The book drive was open to DJWWSOE faculty, staff and students and was led through a collaborative partnership between Allison Keil, director of the Curriculum Resources Center, and Ann Bullock, dean of the School of Education.

The initiative resulted in the collection of developmentally appropriate books that will support Acorn Academy’s classroom libraries and daily literacy routines for infants and toddlers.

“We want our Acorns to read,” Bullock said.

Keil emphasized the importance of ongoing community engagement in supporting early literacy. “We want to help spread awareness that the campus community can donate to this wonderful cause and support the continued growth of Acorn Academy’s library,” she said.

Cherelle Sharpe, head of school at Acorn Academy, shared her appreciation for the partnership and the impact of the donations. “We are so appreciative of the start of our library — this is the perfect little touch for our learning spaces,” Sharpe said.

The donated books will be incorporated into Acorn Academy’s classrooms, helping foster early language development and a love of reading among the center’s youngest learners.

Those interested in supporting Acorn Academy’s library are encouraged to contact the Curriculum Resources Center or Sharpe directly to learn more about donating books or contributing to this ongoing effort.

Elon students in Katie Baker’s MTH 2080 Number & Algebra for K-8 Teachers and EDU 4200 Mathematics Methods course, Heather Barker’s MTH 2090 Geometry & Data for K-8 Teachers and Emily Elrod’s MTH 3080 Mathematics & Statistics for Middle Grades & Secondary Teachers attended the North Carolina Council of Teachers of Mathematics (NCCTM) Annual Conference in November 2025.

ľĂľĂČČ in MTH 2080, 2090, and 3080 also presented at the conference and their conference experience was supported by the Dr. Jo Watts Williams School of Education Dean’s Fund.

The Elon student presenters showcased their ideas for engaging mathematics tasks in the session “Preservice Teacher Power Hour: Fresh Lesson Ideas.”

Prospective math teachers from across the state presented new ideas for high-quality math tasks (elementary, middle and high school) that focus on developing students’ conceptual math understanding. Baker supported organization and facilitation of the session through her role as past-president of the North Carolina affiliate of the Association of Mathematics Teacher Educators. Elrod supported the organization of this session, as well as the entire conference organization and orchestration through her current role as President of the NCCTM.

While at the conference, students attended sessions like Deborah Peart’s keynote on building mathematical identities and topics like using meaningful fraction models and number line use for building computational skills. Another topic of interest was exploring mathematical visions in the presentation Visualizing High-Quality Math Classrooms co-presented by Baker and Elon Teaching Fellow Sarah Copenhaver. This presentation overviewed findings from Copenhaver’s Inquiry Project and SURE 2025 data analysis phase about prospective teachers’ vision for K-5 mathematics classrooms that enact math tasks and discussions.

The multi-month fellowship offers growth and collective healing for Latine educators and organizers committed to equity. It equips Latine advocates across North Carolina with tools to remove barriers and build a thriving future, honoring identity and lived experience.

Manny Campos, assistant director of college success for the Elon Academy, said he entered the fellowship looking to stay connected to the community that shaped him.

“I wanted to participate in the LatinxEd Fellowship because I wanted to stay rooted in my community. Especially in a space where there aren’t many people who look like me” Campos said. “In turn, I wanted to make my mark and show the work that I am doing. I also wanted to see the work people are doing throughout North Carolina that supports Latine students.”

Through the Elon Academy, Campos supports first-generation and low-income students on their college journey. He shared that the fellowship retreat offered a powerful reminder of his purpose.

“The Fellowship retreat was very grounding and energizing,” he said. “It was so nice to be surrounded by people who care about the Latine community and advocate for those who don’t always have a voice. It served as a reminder of why I do the work that I do.”

Similarly, Stephanie Hernández Rivera, assistant professor in the Master of Arts in Higher Education program and Emerging Professor in the Dr. Jo Watts Williams School of Education, also completed the fellowship. She learned about it from a colleague and former fellow, Luis Garay, who encouraged her to apply.

Her research focuses on the experiences of students of color in higher education. She saw the fellowship as an opportunity to enhance her advocacy for Latine students in North Carolina.

“For me, it’s important that my work continues to speak back to the communities I am trying to serve,” Hernández Rivera said. “Advocating for Latine students is central to this work.”

She added that the retreat emphasized a shared commitment to collective progress.

