Renovations have started on what once was a small residence hall but will soon serve as the temporary location for Roberts Academy at ������Ƶ, an all-day private school for children with dyslexia that opens in August.

The top priority for the designers working on those renovations? Create a space where children will learn, grow, and thrive in their confidence as young readers.

“Our team did a wonderful job of thinking through which spaces will be for which purpose, the furniture we’re selecting, how we’re setting up classrooms, and the technology we’ll use,” said Ann Bullock, dean of the university’s Dr. Jo Watts Williams School of Education. “All of those things will make for an engaged, active, multisensory school. It’s going to be great.”

Established in 2025 through a gift from philanthropists Hal and Marjorie Roberts of Lakeland, Florida, the Roberts Academy at ������Ƶ will be the fourth in a series of successful university-based private elementary schools the couple also supported at Vanderbilt University, Mercer University and Florida Southern College.

Each academy employs the Orton-Gillingham multisensory approach to reading instruction. The goal is to return students to their community schools as confident readers after 2-3 years of immersive, hands-on instruction in all core subjects.

The Roberts Academy at ������Ƶ will welcome third and fourth graders this fall to Trollinger House as construction begins on a permanent site along East Haggard Avenue. That location will open for to grades 1-6 starting in Fall 2028.

Bullock was joined on April 9, 2026, for a site visit to Trollinger House where several staff members wore hard hats on their stroll through the building on West Trollinger Avenue. Led by Holly Hodge, ������Ƶ’s director of interior design, staff had a chance to see for themselves what, until then, had only been conceptual.

Hodge highlighted some of the features that, once installed, will nurture students who attend the school: flexible furniture for smaller groups in classrooms with no more than 12 students, desks with writable surfaces, and expansive wall space intended to be layered with student work and their art on display.

“To me, it’s a blank canvas,” Hodge said afterward. “Walking through the space and showing that blank canvas helps imagine a piece of art in the making. I can’t wait for students to then come in and have teachers make the space their own.”

Hodge identified another question for her team: How do you “define” or tell the story of dyslexia? How do you celebrate the amazing talents and strengths of students in addition to their classroom learning?

One thing is certain, she concluded: “Every kid deserves to be confident.”

***

 Families interested in learning more can visit the Roberts Academy website at www.elon.edu/robertsacademy.

Tracy Roof, who retired from Guilford County Schools in 2025, said she’s excited about her new opportunity to help start North Carolina’s first university-based, all-day private elementary school for children with dyslexia.

The Roberts Academy at ������Ƶ will use the multisensory Orton-Gillingham approach to reading instruction once it launches in August to third- and fourth-grade students in a temporary location on West Trollinger Avenue.

The academy will expand to grades 1-6 when a new building opens for the 2028-2029 academic year on East Haggard Avenue near the university’s Danieley Neighborhood. Each classroom will be capped at 12 students.

“The Roberts Academy model offers a meaningful opportunity to help students with dyslexia become confident, capable readers so they can truly thrive in school,” Roof said. “I’m excited to welcome our first students and families, build our inaugural classes and establish strong systems that will support both teaching and learning from day one.”

“The Roberts Academy model offers a meaningful opportunity to help students with dyslexia become confident, capable readers so they can truly thrive in school.”

– Tracy Roof, director of business and school operations, Roberts Academy at ������Ƶ

Roof joins Assistant Professor Alicia Tate, acting director of the Roberts Academy at ������Ƶ, as a founding administrator at the school.

“Tracy’s career achievements and her experience working closely with students with a variety of needs made her an ideal candidate for this position,” Tate said. “Having her on the Roberts Academy team will ensure early success for a school with such promise for so many children and their families.”

Over the past 15 years, Roof has served in school leadership roles as both an assistant principal and principal at the elementary and middle school levels, leading efforts to improve student outcomes and overall school performance. Earlier in her career, she spent 12 years teaching math, science, and social studies, followed by six years as a curriculum facilitator, where she supported instructional improvement and teacher development.

Throughout her career, Roof has worked closely with students and families to develop effective Individualized Education Plans, helping ensure each child receives the support needed to succeed.

Beyond her professional roles, Roof has been an active community volunteer supporting individuals with special needs and disabilities.

Her involvement includes supporting the launch of  that employs individuals with special needs, as well as volunteering with Night to Shine, an inclusive prom experience, and the Special Olympics.

Established in 2025 through a gift from philanthropists Hal and Marjorie Roberts of Lakeland, Florida, the Roberts Academy at ������Ƶ will be the fourth in a series of successful university-based private elementary schools the couple established at Vanderbilt University, Mercer University and Florida Southern College.

