Twenty-six students participated in Phoenix Summer, held July 6-17 on ������Ƶ’s campus, where they immersed themselves in hands-on, college-style academics while fostering curiosity, community and independence.

“The transition from high school to college is one of the biggest milestones in a student’s life, and after working with first-year students for many years, I’ve learned that one of the most common things they say is ‘I wish I had known what to expect,’” said Theresa Higgins, academic coordinator for alternative start programs. “Phoenix Summer gives students the opportunity to experience college before they get here full time.”

Students lived in the residence halls, navigated campus, ate in the dining hall, learned from ������Ƶ faculty, connected with staff and explored the academic and social opportunities ������Ƶ has to offer.

Students selected two courses to take throughout the camp, including Order in the court!, An introduction to law and justice, taught by Shilanka Lewis, assistant professor of law; Chemistry in the kitchen, taught by Mary McManamy, associate teaching professor of chemistry; Exploring astronomical and poetic light, taught by Claudine Moreau, assistant teaching professor of physics; and Start-up Spring: concept to creation, taught by Elena Kennedy, associate professor of entrepreneurship and Dan Reis, assistant director of creative learning technologies.

“The Phoenix Summer faculty were truly the highlight of this pre-college experience,” Higgins said. “Their enthusiasm, passion and genuine engagement with their subject matter inspired students to see college as a place to explore their interests and discover new possibilities.”

Each day the students spent time learning and engaging in the classroom through a variety of hands-on lessons.

“The law class was my favorite part of the camp,” said Ava Hendricks, an eleventh grade student from Raleigh, North Carolina. “I have always been interested in law and what we have been doing in the class to prepare for a mock trial has been so cool. Phoenix Summer gave me the opportunity to picture college. I would never have known what college would be like without this possibility.”

During the day, students participated in their courses, while evenings and weekends were filled with social events, activities, several off-campus excursions and signature ������Ƶ experiences to help students build community. Activities students participated in included a trivia night, human bingo, s’more making, karaoke, a water balloon fight and a sip and paint.

“My favorite parts of the camp were meeting new people, living in a dorm and attending the classes,” said Sienna Rohan, a twelfth grade student from Greensboro, Georgia. “It’s been nice meeting new people, and I’ve learned a lot about ������Ƶ.”

Higgins’ hope is that students left the camp with not only a greater appreciation for ������Ƶ, but also a renewed excitement about the possibilities that lie ahead as the students transition from high school to college.

“The primary goal of Phoenix Summer is to provide high school students with an authentic college experience that builds confidence, independence and a sense of belonging before they begin their college journey,” Higgins said. “The most exciting part of the camp was watching the students truly thrive in the experiences we intentionally designed for them.

“I watched them blossom from students who arrived on the first day feeling nervous and uncertain about what to expect into confident, engaged learners — and, in the case of our Order in the Court students, budding lawyers in training. I hope they leave believing in themselves. Whether they ultimately choose ������Ƶ or another institution, I hope ������Ƶ will always hold a special place in their hearts as the place where they first experienced college and began to see themselves as future college students.”

For more information about Phoenix Summer and information about future camps, contact Theresa Higgins, academic coordinator for alternative start programs, at thiggings7@elon.edu.

Thirteen students participated in AI Play, held June 15-19 in Lindner Hall on ������Ƶ’s campus, where they learned about artificial intelligence while improving their AI literacy.

“The camp provides a way for students to get interested in this technology in an unplugged way,” said Alexis Goslen, an assistant professor or computer science. “We used a lot of ‘unplugged’ activities that do not involve computers like ‘Guess Whose Face,’ a game where the students act as the facial recognition system and we introduce the concepts by connecting it to unlocking your phone.”

Students participated in several hands-on learning activities that introduced concepts about pathfinding, perception and machine learning, speech recognition and more.

“We did an activity about facial recognition and that was really cool to see how AI uses facial recognition in our everyday devices and how a few viewpoints can map out entire facial features,” said Trisha Anna, a seventh grader at Durham Academy in Durham, North Carolina.

The camp focused every day on a “big idea” of an artificial intelligence concept. Students learned about concepts and worked in groups to apply the concept before ending with a group discussion on ethics.

“The ethics discussions were my favorite part of camp,” Goslen said. “The students seemed excited to talk about different scenarios using AI and they had really interesting perspectives. The discussions showed how the camp was challenging their thinking and I loved seeing students’ engagement in that.”

