The Divided Lands course focuses on states in their post-conflict transitions; this winter term, the class is in the Mediterranean island of Cyprus. Political Science professors Baris Kesgin and Safia Swimelar co-lead the class for a third time.

Recently, the students, Kesgin, and Swimelar spent a full day with the United Nations Peacekeeping Force in Cyprus (UNFICYP), met with the international organization’s representatives on the ground and visited various locations under the United Nations’ (UN) control. The group met with the UN Good Offices Mission leaders, UN Police officers, and then joined a walking tour of the old airport of the Cypriot capital (pictured) and of the buffer zone.  The decayed airport appears as it did when it was abandoned in 1974 during the military conflict.

“The UN briefing and tour of the abandoned Nicosia International Airport and buffer zone provided rare insight into peacekeeping in Cyprus and the costs of war,” said Hayes Johnson ’28. “The buffer zone was in a state of decay, used only for UN patrols and receiving minimal maintenance or reinforcement in the hope of an eventual reunification that never seems to come. This experience made clear that peace is something that must be actively defended through constant effort, not complacency.”

“The airport still had boarding passes on the floor and colorful airline advertisements on the walls, and houses still had scarves hanging in the closets and half-used bars of soap in the kitchen,” said Kate Gray ’27. “It was moving to see all these personal items that had been ruined by time and the elements and will probably never be reunited with their owners. We were lucky to have really knowledgeable guides who explained significant areas and gave us time to explore the space and immerse ourselves.”

Cyprus became an independent state in 1960, and shortly after, experienced violent clashes between the Greek Cypriot and Turkish Cypriot communities on the island by late 1963. The UN forces arrived in 1964 and have remained on the island since then to prevent conflict escalation between the two communities. In 1974, the two sides were divided along a buffer zone managed by the United Nations.

For Claire Blatt ’26, the visit with the UN “made the fragile nature of this “peace” painfully clear. The walk along the Green Line and through the abandoned airport felt surreal and heavy; there were tens of cars left untouched covered by decades of debris, homes reclaimed by nature, personal belongings scattered as if people meant to return. It was impossible not to think about the lives interrupted there, and to realize that what can seem distant or abstract to outsiders is a lived reality of loss, fear, and uncertainty for those who call Cyprus home.”

This year, the class ran into the president of the Republic of Cyprus, Nikos Christodoulides in the streets of Nicosia. The president spared some time to chat with the group before he greeted his official guest, the President of the European Commission Ursula von der Leyen. The president then introduced the group to von der Leyen. Both presidents expressed appreciation for American students’ interest in Cyprus, Europe, and cultural exchange. They also emphasized the importance of close relations between the United States and Europe.

Kesgin and Swimelar designed the course in 2019 and led its first cohort in 2022. One of the key motivations for the duo was to add “off the beaten path” study abroad destinations. The destinations of the course, Cyprus and Bosnia & Herzegovina (the past two iterations), represent a major contribution to ������Ƶ’s faculty-led study abroad programs for its geographic locations. Furthermore, the course’s thematic emphases on post-conflict societies and navigating multiple ethnic and religious identities in transition, domestic and international peacebuilding efforts, and complicated intersections of memory, narrative, and truth-telling relate the course to students’ multiple academic interests.

While the students attain foundational knowledge about divided lands such as Cyprus in the pre-departure course, they meet with a diverse array of domestic and international actors during the travel class. These meetings include major non-governmental organizations (such as civil society members, journalists, academics), international actors (US Embassy, United Nations personnel, the European Union, among others), as well as their peers (such as university students).

Anastasia Feldman ’28 said: “Here in Cyprus, we’ve been exposed to a lot of differing perspectives, activities, and cultural experiences that I’m grateful to see and do,” said Anastasia Feldman ’28. “This was an amazing opportunity to learn about how the United Nations keep the peace in a high tension environment. We were able to see locations that haven’t been touched since 1974 such as the old Nicosia airport, and walking the buffer zone between the North and South which was incredible from a historic perspective. Beyond the UN, having the opportunity to meet with the president of Cyprus as well as the president of the European Commission was an incredible experience that I’m sure I never would have had without this course.”

In 1969, the late President Emeritus J. Earl Danieley announced the beginning of ������Ƶ’s new 4-1-4 calendar. It consisted of two, four-month semesters in the fall and spring, with a one-month term sandwiched between. The first day of classes on Jan. 14, 1969, marked the start of what would come to be known as Winter Term at ������Ƶ. The four-week term was immediately considered a positive change on campus.