Families interested in learning more can visit the Roberts Academy website at www.elon.edu/robertsacademy.

In second grade, when her class launched into book discussions or lessons turned to math, the words and numbers in front of her stirred panic. So she slipped out of the room each day with an excuse, walked to the restroom — and cried.

“I wouldn’t understand anything that was going on,” says McCavanagh, today a sport management major from Massachusetts with aspirations of working for the Boston Celtics. Her teacher took notice, and within a year, doctors identified dyslexia, dyscalculia and dysgraphia as obstacles to her learning. Then came the hard part: being singled out, removed from class “in front of all my classmates” for instruction, a routine that left her “broken down every day.”

Support, however, kept showing up in the form of teachers who made learning feel possible again. A specialized program helped in elementary school. Later, in middle school, one-on-one instruction brought the pieces together, and by high school she had rebuilt her confidence, even as she navigated the depression and anxiety that often accompany dyslexia.

There were early signs that ������Ƶ was the right collegiate community for her. According to McCavanagh, during the application process, it was the only university that replied to questions about support for students like her. Then, on a campus visit, she overheard conversations where students weren’t avoiding eye contact as they talked about their learning differences.

Another sign? During her first semester, McCavanagh’s mother alerted her about the establishment of the Roberts Academy at ������Ƶ, a transitional school for elementary school students with dyslexia set to open in August.

McCavanagh leans into her identity as a learner with dyslexia. It’s no longer a barrier, she’ll tell you. It’s shaped her work ethic and her ability to adapt. She uses her own journey and a sense of humor to connect with others, including her new classmates and close friends at ������Ƶ, describing herself as “an empath” shaped by years of fighting a feeling of inferiority. “After you go through something and overcome it,” she says, “you want to be there for those around you.”

News of the Roberts Academy felt like proof that what once isolated her could become a bridge for others through volunteer work with children there. And it brought back the pride McCavanagh felt in delivering remarks to her high school class during a Baccalaureate service on the eve of graduation.

“Your struggles don’t make you weaker,” she concluded from the auditorium’s lectern. “They make you human. And your differences? That’s where your power lives.”

Sylvie McCavanagh is part of Huemanity of People, a series by the Division of Inclusive Excellence highlighting the people, paradigms and praxis of inclusive excellence that shape ������Ƶ’s community. Learn more on the Inclusive Excellence website.

The article was published in “Action in Teacher Education,” by Associate Professor of Education Heidi Hollingsworth, Associate Professor of Education Lisa Buchanan, Abigail Maclean Wilson ’21, Felicia Robinson ’21, and William S. Long Professor and Professor of Education Jeffrey Carpenter.

The research focuses on the impact of a course-based community asset mapping project on undergraduate students’ capacity for identifying and understanding assets within communities surrounding specific schools.

“Action in Teacher Education is a journal that I find relevant to my work in the undergraduate Teacher Education and M.Ed. programs here at ������Ƶ, and I have attended and presented at the ATE Annual Meeting conference in the past, so it was exciting for our article to be recognized in this way,” said Heidi Hollingsworth, associate professor of education, and one of the authors. “Huge thanks to my co-authors who were integral in the conceptualization and implementation of the project and the analyses that led to this publication.”

“The best part of this multi-year project was working with faculty colleagues and graduates. It is an honor write together and to share this award with them,” said Lisa Buchanan, associate professor of education and one of the authors.

Sponsored by the Robert Schuck Fund, this award recognizes and promotes exceptional research that makes a substantial contribution to the improvement of teacher education. Established in honor of Robert F. Schuck, the award reflects his enduring commitment to rigorous scholarship that strengthens the field. Through this recognition, ATE seeks to encourage research that advances teacher education, supports the national and international dissemination of impactful findings, and expands the knowledge base that informs our profession.

About the Authors

Heidi Hollingsworth is an associate professor of education at ������Ƶ. Her research focuses on teacher preparation that involves policy and advocacy, community-based learning, academic service-learning, community asset mapping and study abroad.

Lisa Buchanan is an associate professor of education at ������Ƶ. Her research in teacher education is focused on preservice and in service teachers’ beliefs and decision making, social studies education and the use of children’s literature and media to teach difficult topics.

Jeffrey Carpenter is a professor of education at ������Ƶ. His research focuses on self-directed and collaborative teacher learning.

Abigail Maclean Wilson ’21 graduated from ������Ƶ in 2021 with a major in elementary education and a minor in early childhood education. She recently spent two years in Zambia working with a university ministry.

