistance

Sanai Crosby
Mentors: Lauren Kearns & Matt Wittstein
Major: Exercise Science & Dance Science
Project: Dance and Neural Activity: Examining Neural Activity Across the Choreographic Process and Performance Environments

Fleur Helmantel
Mentor: Scott Wolter
Major: Biomedical Engineering & Chinese Studies
Project: Development of Tissue-Mimicking Phantoms for the Treatment of Breast Cancer

Anna Keller
Mentor: Scott Morrison
Project: Perceptions and Practices of Outdoor Literacy: a Two-Part Mixed-Methods Study

Nevaeh Kimmie
Mentor: Katrina Jongman-Sereno
Major: Psychology & Economics
Project: To Code-Switch or Not to Code-Switch: Authenticity, Psychological Outcomes, and Social Judgement of Black College Students in Predominantly White Academic Spaces

Lisa Kranec
Mentors: Hwayeon Ryu & Efrain Rivera-Serrano
Major: Biomedical Engineering & Applied Mathematics
Project: Mathematical Modeling of Excessive Collagen Production in Cardiac Fibrosis

Jordyne Lewis
Mentor: Steve DeLoach
Major: Economic Consulting & Data Analytics
Refugees, Emotional Wellbeing, and Financial Inclusion in Uganda

Kendall Lewis
Mentor: Jen Uno
Major: Biochemistry & Mathematics
Project: Can the Microbiome Heal the Brain?Evaluating Butyrate’s Efficiency in Reducing Stroke Severity within the Context of Obesity

Ja’Mir Parham
Mentor: Zack Hutchens
Major: Astrophysics
Project: RESOLVE, ECO, and eRASS: Probing Galaxy Growth through Cold and Hot Gas

Danny Stern
Mentor: Karl Sienerth
Major: Chemistry
Project: From Backlog to Breakthrough: Use of Fluorescence Quenching for the Development of an Explosive Identification Database

Ainsley Thompson
Mentor: Yuko Miyamoto
Major: Biochemistry
Project: Decreasing Platinum Chemotherapy Resistance by Downregulating STAT3 and Upregulating PTEN in the SKOV3 Cell Line

Scout Winter
Mentor: Bill Evans
Major: Exercise Science
Project: Effects of a Whole-Food Plant-Based Diet on Insulin Resistance and Inflammation in Adults with Type 1 Diabetes

ENG 1100 Writing: Argument and Inquiry is a required first-year writing course that teaches students writing practices in both academic and non-academic contexts. All sections of this course share common outcomes but have different structures depending on faculty expertise and student interest. Eidum’s course focuses on intercultural communication and writing across cultures.

One of Eidum’s main inspirations for initiating a COIL project was Associate Professor of Geography Sandy Marshall. A strong supporter of COIL initiatives at ������Ƶ, Marshall started a Community of Peace (CoP) and is helping sponsor ������Ƶ faculty to get COIL training at SUNY’s COIL center. Marshall’s training and support prompted Eidum to begin collaborating with a Ukrainian university.

Eidum was also driven to conduct a COIL project because of her history as an international educator. She’s studied abroad, taught study abroad, taught in other countries and already has several international collaborations under her belt

“When I learned about COIL, it seemed like a logical next step,” Eidum said.

A former Peace Corps volunteer, Eidum has previously worked with Ukrainian schools and universities. She got in contact with the COIL coordinator in Ukraine via Hope Windle, SUNY’s COIL director. This connection opened the door to many Ukrainian universities who were interested in working with Eidum. Antonina Devitska at Uzhhorod National University (UzhNU) turned out to be the best option for her ENG 1100 course and timeline.

Eidum explained that she was looking for a project partner with similar learning objectives. Devitska had collaborated with other United States universities on COIL projects before and had a background in academic writing to tap into.

When reflecting on her experience working with Devitska on this project, Eidum described it as “really refreshing.” Devitska’s experience as an educator and collaborator made her easy to work with, and her students were friendly and interested in meeting Eidum’s.

“I think my English 1100 students were at first unsure about what this project would be like, but they rose to the occasion and learned a lot about Ukraine, Ukrainians, and collaborating with people across the globe,” Eidum said.

While the class primarily focused on academic English and communications, both the ������Ƶ and Ukrainian students are pursuing different fields of study. The students in Eidum’s class also have a wide range of travel experience and intercultural communication knowledge. Several are international students themselves. The variety of backgrounds brought multiple ideas and personal interests to the table. To begin the COIL collaboration, students met for an hour to get to know one another, and again for another hour to form groups and decide their presentation topics.

Following the theme of intercultural communication and storytelling between the United States and Ukraine, groups examined topics such as traditional or common meals, video game culture, common stereotypes across cultures, and public transportation. They connected asynchronously through WhatsApp to coordinate group work. Final presentations were held during a 90-minute period on Zoom.