During that first Winter Term, Professors James Elder and Gerald Priestley from the Department of History took 22 students to London for a three-week course on British history. The group visited landmarks such as Westminster Abbey and the House of Parliament and attended lectures at London University and the British Museum. The course later expanded to four weeks and became the foundation for ������Ƶ’s international studies program and the bedrock of the ������Ƶ tradition to study abroad during this time.

In Winter Term 2026, ������Ƶ is offering more than 30 Study Abroad and Study USA programs.

“These programs are more than travel—they are transformative educational experiences that allow students to apply their learning in real-world contexts,” said Nick Gozik, dean of global education. “We are excited to continue expanding access to global learning through these short-term, high-impact opportunities.”

As with the first Winter Term in 1969, it is also a time for enriching experiences on ������Ƶ’s main campus. In addition to their regular coursework, students are encouraged to take Burst the Bubble programs throughout the month. These free, noncredit sessions are created and led by students who have a talent, interest or skill they wish to share with their peers. Burst the Bubble programs are open to all students.

For the first time in Winter Term, the Dr. Jo Watts Williams School of Education is offering HealthEU courses. The one-credit courses are designed to empower individuals to develop skills to aid their wellness journey. Students can enroll in courses from a variety of wellness dimensions (physical, emotional, social, financial, purpose, and community wellness). Courses will address one or more dimensions, while also reflecting on the holistic and interdependent nature of wellness and well-being. Thanks to a gift from donors, the courses are free for students during the Winter Term.

“We know, across the board, students recognize the opportunities they can get through HealthEU courses, but it provides them with a structured opportunity to engage with their peers,” said Evan Small, assistant teaching professor of wellness. “Classes enhance opportunities for collaborating with faculty and staff instructors as well as peers, and students say these courses provide a structured focus where they can engage in skill building.”

Winter Term 2026 study abroad and Study USA programs

• Puerto Rico: Healthcare, Culture, and Language

During one of Hogan’s sessions on Jan. 21, the dancers hopped across the floor as Hogan instructed them to act like the floor was burning hot. They continued moving in slow motion as if on the moon and then danced to their favorite colors.

“Everything in majorette is a pose, the bigger the better” Hogan said, expressing that confidence is key to majorette dancing.

Burst the Bubble sessions are free, student-led, non-credit sessions during ������Ƶ’s Winter Term where students who have a talent, interest, or skill share their knowledge with their peers. In the course, Hogan reflected on her dance experience, not only in majorette but also ballet. She shared that majorette has influences from ballet, Latin American moves, and even drag.

“From my background and experiences in teaching majorette, I wanted to do a class that is new to ������Ƶ,” Hogan said. “I know majorette is not (common at) the school, so I wanted to flip the switch”

During Hogan’s session, dancers learned a series of “walks and rocks,” which are beginning steps used to get dancers onto their stage before the actual performance. Focusing on hips, shoulders, and hand shape, dancers were told to “be big and fill the audience with your body”.

Before gaining popularity in the American South, the original majorettes were carnival dancers known for bright costumes and twirling batons. This dance style soon started to incorporate jazz, ballet, hip-hop, burlesque, kick lines, and much more to keep their audience’s attention while still maintaining the traditions of the dance style. The Alcorn State University Golden Girls were the first HBCU (Historically Black College or University) majorette team, first appearing in the 1968 Orange Blossom Classic in Miami, Florida with their iconic gold boots.

������Ƶ founded its first majorette team, The Divine Embers in 2024. Their goal is to “give students, especially minorities, a place to feel comfortable to express themselves through dance and service.”

The science of film

Science fiction movies often combine what we know as real with what we wish was real. Nivea Walker ’27 took her class on a journey from aliens to a pandemic and weaponized children in “Science Through Film,” a Burst the Bubble session focused on explaining the science of film plots. Participants in the session watched the movie “The 5th Wave” to see the possibility of the events in this movie happening.

Students commented on the COVID-19 pandemic being very similar to that in the movie, comparing the masks, outdoor testing sites, and public confusion on what to do. However, plot points like aliens taking full control of the United States military without any mention of what happened to the original military were less believable to the class.

“Sci-fi movies make you realize that you are just one person on a small planet in a giant space that is infinite,” said Jaylasha Starks ’28. “Like you look at your hands and realize you are alive, the people around you are alive and the world is just spinning.”

