This year’s students will spend the summer interning in fields ranging from media production to public policy, environmental research, business innovation and community development. At the heart of this experience is the opportunity to gain real-world experience while exploring the cultural and professional landscapes of their host cities, while earning academic credit through coursework.

Charlotte: Exploring sports, marketing, business and beyond 

As students arrived in the South End of Charlotte, they were welcomed by Director of ������Ƶ Charlotte Karen Neff and Program Assistant Emma Hash. This summer marks an especially exciting chapter for the Queen City site, as it hosts Study USA students while also launching the inaugural Summer Business Institute (SBI).

The new 10‑week SBI offers ������Ƶ students the opportunity to earn a Business Administration minor in a single summer through an immersive blend of coursework, professional development, and experiential learning.

Study USA students will pair their internships with a dynamic geography course taught by Associate Professor of Geography and Environmental Studies Ryan Kirk. Through fieldwork and urban exploration, students will examine Charlotte’s growth, infrastructure, and identity, gaining a deeper understanding of how the city became the economic and cultural hub it is today.

SBI students will balance four business courses with job‑shadowing experiences designed to connect classroom learning with real-world applications. Together, all students across both programs will take part in excursions that highlight Charlotte’s innovation, history and community.

Move‑in day set the tone for an engaging summer ahead, featuring a welcome mixer hosted by Foster Flats, orientation sessions, a city‑wide scavenger hunt, and a hands-on cooking class that brought students together.

Los Angeles: Launching creative careers in the entertainment capital

Arriving in the heart of the entertainment industry, students were warmly welcomed by Director of ������Ƶ Los Angeles Brad Lemack as they settled into their housing just minutes from major studios and production hubs.

Students spend the summer interning with film production companies, talent agencies, digital media firms and theatre companies. Alongside their internships, students take a Core Capstone course taught by Cinema and Television Arts Professor Doug Kass, examining how visionaries and innovators have transformed Los Angeles, and how the cycle of invention and reinvention continues to shape the city’s commerce, creativity and cultural diversity.

Move in buzzed with excitement as students met their roommates, explored their neighborhood, and prepared for their first week of classes and internship onboarding. The following day included an orientation session at The Preserve, where students will have class each week, followed by an afternoon exploring The Getty, the Grove and L.A.’s Farmers Market.

New York City: Immersed in media, business and cultural innovation 

Political Science and Public Policy Professor Safia Swimelar and Program Assistant Hailey Duartes welcomed the students to Williamsburg, a student-friendly neighborhood in the heart of Brooklyn.

Students will intern across sectors, including journalism, public relations, marketing, media production and more. The Core Capstone course, taught by Professor Swimelar, complements these experiences. In the course description, Swimelar notes, “to call New York City a microcosm of the global community is not exaggeration… This course uses New York City as a microcosm to model and understand the diversity and complexity of global humanity.” Students will explore the diversity of values that New Yorkers hold and examine important social, political, and religious issues at play throughout the city.

Students spent their first day navigating their new neighborhood, settling into their apartments, and exploring the Statue of Liberty and Ellis Island.

Washington, D.C.: Engaging with policy, advocacy and public service 

Students were welcomed into the nation’s capital by Professor Joel Shelton, Program Assistant Abby Wright, and Ashley Pinney, Director of National Campus. Students will spend the summer living in the heart of NoMa and interning with congressional offices, federal agencies, law firms, advocacy groups, and more.

The coursework, the inaugural Capital Connections: Power, People and Place in Washington, D.C. spearheaded by Joel Shelton, associate professor of political science and public policy, “explores ‘the District’ as a place where politics and policy meet culture, economy and community.” Through engaging walking tours, museum visits, and cultural experiences, students will gain a firsthand look at the decision-making processes that shape the intersection of power, culture, economy, and identity in the nation’s capital.

Move-in included orientation sessions, community building activities, and preparation for the fast-paced professional environments they’ll soon enter.

“What’s something neat that happened to you today?” asked Lauren Feeley G’26. She was reflecting on a common conversation starter she had with fellow colleagues participating in the London Experience for ������Ƶ employees during the 2026 Winter Term. “And how much did we get rained on?!”