Felicia Robinson ’21 graduated from ������Ƶ in 2021 with a major in elementary education and a minor in African and African American studies. She is an educator and a program assistant for the Intercultural Learning Certificate Program at ������Ƶ.

The study examines how faculty and staff experience wellness on campus, the institutional factors that shape those experiences, and the opportunities colleges have to build healthier, more supportive environments that enhance employee well-being.

Findings show that departmental factors, such as valuing work–life balance and providing strong supervisor support, are significantly associated with positive perceptions of culture of wellness. In contrast, negative workplace experiences, including strained supervisor relationships and a lack of tools or resources, were linked to lower perceptions of culture of wellness. Moreover, the study showed a link between positive perceptions of culture of wellness and better employee health outcomes, including overall well-being and emotional well-being.

By contributing to the national conversation about workplace wellness in higher education, the authors highlight both the challenges and the potential for creating environments where faculty and staff can thrive. Their work reinforces ������Ƶ’s leadership in this area and offers guidance as the university continues to promote well-being across the institution.

**

With great sadness, I write to share that Allison Keill, director of the Curriculum Resources Center and associate librarian in the Dr. Jo Watts Williams School of Education, passed away yesterday after an illness. Allison was a member of the ������Ƶ staff for almost 10 years, and served as a mentor, advisor and counselor for hundreds of aspiring educators during that time.

A Gathering of Friends will be held at 4:30 p.m. Monday, March 30, in the Sacred Space of the Numen Lumen Pavilion for all who wish to come together to share their feelings of loss and reflect on their time together with Allison.

The grief we experience after the loss of a teacher, mentor, colleague, and friend can be difficult to process. Several sources of support are available from the university, including chaplains in the Truitt Center for Religious and Spiritual Life. Faculty and staff may utilize ������Ƶ Work-Life Resources for support. Students can access counselors in Counseling Services or through TimelyCare, supportive staff in Student Care and Outreach, or 24/7 crisis resources from the crisis counselor on-call at 336-278-2222, TalkNow from TimelyCare.

We will update you on any additional arrangements as they may become available in the coming days. Expressions of condolence for Allison’s family can be dropped off at the Truitt Center main desk or sent through campus mail to Truitt Center, 2960 Campus Box.

Please keep Allison’s family, friends, colleagues, and students in your thoughts, and let us know if there is anything we can do to support you. Allison will be sorely missed by the ������Ƶ community.

Over the span of the grant, this project will involve collaborations between several Environmental Studies and Outdoor Leadership and Education courses and students at Providence Montessori to address the urgent need for habitat restoration and the protection of native, edible and medicinal plant species. ������Ƶ students will be engaged in course-based research and community-based learning projects to support Providence students and teachers in restoring damaged habitats, identifying and mapping key plant species, evaluating soil health, and integrating environmental stewardship and mindfulness into K–12 learning. Through hands-on work at both Providence’s food forest and outdoor nature school, students will document species and their habitat, study cultural and historical uses, and create advocacy tools to protect these habitats on campus and in the wider community.

Faculty say addressing these issues is critically important because restoring native ecosystems not only protects biodiversity but also strengthens community resilience, improves mental health and empowers students to become responsible stewards of the planet. Through research, restoration, and hands-on learning, faculty say the project seeks to revitalize natural spaces, promote environmental justice, and reconnect students with nature in ways that foster gratitude, responsibility and long-term care for the earth

“Watching Grace grow up, I learned that, while she wasn’t equipped to deal with certain things in life, she is so talented in many ways – it just shows up differently. Grace is so happy all the time and she has so many hobbies. She can twirl a baton for longer than anyone I’ve ever met and she’s a great swimmer too,” said Crowley.

Since the 8th grade, Crowley knew she had the skills and passion to pursue teaching children with disabilities as a career path. She grew up with Grace her whole life, but as she got older, she started to notice differences in their developmental stages. She began to teach and aid Grace in her studies, helping her learn to spell and write.

“To me that was my cue that there are so many people out there that are being treated as if they can’t do things when it’s not true; they can do it. They just do it in a different way,” Crowley said.

Grace’s talents and struggles emphasized ����Ƿɱ����’s desire to teach special education.

“Grace has the best handwriting, and she’s also excellent at remembering things,” she said. “Teaching Grace encouraged me to want to help others through this, because it’s difficult when students don’t have a teacher to encourage what they are already good at, and instead focuses just on the skills that they need to develop.”

Crowley was encouraged to explore ������Ƶ from one of her other family members, an alum of ������Ƶ’s Teaching Fellows program. She provided Crowley with a list of what to look for in the best teaching programs as she started to explore colleges.