In their collaboration with pre-service and in-service teachers, along with their roles as faculty members and teacher educators, Vehabovic and Miller Dyce emphasize the crucial role of social justice in creating connections between schools and students’ communities. From a broader perspective on educational inclusivity for all students, this article moves theory into practice by illuminating three strategies for supporting students from refugee backgrounds in K-12 schools and districts, emphasizing the importance of recognizing their humanity, learning collaboratively with them and their communities, and advocating for their unique needs while maintaining the commitment to providing love and care in educational and community spaces.

The article abstract reads as follows:

“Moving theory into practice, in this paper we explore the pivotal role of social justice in fostering connections between schools and students’ communities. Emphasizing access, equity, and the dismantling of power dynamics, privilege, and discrimination, we underscore the need for inclusive practices among educators of refugee-background children, youth, and families, such as recognizing their humanity, collaborative learning with communities, and advocating for unique needs. We also highlight the importance of maintaining a commitment to love and care in educational and community spaces. Subsequently, this article offers insights for teachers, administrators, and district-level leaders to create and sustain supportive spaces for people from refugee backgrounds.

Decades later, as she sat in Lakeside Meeting Rooms during ¡Celebremos!: Graduates Take Flight to celebrate the accomplishments of her youngest daughter, Yanela Ferrer, who graduated from ������Ƶ this week with a Master of Education in educational innovation, she couldn’t contain the tears.

“Es mucho (It means a lot),” said Luna, who flew from Argentina to watch her daughter graduate. “Mi ilusión era que mi hija esté en un buen lugar en el mundo, y lo está logrando (My dream was that my daughter reached a good place in the world, and she is doing that).”

That sense of pride and gratitude was the common thread among the stories shared during the annual event, which honors the achievements of graduating Latinx/Hispanic students as well as the contributions from their families and friends who made their ������Ƶ education possible. During the ceremony, each student received a stole featuring a monarch butterfly to signify their journey – the distance they and their families have already traveled and the opportunities that are yet to come. As each student made their way to the front to receive their stoles, faculty and staff read remarks each senior had written in advance.

As a first-generation student and a mother of two, having her family around during her educational journey meant everything for Ferrer. “I feel proud to have finished my master’s degree,” she wrote in her remarks. “I thank my family for having accompanied me in this stage that involved several nights and days of study.

“I dedicate this new achievement especially to my mother, who today, already 80 years old, has traveled from Argentina to see my graduation and thus accompany me as she has done since I was little.”

While COVID significantly marked the experience of most undergraduate seniors, they were thankful for the resilience that their families and the ������Ƶ community instilled in them.

If it weren’t for the support of his peers and ������Ƶ’s faculty and leadership during the pandemic, Eduardo Sanchez said he wouldn’t have been able to successfully complete his college career. “Thank you for helping my dreams come true.”

Alejandra Gomez remembers the feeling she had when she first stepped on ������Ƶ’s campus. “I had such a heavy heart,” she said while reflecting on her time at ������Ƶ. Feeling unprepared is typical for a first-generation student who didn’t know how to navigate college or what to expect being away from home, she added. But then, she started finding her way, finding her people, finding her voice. As each day passed, her heart eased thanks to the people who surrounded her. Now, “I feel very happy to have a full heart instead of a heavy heart,” she said, “with enough room left for all the new opportunities that await.”

As he listened to the different remarks, Jovani Mendez-Sandoval ’22 couldn’t help but think back to his own experience as he gave the alumni presentation during the event. He related to the seniors’ anxiety as first-year students and feeling “adrift in a sea of unknowns.” But he also related to their grit and determination to push through a global pandemic and other challenges to pursue their dreams.

“I can attest that the value of your ������Ƶ experience will be the foundation of your future success,” he said before welcoming the seniors into the alumni family and the ������Ƶ Latinx/Hispanic Alumni Network. “Be proud of what you’ve accomplished and what you’ve become.”

The cohort visited with new companies such as Rivian, Beyond Meat, SpaceX, coco delivery, Tastemade and Everytable as well as met with more established companies such as the NFL Network, Apple, Paramount and Dreamscape Immersive to learn what new innovations they are pursuing.

“As a non-business student, I found that this course helped shape my perception of innovation and entrepreneurship,” said Claudia Risner ’25. “I left feeling very inspired by the innovative spirit in Los Angeles, and enjoyed learning about how different industries practice innovation in unique ways, and interact with each other. This helped me expand my definition of innovation and begin thinking about how I can incorporate these concepts in my own future, as well as how society can use innovation to help solve some of the problems we face today.”

During the Winter Term experience, the students were hosted by organizations such as LACI, AltaSea, and NASA’s Jet Propulsion Lab to study green tech, blue tech, space tech and were lunch guests of the Annenberg Foundation to learn more about the region’s commitment to diversity in tech and entrepreneurship through Pledge LA.