“All the projects noted differences between the countries and cultures but also found common threads that were really meaningful,” Eidum said. “These presentations were really interesting and there was no absence of things to say!

Eidum also discussed how the COIL project fostered her students’ growth by forming international connections. She explained how this project required them to put their personal experiences aside and think about what student life might look like outside of ������Ƶ and the United States. Challenges arose such as language barriers, time zones and time changes. These made collaboration more difficult and provided students with important learning opportunities in the process.

“I think the most important factor in the students’ collaborations were the informal discussion between US and Ukrainian students,” Eidum said. “While they noticed differences they found a lot of commonalities in their lives. That connection proved to be meaningful.”

Overall, Eidum was thrilled with the result of the project. She was impressed with the high quality of final presentations and how much discussion was spurred.

“We planned for 60 minutes of presentations (about 10 minutes/group), but we had to cut them off at 100 minutes,” Eidum said. “They were so eager to engage and learn!”

Eidum attributes her COIL project’s success to many factors. These include the planning of leading faculty members, the training and confidence she received from COIL CoP faculty, the flexibility and dedication of her students, and the kindness, commitment, and flexibility of the Ukrainian students.  She also noted how completing this COIL project will likely set her students up for success post-graduation.

“I see a lot of people — friends, family, former students — working on international teams in their careers,” Eidum said. “Introducing students to international teamwork and intercultural communication in a low-stakes way seems like a great tool for their future lives. Also, seeing issues from multiple perspectives is an important skill and COIL is clear framework to support that.”

Near my home in North Carolina, tourists often pose for photos by a large dam on the Haw River. I imagine they must carefully crop those photos, because while downstream offers a pretty view, a monstrous island of trash mars the dam’s upstream side. Plastic bottles, balls, and debris interlock with a sizable log jam just waiting for the next hard rain to raise river levels and wash it all downstream.

When I first moved here, I tried to interest people in a river clean-up, but we all chose to look downstream. We’d say the trash pile was too big to tackle. Why bother? The choice seemed to be: Look upstream and sigh, feel overwhelmed by the mounting garbage; or look downstream and enjoy the relatively unpolluted view.

Either choice had the same result: inaction.

Rebecca Solnit’s much-loved Hope in the Dark critiques both optimists and pessimists as being guilty of certainty of outcome, a position that allows both camps to “excuse themselves from acting.” She suggests a middle path, a moving away from complacent certainty into a space of hopeful action.

But how does one have hope in a time of great climate change?

Several years ago, a smaller trash pile backed up against a sliding metal gate near shore. Again, the choice: look downstream and enjoy the slow-moving creek. Or look upstream: see a trash pile gyrating in the current.

My upstream view was depressing. I assumed that this pile would remain the smaller cousin to our monster trash patch. Why bother? So I chose to look downstream, enjoy the optimistic unpolluted view. There is a freedom in ignoring problems.

I looked away, and for me, the matter was settled.

But the trash pile changed. Silt accumulated. Plants appeared. By last spring, the trash was no longer visible. It had become a small island.

I assumed the island would wash away, but this spring it has a thicker base, the plants lush. A newcomer would likely call it pretty and never guess the new island is founded on trash.

Let’s not be naïve. The trash remains beneath the island, and the river is still full of other pollutants and microplastics. Yet I refuse to let this knowledge become the defining factor of my view. I now choose to abandon my certainty and embrace hope. And hope is not naïve. Solnit frames hope as an “embrace of the unknown and the unknowable,” a mindset that frees us from our tired locked-in views of optimism and pessimism. That freedom allows us act.

In our current era of political polarization and climate change upheaval, it’s easy to feel helpless, our bodies and minds the trash piles forming from the negativity this country now seems to revel in. But the trash pile also teaches that nature can be regenerative, and we need to believe that our smallest actions, like silt accumulating over trash, can make an impact.

We all have power.

Start small and local. Recently our local outfitter, The Haw River Canoe & Kayak Co. hosted a well-attended Haw River clean-up. No money exchanged hands. No one profited monetarily. Volunteers paddled into uncertainty and returned with canoes full of trash. That’s meaningful action.

We have not lost. We are not helpless.

We cannot control what’s coming, but we can open ourselves to a hopeful mindset and step into that uncertain river. It’s still alive and full of possibility. Remember: a trash pile can completely morph into an island. Do you not yet believe? What would it take to do one small thing to make your place better?

������Ƶ students’ presentations spanned both the ages and the globe, with presentations ranging in focus from ancient Maya society to generative AI’s role in online public relations discourse, and spanning both the experiences of Syrian refugees and the indigenous politics of Peru.