The activities throughout the week gave students the opportunity to problem solve, learn the basics of artificial intelligence, coding and ethics.

“I wanted to attend AI Play because I really wanted to learn AI and how to use it without doing anything bad and I also thought it would be a fun experience to try something new and meet new friends,” said Caitlyn Stephens, a seventh grader at Blessed Sacrament School in Burlington, North Carolina.

Throughout the week, Goslen noticed the students’ learning and growing.

“We held a workshop where students got to see the ������Ƶ robot dog and the campers were amazed by it,” Goslen said. “They had so many questions and their questions were often based on material we had covered in the camp. It was nice to hear their questions because it demonstrated the knowledge they gained from the camp.”

As technology and artificial intelligence grow more prevalent in everyday life, it is important for education about these technologies to be introduced earlier, Goslen said.

Goslen said she hopes the camp sparked students’ interest in technology, computer science and engineering and remember the concepts when they interact with technology and choose how to use it.

The campers agreed.

“Some of the new skills I learned at the camp were the proper way to use AI and how it has such a big impact on our everyday lives,” Anna said. “With AI changing so rapidly it is important for all middle schoolers to have somewhat of a grasp on it.”

For more information about AI Play and information about future camps, contact Alexis Goslen, assistant professor of computer science, at agoslen2@elon.edu.

With a theme of “Breaking Through the Ordinary,” the 2025 Provost’s Report emphasizes the role of innovation in teaching today’s students and creating learning opportunities that lead to human transformation. ������Ƶ’s nearly 500 full-time faculty members exemplify an institutional commitment to the teacher-scholar-mentor model that defines the university’s nationally acclaimed approach to higher education.

Signature features in the report include an in-depth look at the way ������Ƶ:

• Approaches the use of artificial intelligence and leads national conversations of its ethical applications
• Works to establish a School of Engineering and Computing that emphasizes the skills, knowledge and global awareness students need to thrive in their careers
• Serves families of children with dyslexia through a new private elementary school like those supported through philanthropy at Vanderbilt, Mercer, and Florida Southern.

The report also includes shorter profiles drawn from each of ������Ƶ’s six schools/college that represent the innovative spirit faculty and staff bring to the community every day.

“As I reflect on these accomplishments, and on the important work that continues across the university, I am inspired by the talent, dedication, and shared purpose of ������Ƶ’s faculty members, staff members, and students,” said Rebecca Kohn, ������Ƶ’s provost and vice president of academic affairs. “Together, we are strengthening the academic life of the university and creating pathways that will sustain ������Ƶ’s ability to provide a valuable and transformative education for generations into the future.”

Dr. John Walz will join the ������Ƶ University administration on June 30, 2026, after nearly a decade helming a private university recognized for its emphasis on experiential learning, strong industry partnerships and workforce preparation.

Walz’s appointment follows a national search and comes as ������Ƶ debuts an academic division that will leverage the university’s nationally ranked approach to undergraduate teaching and its emphasis on engaged, experiential learning in pursuit of human transformation.

“John Walz is an accomplished academic leader whose career reflects a deep commitment to student success, engaged learning, innovative program development and strong connections between higher education and industry,” Provost Rebecca Kohn said. “His experience leading engineering programs, combined with his collaborative leadership style and strategic vision, make him exceptionally well suited to guide the School of Engineering and Computing during this important moment in its history.”

John Walz is an accomplished academic leader whose career reflects a deep commitment to student success, engaged learning, innovative program development and strong connections between higher education and industry.

– Provost and Vice President of Academic Affairs Rebecca Kohn

Walz will provide leadership for the School of Engineering and Computing’s academic programs, strategic planning, fundraising and external partnerships while helping advance the university’s goals for innovation, engaged learning and student success.

When the school formally opens for the 2026 Fall Semester, anchoring the university’s Innovation Quad in the heart of campus, it will include 20 full-time faculty and three full-time staff positions with more than 300 undergraduate students.

Engineering is among the university’s most rapidly expanding academic areas, reflecting both national demand and student interest. ������Ƶ’s existing ABET-accredited engineering program offers programs in biomedical, computer, mechanical, and environmental, as well as dual-degree pathways.  The school will include computer science and cybersecurity majors and a minor in game design.

������Ƶ President Connie Ledoux Book said Walz’s background aligns with ������Ƶ’s vision for the new school.