The class sat in on a very innovative class at the University of Southern California called Lives Not Grades and taught by faculty members Dan Durhora, Brad Cracchiola and David Gerber, who has produced an Emmy-winning documentary. Joined by a Swiss delegation of government officials, the students had a wonderful visit to USC’s Vterbi Startup Garage in Marina Del Rey where they learned more about its incubator and met with several of the entrepreneurs who are engaged in its co-working space.

The class examined social entrepreneurship through volunteering at The Valley of Change, a new nonprofit, and spent one morning at Homeboy Industries, which is the largest gang rehabilitation program in the world and provides training and support to formerly gang-involved and formerly incarcerated individuals through the pursuit of entrepreneurial enterprises.

Daniela Lopez ’23 shared that her favorite visits were those to organizations focused on social innovation and sustainability, such as  Beyond Meat, LACI and Homeboy Industries.

During a trip to Santa Barbara, they learned about innovation in organic farming, cannabis and retail fashion as well as paid a visit to UC Santa Barbara to meet with Professor JoAnn Kuchera-Morin and her team for a firsthand look at the Allosphere, a three-story research facility that uses multiple modalities to represent large and complex data, including immersive visualization, sonification, and interactivity.

During their time on the west coast, students met with entrepreneurs including those in aerospace, fashion, “world-building,” technology and more, as well as visited several co-working spaces such as Blackbird House and Second Home, among others. They met an ������Ƶ alumna Mia Ginae’ Watkins and other gamers from Riot Games and Julianne Katz, an ������Ƶ alumna who works in innovation for Anheuser-Busch. Finally, they met with venture capitalists to explore the state of venture finance in southern California.

Amazingly, this entire trip occurred during the torrential rains of early January but that didn’t dampen the energy of the group, which ended up meeting with 34 companies in a three-week span.  Visiting regions including Santa Monica, Pasadena, downtown Los Angeles, Hollywood and Santa Barbara, the students gained an appreciation for the region and its role as an engine of innovation.

“As a bio major, I did not know much about entrepreneurship, innovation, startups, or venture capital,” said Lauren Culp ’24, “but I have had the unique opportunity to experience all of these firsthand during my trip to LA. The course focused on different aspects of innovation, such as sustainability, affordability, improving communities and the well-being of others, and finding new and better ways to improve our lives while also keeping in mind our impact on the environment.

“In small groups we focused on companies with these goals, one being beyond meat. I learned how detrimental the meat industry is, not only to the environment but to us as well,” Culp added. “This inspired me to become a ‘flexitarian’ and only eat meat couple of times a week instead of every day. I learned about the work of venture capital and its investments in startup companies. I also learned all of the steps to becoming a successful entrepreneur, and have found myself inspired to be an entrepreneur myself one day, knowing that I have many connections in my field of interest that will help me succeed one day.”

Martina planned this course over several months, with the support of ������Ƶ faculty members Mark Kurt and Matt Ryan, The Isabella Cannon Global Education Center, as well as Love School of Business Dean Raghu Tadepalli and others in the school.

“I created a similar course based in San Francisco, New York and Israel, but because Los Angeles is so vast, it was perhaps the most challenging,” said Martina.

She loved working on the course, including reaching out to hundreds of companies, social ventures, entrepreneurs, venture capitalists and industry experts as she started to develop the course and travel itinerary. Martina added that it was a very rewarding experience to see the course come together and witness the students’ curiosity and deeper understanding of innovation.

“Los Angeles is home not only to entertainment and aerospace but a host of other industries that drive innovation and entrepreneurship and I wanted my students to experience the breadth of innovation in LA,” Martina said.

Martina worked with J McMerty, the director of the ������Ƶ in LA program as well as with Cierra Seawright, program coordinator for ������Ƶ in LA and Professor Kai Swanson who taught the Sundance film course. Many ������Ƶ alumni helped out with the course, sponsoring company visits, or leading panel discussion. Martina is very grateful to the 15 amazing alumni in Los Angeles who took the time to meet with the students in her class.

This semester, the concentration for the ensemble has been Afro-Cuban rhythms and related African rhythms. They will present EhGunGun and Iyesa along with a Cuban “Descarga” jam session, an EDM-inspired Guaguancó and a parade rhythm known as Conga Comparsa.

The group is made up of students that have had little or no prior experience in drumming and have exceled in their efforts to play these challenging rhythms. This semester the ensemble consists of Nihar Deshmukh, Nik Heiser, Jacob Laxton, Tyler Lopez, Walt Pierce, Jack Rickett, Wium Roets and Madison Tiplett. The ensemble is directed by Adjunct Instructor in Music Jim Roberts.