The setting in Richmond offered a unique opportunity for mentor/mentee pair Amanda Kleintop, assistant professor of history, and Athena Vizuete ’26, a history major from Carrboro, North Carolina, who study Civil War history. In addition to presenting, they built in time to tour local historical sites that inform their research projects.

“It was amazing to see the quality of ������Ƶ’s undergraduate research in our students’ presentations,” said Kleintop. “I was very proud of Athena, who presented on her research on Reconstruction in North Carolina that was threeyears in the making! Plus, there nothing like visiting Richmond as a Civil War and Reconstruction scholar!”

“NCUR is a wonderful opportunity,” Vizuete said. “I am so happy I got to present my research on a national scale and attend so many fascinating presentations by my fellow students.”

Senior Professional Writing and Rhetoric major Caden Halberg is mentored by Travis Maynard and presented his work entitled, “The Whey Forward: Successfully Advocating for the Galactosemia Community.”

“Presenting at NCUR allowed me to raise awareness about rare disease advocacy while connecting with students across disciplines, many of whom had never encountered this topic befor,” said Halberg.

Several students presented their work from the School of Communications. Senior strategic communications and public policy major Teresa Cao is mentored by Shanetta Pendleton, and presented her project entitled, “Sorry, Not Sorry: Exploring Communication Patterns and Perceived Authenticity of Influencer Apologies on Social Media.”

“NCUR was great because I loved being able to see the range of students and how the chose to pursue their interests,” said Cao. “It reinforced to me how there’s always something to learn or dig deeper into, and in my case, that was influencer apology videos. Pop culture is often a mirror to what’s happening in society on a broader scale, so I loved being able to share my insights on something that’s seemingly very superficial. It was also really encouraging to be around students from other disciplines since I got to hear their perspectives on my research, what they admired, and advice on how they’d do things differently.”

Students were accompanied by faculty members Eric Hall, Justin Clar, CJ Fleming, Jen Hamel, Amanda Kleintop and Judy Folmar. Folmar presented two mentor-led sessions accompanied by her research students in which they shared their research process with other student-mentor pairs.

NCUR was first held at the University of North Carolina at Asheville in 1987 and ������Ƶ students have been attending the conference since 1993. ������Ƶ typically has more than 40 students present at NCUR each year. Next year’s conference will be held April 12-14, 2027 in Grand Rapids, Michigan.

Associate professor of English Jennifer Eidum earned the award for her article, “Contextualizing Reflective Writing for Creating Change: A Cross-Institutional Case Study of First-Year Students’ Reflections,” co-authoredwith Jaclyn Fiscus-Cannaday, assistant professor of writing studies at the University of Minnesota, and Lillian Campbell, associate professor of English at Marquette University.

Eidum’s research focused on how reflection prompts and student responses exist within a larger ecosystem of reflective opportunities, including class context, writing program culture, and university missions. Their multi-institutional study analyzed patterns in student reflective writing to understand the relationship between context and student response.

“We invite writing teachers, and ultimately all teachers, to think expansively about reflection — not only as something that happens in a classroom, but as something connected to students’ civic lives, spiritual lives, and sense of self,” Eidum said. “There’s real space in reflection that prompts one to ask bigger questions, and students are already trying to answer them.”

For Eidum, reflection is an integral part of the learning process. If we are to understand what it is that we learned, we ought to understand how we changed while learning it, she explained. Her research and commitment to reflection believes this fervently.

Eidum also described that her research is never a stagnant process and how there is always some new research insight that can be pursued. She also emphasizes reflection within her courses and believes in its formative power to shape students’ involvement in their own lives.

“Reflection is bigger than the classroom,” Eidum said. “No matter how a prompt is worded, students consistently write about their lives, identities and growth beyond their academic experience. This ‘excess’ isn’t a problem — it’s a signal that students are bringing their whole selves to the page.”

Eidum described the journey of getting this research published as winding and tumultuous: they submitted the article to multiple journals over many years with several rounds of reviewer and editor feedback. This research represented a large cross section of time in Eidum’s and her colleagues’ lives.

“The research means a lot to me and my colleagues,” Eidum said. “We juggle a lot, but I think that’s part of what makes our work meaningful. Our experiences as whole people don’t stay separate from our research and teaching. If anything, living a full, complicated life is what keeps us reflective, which might be exactly why we were drawn to studying reflection in the first place.”

Eidum was surprised to hear that her research had won the award. She did not know that the article was up for the award until it had won. She was at her daughter’s doctor’s appointment when she heard about the award.

“The award felt very emblematic of the project as a whole,” Eidum said.

Eidum’s reflection on her own research shows how never-ending the process of reflection is. Just as her reflection on her award does the same.