Feeley is a program assistant for student involvement and one of 22 participants in the most recent London Experience, a weeklong visit to England from Jan. 10-17, designed to give ������Ƶ employees who have limited international travel experience an opportunity for global engagement. Feeley said that the dreary January weather in London did not detract from a remarkable city with colleagues she now calls friends.

“This kind of experience shines a real big spotlight for every single person on the importance of being connected to other people on campus,” said Senior Vice President for Advancement and External Affairs Jim Piatt, who facilitated the program for 2026.

He added that the London Experience is a distinctive feature to working at ������Ƶ — an opportunity to support students as global citizens by offering employees a similar experience.

Jackie Allred ’94 serves as an administrative assistant for student life and was among those who traveled to London in January.

“From sun up to sun down, we never stopped,” she said. “If there was something we could be doing, we were doing it.”

Allred said she felt like she shared these experiences with good friends rather than colleagues, a connection reflected in moments like sitting in the choir loft during mass at St. Paul’s Cathedral with a small group from ������Ƶ.

Allred and Feeley both shared the importance of “having friendly faces to names” across campus and the ability to pick up the phone when their work aligns. They also both have a deepened appreciation for students when they have international experiences — from the enrichment of global and cultural engagement to things like jet lag and fatigue from a long trip in a different time zone.

“The experience has broadened and strengthened my networks here at ������Ƶ,” added Allred.

The group saw much of London and also ventured out to Cambridge. Employees saw staples like the Tower of London, the London Bridge, Westminster Abbey and Big Ben. They were given access to the war room made famous by Winston Churchill, visited the Hampton Court Palace and participated in guided tours across the city.

Dexter Chambers, a floor tech for the university, said he wouldn’t have had the same experience in London if he had traveled there on his own.

“The guide, the itinerary, everything was impressive, and that was a joy,” he said. Chambers made the most of the sites and foods that England offers and saw much of the city by foot with a small group of others, including one day that he estimates he ran four miles.

Chambers recalls calling his son and a number of his friends during his runs to share his excitement and disbelief of the places in London he was visiting. Now back at ������Ƶ, he continues this excitement when he sees participants on campus, who, he says he loves to wave to and reminisce on the shared
experience.

Feeley is finishing her Master of Arts in Higher Education degree from ������Ƶ this spring and joined the London Experience, in part, to satisfy her international study away experience.

“Because such a large population of our students here at ������Ƶ have some sort of study away experience, it’s really meaningful for me to have my own,” she said. “������Ƶ places such an emphasis on students being global citizens that it’s important that faculty and staff model that as well.”

Jenny Gonzalez, ������Ƶ’s assistant director of interior design, said the program underscores ������Ƶ’s commitment to global education for the entire campus community, not only for students. “One of the best parts is getting to know people from across campus and build connections,” Gonzalez said.

The application for the 2027 experience will open soon and be advertised through email. “If you’re considering applying for this experience, do not hesitate, just apply and be open to the experience,” Allred said. “Do everything you possibly can during the experience.”

The program is offered to ������Ƶ employees for a fee of $350, which includes passport, airfare, lodging, certain ground transportation, admission to various attractions and occasional group meals. Previous participants have generally incurred additional expenses for souvenirs, personal meals, and a tube pass as it suited them.

The Chandlers remain impressed by ������Ƶ’s commitment to sound strategic planning and doing what’s best for students. It’s what inspired the couple’s gift to Slattery Center, the university’s new hub for health and wellness that will integrate academics, wellness, campus recreation and fitness programs to ensure students gain the skills they need to succeed on campus and throughout their lives.

Scheduled to open later this year, Slattery Center is located within ������Ƶ’s Innovation Quad, home to the university’s engineering and other STEM programs. The center is part of the university’s broader HealthEU initiative to serve students, faculty and staff.

“It adds value and is beneficial when you can provide a place where students can go to be in community, exercise, receive counseling and focus on their well-being,” said Bob Chandler, former executive vice president of Chandler Concrete Co. “This facility shows that the university is aware of the challenges students face and how to help them in all aspects of their health.”