“Bringing together Latine people from across the state to consider how we facilitate educational access was a powerful demonstration of community and solidarity. Even as Latine people, we have varied experiences. Our willingness to learn from and with one another is a testament to our desire to understand each other to best serve our students.”

For both fellows, graduation marked more than just a ceremony—it brought pride and momentum. Campos was selected as one of two fellows to speak during the event, where he shared his experiences, key accomplishments, and the impact the Fellowship had on his growth.

“I felt so empowered getting to share my thoughts and my story with others,” Campos said. “This set the stage for what was a successful Fellowship journey. It marked the end of an emotional and thought-provoking adventure I’ll never forget.”

For Hernández Rivera, the moment was deeply meaningful both personally and professionally.

“It was beautiful and moving to be recognized for the work I have already done to support students as a Puerto Rican woman. I am inspired to continue on that road,” she said.

LatinxEd’s mission is to dismantle barriers to educational access for Latine communities. The group partners with advocates across the state to launch mentorship programs, organize workshops, and host networking events for students. Campos and Hernández Rivera return to campus with renewed purpose and strengthened skills from the fellowship.

An ľĂľĂČČ alumna has published research that bridges two distinct disciplines—visual design and outdoor education.

Mandi Jaffe ’24, who graduated with a degree in communication design and outdoor leadership, co-authored “Mapping the Outdoors: Evaluating Vision Accessibility Through Print Trail Map Design” with Evan Small, assistant ľĂľĂČČ professor of wellness. Their article appears in the “Journal of Outdoor Recreation, Education, and Leadership,” a leading publication in outdoor experiential education.

The article stems from Jaffe’s ľĂľĂČČ research project, which began during her coursework in Communications. As she explored design principles, she became increasingly interested in how those concepts could support accessibility in outdoor spaces.

“Being able to combine my interest in outdoor leadership education and communication design allowed for a unique topic and perspective on the research,” Jaffe said. “Combining these fields allowed me to make a greater impact on a research question that hasn’t been asked before.”

Jaffe identified a gap in the literature regarding visual accessibility in printed trail maps. In response, she developed an assessment rubric to evaluate seven trail maps based on font size, color contrast, paper quality and overall design. Her goal was to understand how design choices affect usability for individuals with visual impairments.

“This research allowed me to grow academically by learning more about the research process,” Jaffe said. “Having Evan as a mentor was a huge asset. He gave me the opportunity to learn more about academic writing and how I can contribute to the industry.”

Jaffe currently works as an instructor with the North Carolina Outward Bound School. She credits her ľĂľĂČČ experience, and this research in particular, with shaping her professional path.

“My OLE courses and this research allowed me to become more aware of accessibility practices and adapt to help make the outdoors an accessible and comfortable space for all,” she said.

Her journey reflects Elon’s commitment to experiential learning, faculty mentorship and preparing students to lead with purpose across disciplines.

What stood out

Real cultural growth.

• Many PSTs return with a richer sense of other cultures, strengthened communication skills and novel ideas for ľĂľĂČČ far beyond what textbooks can offer.

Design makes the difference.

• It’s not just about being abroad—it’s about how the experiences are prearranged, supported, and tied to real goals that make it significant.

International field experiences facilitate growth in teacher candidates’ knowledge, skills and dispositions.

• Across studies, PSTs reported development in three key areas: what they know (intercultural knowledge and global awareness), what they can do (skills like culturally responsive ľĂľĂČČ and cross-cultural communication), and how they see the world (increased empathy, confidence, and a more inclusive mindset).

There’s still room to grow.

• While many outcomes were promising, some studies noted that deep learning doesn’t happen automatically. The most impactful experiences were those supported by thoughtful design, guided reflection and culturally responsive frameworks that help PSTs move beyond surface-level understandings.

The review also highlights thought-provoking yet unanswered questions such as:

• What do host teachers and students think of PST visits in their classrooms
• How are power, privilege, and even environmental impacts playing out in international placements?
• Do these global experiences transform ľĂľĂČČ years later, or do their effects fade over time?
• How can programs encourage reflection and clearly define their learning goals?

Supported by a faculty research grant from the Center for Research on Global Engagement and a writing residency through the Center for the Advancement of Teaching and Learning, this study is the first in a series on the topic. It also collects data on the experiences of Elon teacher education majors at the Dr. Jo Watts Williams School of Education Study Abroad Center in Dunedin, New Zealand.