“The launch of the School of Engineering and Computing represents an exciting step forward for ������Ƶ,” Book said. “Dr. Walz brings a rare combination of academic leadership, industry engagement and commitment to student-centered education. His leadership building engineering programs, supporting faculty excellence and preparing graduates for meaningful careers will position the school for continued growth and distinction.”

Walz has spent more than three decades as a faculty member, researcher and academic administrator. During his tenure as president of Milwaukee School of Engineering, he led the development of a comprehensive strategic plan, launched the institution’s first comprehensive fundraising campaign, expanded academic offerings in computer science and artificial intelligence, strengthened student retention initiatives and oversaw significant investments in academic facilities and student success programs.

Under his leadership, Milwaukee School of Engineering achieved record undergraduate enrollment, increased student diversity, expanded industry partnerships and raised more than $150 million in philanthropic support for capital projects and academic initiatives.

Before becoming president, Walz served as dean of the , where he led efforts to establish a common first-year engineering program, expanded student success resources and strengthened relationships with industry partners. Earlier leadership roles at Virginia Tech and Yale University included overseeing faculty recruitment, program growth and research initiatives while maintaining active teaching and scholarship responsibilities.

Throughout his career, Walz has emphasized strategic planning, student retention, faculty support and partnerships with industry and community organizations. He has also championed initiatives that broaden participation in engineering and technology fields and expand pathways for students to connect classroom learning with professional experiences.

Walz said the opportunity to help shape a new school at ������Ƶ was particularly appealing because of the university’s emphasis on engaged learning and interdisciplinary collaboration. He also expressed gratitude to Book, Kohn and members of the search committee for the opportunity.

“I am deeply honored and excited to be selected as the inaugural dean of the School of Engineering and Computing,” Walz said. “I have long admired ������Ƶ’s commitment to engaged learning and believe it provides an ideal environment for educating the next generation of engineers and computer scientists.

“The combination of ������Ƶ’s strengths in the liberal arts and its investment in engineering and computing creates a unique opportunity to prepare graduates with both the technical expertise and leadership skills needed to thrive in a rapidly evolving, globally connected world.”

Walz earned a Bachelor of Science and a Master of Science in chemical engineering at Tulane University before completing a Doctor of Philosophy in chemical engineering at Carnegie Mellon University. He and his wife, Moira, have three daughters.

About ������Ƶ

������Ƶ is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, and ethical citizens and leaders.

At ������Ƶ, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff who prioritize teaching and mentoring. The curriculum is grounded in the liberal arts and sciences with emphasis on global experiences and career development. More than 80 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. ������Ƶ is ranked No. 1 for excellence in undergraduate teaching by U.S. News & World Report.

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

In 2025, ������Ƶ and Queens University of Charlotte announced plans to merge institutions. Final approval from the U.S. Department of Education is anticipated by 2028.

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

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

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

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

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

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

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

At ������Ƶ, the eight graduate students are paired with faculty mentors across disciplines within ������Ƶ College, the College of Arts and Sciences. Throughout the academic year, the graduate students visit campus to observe classes, attend department and faculty meetings, and, in some cases, teach. The goal is to provide a comprehensive view of what it means to be a faculty member at a university like ������Ƶ.

Tedd Wimperis, assistant professor of classical languages, is serving as a mentor to Tara Wells, a Duke University graduate student in classical studies.

“As the PFF program is intended to introduce graduate students into the many roles that faculty have within a university, I see my role as being a guide, a source of examples, and a point of contact for the mentee to experience faculty life at a liberal arts college,” Wimperis said.

Wimperis and Wells typically meet twice a month, sometimes informally over coffee and other times on campus for class visits or meetings. This is the third time Wimperis has served as a PFF mentor.

“I see it especially as a way of giving aspiring faculty a leg up in the transition from a graduate program to a faculty position,” Wimperis said. “I’m able to offer my mentee information and experience that I wish I had when I was in their position; knowing more about the job market, how to combine teaching and research productively, how universities work beyond the classroom and how to contribute to a thriving academic program.”

Preparing graduate students for a broader ecosystem is a central focus of the program. Wimperis hopes Wells leaves the experience with insight into teaching strategies, grant writing, the job market and work-life balance.

“As faculty, you’re responsible for a much wider array of responsibilities,” Wimperis said. “A big point, I think, is the importance of being part of a team. Becoming not only a great teacher, scholar, and mentor of students, but also a supportive colleague, is a recipe for success in the transition to faculty life.”