The ������Ƶ World Percussion Ensemble, soon to be renamed the ������Ƶ African Diaspora Ensemble, is open to any in the student or faculty body (MUS1081A) without auditions. All levels are accepted. Students or faculty may email jroberts10@elon.edu for details.

Tuesday evening was the second opportunity for students to engage with Battles, who offered a presentation on navigating the hiring process from a DEI perspective on Jan. 28.

When Battles was asked why is it important for students to take interest in DEI regardless of their field of study, her response was simple.

“Diversity is reality,” said Battles, who serves on the ������Ƶ Parents Council and the School of Communications Advisory Board.

One of the points she raised during her discussion is that diversity is involved in any business or relational interaction. “When you think about our world in the 21st century, the people you are going to be working with, the companies you are looking to work with, clients those companies serve, the communities you will operate are all diverse,” Battles said.

As Battles spoke, it was obvious she wanted to instill her excitement into the others in the room, especially the students. Battles wanted to give her listeners a different way to think about diversity that could help them overcome the unfamiliarity of the topic that some people experience. “If we can touch young minds, then that will build a better tomorrow for all of us,” she said.

Battles said that beneath her mask, she has freckles. If someone in the audience had the notion that all people with freckles were “shifty and less intelligent,” then they would be reducing her abilities by judging one attribute. “Get to know the whole person,” Battles said.

Emily Lyons, program assistant for the Office of Parent Engagement said after the presentation that the analogy about the freckles helped underscore an important point. “I think as a society we see someone and have preconceived ideas, but when working and attending classes with people who are different, we can learn from each other,” Lyons said.

The message was clear to Hunter Leong ’23, an accounting major in the Martha and Spencer Love School of Business. “I felt like her presentation was very relevant to today in terms of the digital world and how COVID has impacted us,” Leong said. “As well as how no matter our background or race, we can change our perspective and diversify what we are doing, how we talk to people at school or in the workplace.”

Battles said she is confident in this generation of students who will go into the world more tolerant and excepting of others. With this, students will have the opportunity to develop an appreciation for each other’s humanity.

“When we see one another as human, we get to know each other,” she said. “When we see one another as human, it expands who we are and grows our understanding of the world around us. When we see each other as human it is virtually impossible to treat each other with disrespect or disregard.

“You are our future and I have great hope and confidence in what you will do,” she said.

Sheryl Battles, vice president of global diversity, inclusion and engagement at Pitney Bowes, will lead that conservation and looks to engage ������Ƶ’s students, faculty and staff to discuss “The Present & Future of DEI in the Workplace.” She will talk about the current state of DEI in the workplace, how to navigate the world of work as an underrepresented employee and how to be an ally in creating change for the future.

“Sheryl’s background is one that she has a pulse on what’s going on in diversity, equity and inclusion and the workplace,” said Brooke Buffington, director of the SPCD. Buffington added that Battles has an influence working for such a large organization and “can see where DEI is going in the future.”

This will be the second presentation from Battles for the ������Ƶ community. On Jan. 28, she delivered a presentation on navigating the hiring process from a DEI perspective.

Battles, an ������Ƶ parent, also serves on the School of Communication’s Advisory Board and ������Ƶ’s Parents Council.

The idea of programming surrounding the topic of DEI came from student feedback, Buffington said. When talking to the diversity ambassadors at the School of Business about topics students want to hear about, DEI “came up as one of interest.”

“This is something we hope students care about, and we want to build on this as a part of people becoming better colleagues,” Buffington said.

Buffington said the SPDC’s goal is to support ������Ƶ’s students from their first year and picking classes to networking, graduate school applications and job interviews. “With programs like this we hope they take one step closer to understanding their professional goals and their opportunity to be an impact towards positive change,” Buffington said.

In the article by reporter Dean-Paul Stephens, Dyce said the book is aimed at educators but also speaks to the general public. Dyce, along with her co-authors Julius Davis and Shadonna Gunn, hopes to provide educators with best practices for creating ideal learning environments by shifting detrimental perceptions.

“My faith calls me to confront these issues, especially racism,” Dyce said. “Not just to confront it but to provide another narrative as to how we think about our boys and young men,” Dyce said.

“I think educators can benefit [from reading the book] in terms of building relationships with young people. They can benefit … by really doing introspection and critical self-reflection on who are you and what qualifies you to serve young black students.”

The full article can be read .