The HealthEU initiative focuses on six dimensions of health and wellness: community, emotional, purpose, financial, physical and social. The three-story Slattery Center will feature new classrooms, student-faculty research spaces, multiple floors for wellness and fitness activities, and the Mark and Kim Tyson Counseling Center, which will provide individual and group therapy, as well as workshops and outreach programs.

Through coursework, as well as workshops and training programs focused on health and wellness, Slattery Center will impact all students as they progress through their education and learn essential skills and practices related to wellness and well-being. The center is a key priority of the Boldly ������Ƶ strategic plan that will guide the university to 2030.

The couple’s gift will also endow the Chandler Family Global Experience Fund, strengthening ������Ƶ’s commitment to provide each of the university’s 17 varsity teams with a global experience every four years.

“Global experiences are a cornerstone of an ������Ƶ education, and thanks to Bob and Amy Chandler, our student-athletes will have the opportunity to deepen their understanding of the world while sharing their sport across cultures,” said Jennifer Strawley, director of athletics. “Bob and Amy are truly special people who value the holistic development of our student-athletes and their generosity will be felt for generations. I am deeply grateful for their many years of dedication to this university and for the profound difference they make in the lives of our student-athletes.”

“Our family has been sports fans for as long as I can remember. We love the energy and excitement athletics brings to campus and the opportunities it provides to students,” Bob Chandler said.

“������Ƶ is a national leader in global study, and we are thrilled to help provide this experience for student-athletes,” he added. “It’s essential that students have the opportunity to witness other cultures and encounter the differences and similarities of the people there. It provides tremendous growth for a person and a deeper understanding of the world.”

The Chandler family is among ������Ƶ’s most generous and devoted donors, helping to shape one of the finest learning environments in the nation through their gifts to Belk Library, Rhodes Stadium, Ernest A. Koury, Sr. Business Center, Gerald L. Francis Center, Alumni Field House, Richard W. Sankey Hall, Schar Center, The Inn at ������Ƶ and Innovation Quad.

Bob Chandler’s parents, Tom and Lynn Chandler, also endowed the Chandler Family Professional Sales Center in the Martha and Spencer Love School of Business. Tom Chandler was the chairman and former CEO of Chandler Concrete, which he founded in 1973, and he served on ������Ƶ’s Board of Trustees for more than two decades before being elected Life Trustee in 2021. In 2023, Tom Chandler received the ������Ƶ Medallion, the university’s highest honor.

“������Ƶ’s trajectory shows remarkable advancement,” Bob Chandler said. “������Ƶ has a vision of what’s to come and how to keep the university moving forward. It is a vibrant and thriving university that is gratifying for the students, faculty and community.”

The university’s influence extends far beyond the campus.

“The impact that ������Ƶ has on Alamance County and the region is significant, and we feel it’s important for our family to support the university,” Bob said. “It’s a community that we are proud to be part of.”

“I always thought, ‘This is home,’ and right now I’m leaving, and think, ‘Am I leaving home?’ It’s the same feeling I had when I left home (Afghanistan) years ago,” said Tahiry, a computer science major and the first recipient of the Commitment to Democracy Scholarship, dedicated to refugee students.

Tahiry was one of about 20 graduating international students, along with their families, who planted their oak sapling in the international student tree grove on May 21, an ������Ƶ tradition now celebrating 10 years. When new students arrive at ������Ƶ, they receive an acorn and, when they leave, they are gifted a sapling at Senior Baccalaureate. Because international students usually cannot take the sapling home, they have planted their trees in a grove by the Harden Clubhouse.

Denise Teeters, director of international student services, welcomed the students and reminded them of the symbolic nature of the sapling, representing their growth from a first-year student to a graduate.

“Over the last several years, you have grown academically and personally. You learned how to navigate differences, how to build friendships across cultures and languages, and how to speak with courage. Some of you didn’t speak much when you got here, and then, all of a sudden, you grew, you built that courage to speak and also embraced the ������Ƶ community,” said Teeters. “Through all this, you’ve seen how growth takes time, just like saplings take time to grow.”