For Wells, the program has offered both professional insight and meaningful connections.

“The PFF program allows us to learn about what it’s like to be a faculty member at different types of institutions, such as small liberal arts colleges, large research-focused universities, state schools, community colleges and historically black colleges and universities,” Wells said. “Above all else, the most meaningful aspect of the program has been the opportunity to meet people from an unbelievable range of academic backgrounds and positions.”

Participants in the program attend visits to partner institutions, group meetings, a kickoff dinner with deans from participating schools and informal gatherings that allow the graduate students to reflect on their experiences together.

“I cherish the connections the program has made possible for me,” Wells said.

Her mentorship with Wimperis has been particularly impactful.

“Tedd has been great to work with,” Wells said. “He has shared interesting and useful information about his experiences being both part-time and full-time faculty. Tedd also takes particular care in ensuring that I am getting what I want and need as a mentee, which I greatly appreciate.”

Having a mentor in her discipline has allowed Wells to apply broader program lessons to the field of classical studies.

“It’s been nice to have a faculty mentor in my discipline, while also having the balance of meeting many people outside of my area of study,” Wells said.

During the campus visit to ������Ƶ, the graduate students were welcomed by Assistant Provost for Academic Excellence and Integrity Angela Lewellyn and participated in a junior faculty panel featuring faculty in their first or second year at ������Ƶ. The panelists offered advice about the job search process and the early years of faculty life. The graduate students also had the opportunity to meet with ������Ƶ students.

“Hearing directly from students of the same age and level that I would be working with in the next few years gives me a chance to understand their perspectives, which is invaluable for providing the best experience and support for them,” Wells said.

As Wells looks ahead to completing her doctorate in 2027 and entering the faculty job market, she said the program has helped her think intentionally about supporting students, general advice and preparing for interviews.

“My biggest goal in life is to help others,” she said. “I am looking forward to making a difference in my students’ lives.”

Inspired by her ������Ƶ education, Joan Danieley ’82 has established a professorship that will focus on complex issues surrounding family histories and reconciliation.

The Joan Danieley Distinguished Professorship will support a faculty scholar in any field of study whose teaching and research explore family histories and how individuals and societies navigate issues of reconciliation.

The fields of study may include, but are not limited to, history, psychology, sociology, human service studies, English and communications. Topics of reconciliation may include the legacy of slavery, the aftermath of Nazi Germany, displacement of Native Americans, internment of Japanese Americans and the contemporary political divide.

Danieley, who is the niece of the late ������Ƶ President Emeritus J. Earl Danieley ’46, is passionate about the lessons society and individuals can learn from exploring issues of identity, ancestry and cultural heritage.

Danieley was deeply moved after watching the PBS documentary series, “Finding Your Roots,” hosted by renowned Harvard scholar Henry Louis Gates, Jr. The series explores the ancestry of celebrities and other well-known individuals from diverse backgrounds, some of whom have discovered family connections to slavery and the Holocaust. By taking viewers deep into the past, Gates seeks to demonstrate our common humanity.

“As I watched ‘Finding Your Roots,’ I was stunned by how family history and reconciling our pasts impacts us today,” Danieley said. “All these years later, the impact is palpable and the reconciliation continues.”

Danieley recalled learning about her own family history after reading the book, “Shuttle & Plow: A History of Alamance County, North Carolina,” written by ������Ƶ Professor Emerita Carole W. Troxler and William Vincent. Danieley said the book “completely changed my life.”

“In that book, they wrote about slavery and that my great-great-grandfather, Henry Hubbard Danieley, was rabidly anti-slavery,” she said. “But my great-grandmother’s family owned lots of slaves. We are all a mixture of contradictions upon which we layer the values we choose as our personal values.”

������Ƶ’s values inspired Danieley to make her estate gift to establish the professorship, which she hopes will encourage meaningful discussions among students and faculty.

“������Ƶ’s commitment to diversity, integrity, collaboration and respect for differences aligned with my values,” she said. “Putting ������Ƶ in my will acknowledges ������Ƶ’s effect on who I became and who I strive to be.”