“������Ƶ was the only school that had everything on the list. I have always genuinely enjoyed it here,” said Crowley. “Before I even got into the Teaching Fellows, I said to my mom, I think this is where I need to be.”

Crowley prides herself on being a “social butterfly” who enjoys meeting and talking with others.

“I’m always meeting new people and reaching out to them. I’m most proud of myself for meeting new people and making lasting connections. Meeting others through Teaching Fellows has been the highlight of my ������Ƶ experience,” she said.

As a lifelong dancer, Crowley has connected her creative passions and interest in special education with research and a minor in dance. Having previously conducted research in high school on how incorporating dance with individuals who have special needs can enhance their overall body function and awareness of their body, she plans to build on her knowledge by beginning research here at ������Ƶ.

“Originally, my research was just how dance can benefit those who have special needs, both physically and mentally. I want to hone that into my future profession and discover how it can work in a classroom setting,” she said.

Crowley is also involved in volunteer work with Alamance County schools through service with the “It Takes a Village” Project, a program to aid English as a second language for elementary students.

She says this volunteer work has been a catalyst for her future work as a teacher.

“Last spring, I was placed in a classroom working 30 hours a week, which was huge for me. It’s exciting, and it reinforces that this is what I want to do following graduation,” she said.

����Ƿɱ����’s Joey Brocato Memorial Teaching Fellows Scholarship was established by ������Ƶ parents Mike and Karen Brocato P’16, in memory of their son Joey. The Brocato family expressed to Crowley that they intentionally wanted to donate to a future educator who wanted to go into special education.

“To know that I’m privileged enough to be the one they want to give back to encourages me to work my hardest,” saoe Crowley. “I’m lucky enough to have met my donors, the Brocato family, last fall, to meet and talk. I’ll text them to check in and get updates. It’s nice to have that personal connection.”

She explained that her close relationship with her donors has only increased her drive to succeed and give back to her community and the children in it.

“Knowing them has pushed me to want to be better. Their story is so meaningful to me because of my cousin, Grace,” said Crowley. “To have that connection and know them only pushes me further to do the best I can because I want them to feel like they’re putting their money into something beneficial.

As a future educator, Crowley says she is aware of the obstacles in the field, one being lower pay.

“As a future educator, I’m aware that I am not going to be making a ton of money, but it doesn’t change the fact that this is what I want to do,” she said. “Being given this scholarship and the opportunity to learn and get all the experiences that I need to be a future educator, without the worry of having too much debt, has been such a big help.”

The literacy conference draws classroom teachers, literacy specialists, university faculty, and school librarians from across the state for sessions focused on research and teaching in K-12 literacy.

O’Hearn worked closely with her research mentor, associate professor Lisa Buchanan, throughout the design and implementation of the research study.

“It was fantastic to see Emily, a Dr. Jo Watts Williams School of Education elementary teacher candidate, engage educators from across the state in an in-depth conversation of her research process and findings, then explore the possibilities of teaching math concepts through picture books,” said Buchanan. “We are so proud to see this level of leadership in the profession from a third-year education major.”

O’Hearn was also the recipient of a generous Grants in Aid Reward from ������Ƶ’s Office of Undergraduate Research while conducting this research. The award funded the purchase of research materials.

Buchanan and Steinki first met during Steinki’s undergraduate coursework as an elementary education major at ������Ƶ in the Dr. Jo Watts Williams School of Education. When Steinki moved into her first teaching position in a local school after graduation, they began to collaborate on school-university partnerships between Buchanan’s elementary courses and Steinki’s elementary classroom. In Fall 2025, their partnership was focused on a book study of the historical fiction novel, “A Sky Full of Song.” Teacher candidates in Buchanan’s social studies methods course collaborated with Steinki to develop an 8-week book study with Steinki’s fourth graders. At the NCRA Annual Conference on March 16, their session focused on the possibilities of school-university partnership and the book study model used in their fall collaboration.

The featured collaboration was also part of Steinki’s capstone project for the DJWWSOE Masters of Education program. Steinki, a 2024 graduate of the DJWWSOE and elementary education major, will graduate in May from the Master of Education program. She is a 4th grade teacher at R. Homer Andrews Elementary in Alamance Burlington Schools.

Steinki is one of six Master of Education candidates graduating in May who received ������Ƶ’s Teach for Alamance Scholarship after graduating in May 2024. Teach for Alamance Scholarship recipients are graduating seniors from ������Ƶ who have secured a teaching position in the Alamance-Burlington School System (ABSS) and commit to teaching in ABSS for two years while completing their M.Ed in the DJWWSOE. To learn more about the Teach for Alamance Scholarship, visit /u/academics/education/teach-for-alamance/.