Before students planted their saplings, President Connie Ledoux Book also noted how, just like an oak tree, ������Ƶ is also built on connection.

“It’s the root systems that are so critical,” Book said. “You have to have a grove. You need other oak trees for an oak tree to prosper. And that is true about the ������Ƶ network.”

During the next three years, the Periclean Scholars Class of 2029 will work with faculty mentor Vanessa Drew-Branch, associate professor in the Department of Human Service Studies.

During an event on April 30 in Sato Commons, Drew-Branch, welcomed the Class of 2029 by introducing the cohort’s theme of food sovereignty at ������Ƶ and in St. Kitts and Nevis. Drawing connections between local and global food systems, Drew-Branch encouraged Scholars to think critically about issues of food insecurity, food apartheid, justice, dignity and sustainability. She highlighted how colonial legacies, climate change and inequitable systems continue to shape access to healthy and culturally appropriate food while emphasizing the importance of community-centered, sustainable agricultural practices. Through her remarks, students were challenged to approach this work with humility, curiosity, and a commitment to building authentic partnerships rooted in reciprocity and social justice.

The newly inducted members of the Periclean Scholars Class of 2029:

• Melanie Alarcon
• Katherine Banker
• Autumn Boyce
• Kimara delRosario
• Willow Evans
• Travis Greene
• Simone Lewis-Abdeen
• Mason Marks
• Tia Nelson
• Jazline Rogel Sanchez
• Ally Rotenberg
• Kylie Rukavina
• Gabriella Shew
• Hazel Silverstein
• Shukri Siraji
• Caleb Slosberg

The Periclean Scholars Program provides students with a distinctive three-year educational experience focused on global engagement, interdisciplinary learning and ethical community partnership. Each cohort studies a specific country or region, collaborating with local and global partners to gain a deeper understanding of complex social challenges and develop sustainable, justice-centered initiatives.

Throughout the program, acholars complete 18 semester hours of coursework during their sophomore, junior, and senior years under the guidance of their faculty mentor. Through these courses and experiential learning opportunities, students explore best practices in community engagement, examine the critical distinction between charity and partnership, and learn to approach social change through collaboration, reciprocity, and long-term relationship building.

As the Periclean Scholars Class of 2026 prepares to graduate, the induction of the Class of 2029 reflects the continued legacy of student leadership, ethical partnership, and community-engaged global learning that defines the program.

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.”

Mathew Gendle, director of Project Pericles and professor of psychology, has been selected to serve as a co-director of the Community-Based Global Learning Collaborative, an international network of educational institutions and community organizations. The Collaborative advances best practices in community-based global learning and research for more just, inclusive, and sustainable communities.

In this work, Gendle will join The Collaborative’s three other co-directors: Sarah Stanlick, associate dean of the Global School and associate professor of integrative and global studies, Worcester Polytechnic Institute; Sam Brandauer, associate provost and executive director of the Center for Global Study and Engagement, Dickinson College; and Carolina Bolaños Palmieri, director of programs at Child Family Health International.

Community-based global learning is a term developed by academics and researchers who are also practitioners. It therefore is defined by a set of seven practical components: community-driven learning and/or service; development of cultural humility; global citizenship; continuous and diverse forms of critically reflective practice; ongoing attention to power, privilege, and positionality throughout programming and course work; deliberate and demonstrable learning; and safe, transparent, and well-managed programs.

Learn more about the work of The Collaborative: 

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

For Mirai, her short film shoot was an opportunity to both produce her original script and bring together several ������Ƶ alumni for a Hollywood reunion. Serving in various production capacities on her “#StopAsianKate” were Lauren Gadd ’06, who worked camera, Katie Laurence ’24, who worked as assistant camera, Alicia Reynolds ’07, who acted in the film, Stevie Kloeber ’07, who traveled to Los Angeles from Minnesota to serve as script supervisor, and Dean Karasinski ’06, who worked in production design, art department, craft services and as producer.

All three short films, Boyd’s “The Life and Time of …,” Evans’s “Shadow Dusk” and Mirai’s “#StopAsianKate,” will have their world premieres at the first ������Ƶ Los Angeles Alumni Short Film Festival, in late July.