The Danieley family’s roots run deep at ������Ƶ. Earl Danieley was one of North Carolina’s strongest advocates for higher education. Beloved by generations of students and alumni who knew him as “Dr. D,” Earl Danieley grew up on a farm in Alamance County, North Carolina, not far from the ������Ƶ campus. He earned his degree in chemistry in 1946 and later that year joined the ������Ƶ faculty to teach chemistry, beginning a remarkable career that spanned 70 years. In 1957, at age 32, Danieley was named the sixth president of then-������Ƶ College and guided the college to a new level of quality during his 16-year term, making improvements in academic standards and faculty credentials. He retired from the presidency in 1973 and returned to the classroom to teach, later serving in a variety of administrative positions. He passed away in 2016 at age 92.

“My ancestors agreed on their love for ������Ƶ and its influence on its students and community,” Joan Danieley said. “It was there that I began to get clarity on my values and the willingness to discuss these complex issues. I hope my donation will further this conversation and ultimately improve the reconciliation among diverse communities with differing histories, social norms and how we came into being.”

Provost Rebecca Kohn thanked Danieley for investing in faculty scholars and student learning.

“The entire ������Ƶ community is indebted to Joan Danieley for recognizing the importance of investing in life-changing teacher-scholar-mentors who play an essential role in preparing students for success on campus and beyond,” Kohn said.

“This gift is a powerful example of how philanthropy can advance rigorous scholarship, while also creating space for courageous, necessary conversations,” said Leanna Giles ’02, associate director of planned giving.

Danieley, a retired health care executive, earned her ������Ƶ degree in physical education and health from the Dr. Jo Watts Williams School of Education in 1982 and earned master’s and law degrees from Tulane University.

“Leaving a legacy of love and reconciliation is how I want to be remembered,” she said. “It’s as simple as that.”

Make An Impact

To learn how you can make an impact at ������Ƶ through your estate, contact Leanna Giles ’02, associate director of planned giving, at (336) 278-5798 or lgiles@elon.edu.

• In “Contact” by Carl Sagan, mathematics becomes a universal language through which humanity deciphers a mysterious signal from space.
• In “Flatland: A Romance of Many Dimensions” by Edwin A. Abbott, a two-dimensional world becomes the setting for exploring geometry, dimensionality and new ways of understanding reality.
• The “Curious Incident of the Dog in the Night-Time” by Mark Haddon uses mathematical patterns, prime numbers and logic to shape how the narrator understands the world.

These works and others like them, he said, illustrate how stories can encourage readers to explore concepts such as infinity, probability and logic.

“In mathematical fiction, math is not just decoration,” Russell said. “The characters, plot or main ideas must connect to mathematics that can be explored and shared. A reader should be able to discover a real concept, such as geometry, infinity, patterns, probability or logic, and feel invited to understand it more deeply.”

Russell’s interest in mathematical fiction as a distinct subgenre of science fiction and literature will be supported in 2026-2027 with a full-year, full pay sabbatical at ������Ƶ as he studies that ways in which mathematical ideas can be woven into compelling and educational storytelling.

The defining feature of mathematical fiction, Russell said, is that it leads the reader toward real mathematical curiosity and further study. The longtime faculty member in the Department of Mathematics will work to establish a clearer definition for mathematical fiction, a genre that currently lacks formal treatment in academic literature.

His research, which won the support of ������Ƶ’s Faculty Research and Development Committee, will also explore how storytelling can influence attitudes toward mathematics and serve as a tool in mathematics education.

“My work combines creative writing and mathematics by using narrative as a vehicle for mathematical thinking,” Russell said. “Rather than presenting mathematics solely through traditional instructional methods, I explore how mathematical concepts, structures, and ways of thinking can be embedded within stories that appeal to readers and invite curiosity.”

This work builds on Russell’s long-standing interest in interdisciplinary teaching and research. His earlier work examined the intersection of mathematics, origami and mathematics education, including the creation of COR 3250: Math Origami in 2003 and nearly two decades of related publications, presentations and grant work.

“That work showed how artistic practices can deepen mathematical understanding,” Russell said. “This sabbatical project builds directly on that foundation by applying similar interdisciplinary principles, using storytelling instead of origami to engage learners.”

To deepen his understanding of creative narrative, Russell completed a Master of Fine Arts in writing popular fiction.

“Receiving a full‑year sabbatical allows me to approach this work with the depth, rigor, and sustained focus it requires,” Russell said. “Professionally, I hope this establishes a new line of interdisciplinary scholarship that I can pursue at ������Ƶ. Personally, it brings together my interests in mathematics, mathematics education, and creative writing into a single project.”

Following his sabbatical, Russell plans to integrate the results of this research into his courses related to mathematics education and interdisciplinary learning. He has plans to propose a new course focused on mathematical fiction.

������Ƶ’s Faculty Research and Development Committee selected Russell for the competitive sabbatical in recognition of the project’s originality and scope.

“The definition and development of ‘mathematical fiction’ will advance pioneering research through a robust plan for producing high-quality scholarship on this unconventional connection,” said Juan Leal Ugalde, associate professor of Spanish in the Department of World Languages and Cultures. “This multidisciplinary approach which will bring meaningful benefits to our academic community.”

Faculty are encouraged to apply for sabbaticals if they are conducting extensive research or engaged in significant additional study that will result in their professional development. At ������Ƶ, faculty may apply for full-year/full-pay sabbatical, a leave of one-half of a full year’s teaching load at full salary, or for a leave of absence full academic year at half salary.

Since joining ������Ƶ in 1997, Russell has received two external grants, including a $1.7 million National Science Foundation grant focused on origami, engineering, art, mathematics and education in collaboration with colleagues at North Carolina State University. He also received a Japan Foundation grant supporting professional development and classroom activities related to origami and Japanese culture for colleagues in the Alamance Burlington School System.

“This project represents a natural continuation of my interdisciplinary work at ������Ƶ,” Russell said. “Just as origami allowed me to connect mathematics with art, mathematical fiction offers a new way to connect mathematics with storytelling. I see this as work that can benefit students, educators and the broader public while strengthening ������Ƶ’s reputation for innovative, cross‑disciplinary scholarship.”

Registration is now open for “Phoenix Summer” set for July 6-17, 2026, on ������Ƶ’s campus in Alamance County. The program will be led by faculty in collaboration with the Office of the Provost, ������Ƶ College, the College of Arts and Sciences and Undergraduate ������Ƶ.

Students will live in residence halls, dine on campus and take part in daily programming designed to mirror the rhythm of college life. Phoenix Summer invites students to immerse themselves in hands-on, college-style academics while fostering curiosity, community and independence.

Students will select two courses to focus on throughout the program. Options include:

• Order in the Court! An introduction to Law and Justice
• Chemistry in the Kitchen
• Exploring Astronomical and Poetic Light
• Start-Up Spring: Concept to Creation

During the day, students will participate in their courses. Evenings and weekends are packed with creative activities, social events, off-campus excursions, signature ������Ƶ experiences and more to help students connect with peers. The programming blends academic rigor with social-emotional well-being.

The fee for the two-week residential experience is $4,000. Limited seats are available.

“Phoenix Summer is more than a camp — it’s a two-week college immersion program where students live on campus, explore big ideas, participate in engaging hands-on learning and begin to see themselves as part of the ������Ƶ Community,” said Theresa Higgins, academic coordinator for alternative start programs.

For more information about Phoenix Summer and registration details, visit or contact Theresa Higgins, academic coordinator for alternative start programs, at thiggins7@elon.edu.

Registration is now open for “AI Play” set for June 15-19, 2026, in Lindner Hall on ������Ƶ’s campus in Alamance County. The program will be led by faculty in the Department of Computer Science with assistance from ������Ƶ students, in collaboration with the Office of the Provost, ������Ƶ College, the College of Arts and Sciences and the Department of Computer Science.

Scheduled daily from 8:45 a.m. – 3:30 p.m., AI Play invites curious middle school students to explore the fundamentals of artificial intelligence while building confidence in operating, designing and creating with emerging technologies.

Throughout the week, campers will learn how artificial intelligence is used in digital game design, combining creativity with coding and problem-solving skills.

Each day of the camp will focus on a different AI principle, allowing students to play, create and develop their own projects and gain hands-on experience with AI concepts.

The fee for the week is $500 and includes lunch and snacks. Limited seats are available. The program will be hosted inside Lindner Hall in the Lambert Academic Village with group visits to other campus locations.

“AI Play is a fun, engaging summer camp designed with several hands-on, unplugged, playful activities for students to learn AI concepts,” said Alexis Goslen, assistant professor of computer science. “Students will learn how robots interpret their environment with a robot relay, how AI systems make choices by classifying candy, the ethics of using AI and more.”

For more information about AI Play and registration details, visit or contact Alexis Goslen, assistant professor of computer science, at agoslen2@elon.edu.