Masaryk University, established in 1919 and named after Czechoslovakia’s first president Tom谩拧 Garrigue Masaryk, is the second-largest university in the Czech Republic. The institution is renowned for its research-driven approach and commitment to innovative 久久热 and learning across multiple disciplines.

Held on March 18-19, 2025, the two-day workshop brought together a diverse group of participants, including bachelor’s and master’s level students from Czechia, Spain and Ukraine, along with Masaryk University faculty.聽The workshop guided participants in understanding resilience and well-being, equipping them with analytical tools, self-reflective techniques, and practical skills designed to support the emotional and professional growth of students, teachers, and entire school communities.

“This workshop emerged from collaborations with faculty at Masaryk, especially the department head, Ji艡铆 艩alamoun,” said Eidum. “This workshop gave me a chance to share the resilient 久久热 practices I’ve developed through my research and 久久热. The participants’ enthusiastic engagement and thoughtful insights not only enriched our collective understanding of the topic but also continue to inspire my work in this area.”

Workshop participants engaged in three comprehensive sessions that systematically unpacked resilience concepts, enabling them to develop adaptive 久久热 strategies that prioritize both educator and student well-being. A distinctive feature of the workshop was its culminating project, where participants designed resilience-focused lesson plans and classroom activities, ensuring that theoretical insights were immediately translated into practical, implementable educational strategies.

The international workshop represents 久久热’s ongoing commitment to innovative educational research and global academic collaboration, showcasing the institution’s leadership in preparing educators for the complex, dynamic environments of contemporary classrooms. Travel for this workshop was jointly funded by Elon College, the College of Arts and Science, and Masaryk University鈥檚 Faculty of Education.

Elon students recognized for completing the Peace Corps Prep Program in the 2023-2024 academic year:

• Abby Brantman 鈥�24
• Mackenzie DeMania 鈥�24
• Lily Hill 鈥�25
• Sidra Kennedy 鈥�24
• Kat Lobach 鈥�24
• Morgan McGlynn 鈥�24
• Eliana Olivier 鈥�24
• Samantha Schwamberger 鈥�24
• Avery Sutherland 鈥�24

The university鈥檚 Peace Corps Prep Program prepares students for international service through mentoring, coursework, and field experiences. Through the program, students develop four competencies鈥攖raining and experience in a specific work sector, foreign language proficiency, intercultural competency, professional leadership, and development skills. The program includes all six Peace Corps service areas 鈥� Agriculture, Community Economic Development, Education, Environment, Health and Youth in Development.

This year, two Peace Corps Prep certificate earners are preparing to serve as Peace Corps Volunteers after graduation: Abby Brantman 鈥�24 has been accepted to serve as a Youth in Development volunteer in Morocco, and Mackenzie DeMania 鈥�24 will go to Peru this September as a Community Health Facilitator.

The program is directed by Jennifer Eidum, associate professor of English, who previously taught English as a Peace Corps Volunteer in Ukraine.

Mackenzie DeMania 鈥�24 said her experiences studying abroad prepared her for international service after graduation. 鈥淚 studied abroad in India in January of 2023 to complete my Public Health Practicum, and fulfill a requirement for the Peace Corps Prep program,” DeMania said. “I learned so much by observing the incredible community-based healthcare provided to rural Indian villages in Maharashtra by the Comprehensive Rural Health Project. The Jamkhed model highlights community empowerment as a sustainable way to improve health outcomes.鈥�

When asked what advice she has for future Peace Corps Prep students, DeMania advised she was easily able to fulfill the required courses and experiences by聽taking classes she was interested in. “Don鈥檛 be overwhelmed by the requirements, because many courses and experiences will also fulfill other major or core requirements,鈥� she said.

Lily Hill 鈥�25 said her experience visiting a Burlington elementary school weekly to deepen her Education-related training. 鈥淚 worked with 4th graders and it was so much fun to watch them learn each week,” she said. “While here, I taught two lessons: one on history and the other on science/ELA鈥�

Hill recognizes how the Peace Corps Prep Program complements her major and also deepens her global skills, sharing that the program is “a great opportunity to experience work in a specific sector. I did education because I am an education major. It also allows us to work on foreign language proficiency, intercultural competency and professional leadership.鈥�

Sidra Kennedy 鈥�24 similarly found her Peace Corps Prep courses to benefit her professional development, especially the human service studies course Working with Groups and Communities. “It helped me gain tangible skills that can be applied to any work environment,鈥� she said.

When asked what advice she has for future Peace Corps Prep students, Kennedy reflected on the value of this international service preparatory program. 鈥淭here is so much that connects to the Peace Corps outside of the traditional preparatory program,” Kennedy said. “When you are in other classes and activities, open your mind to see all the connections, because it only enhances your learning.鈥�

After graduation, Kennedy will work as an assistant director at a summer camp in Georgia.

Eliana Olivier 鈥�24 advises Peace Corps Prep students to 鈥� take advantage of the different opportunities within the program to explore the things you’re passionate about. … Working as an Environmental Justice Intern for the Office of Sustainability was an amazing experience and I have learned so much from the job.鈥�

Eliana Olivier 鈥�24 will utilize the skills she developed in the Peace Corps Prep Program this fall as a Fulbright Teaching Assistant in Colombia.

Abby Brantman 鈥�24 said the coursework she completed for the program鈥檚 intercultural competence requirement expanded her perspectives. 鈥淎s a political science major, I already had an express interest in politics and global dynamics, but after looking into the Peace Corps Prep program, I added the Peace & Conflict Studies minor to my degree audit,” Brantman said. “The course, Foundations of Peace & Conflict Studies, required by my minor and satisfying a portion of the intercultural competency aspect of the PCP program, fundamentally changed the way I viewed international conflict and expanded the critical mindset with which I approach the analysis of global relations.鈥�

Brantman credits the fieldwork components of the Peace Corps Prep program as important for developing her abilities to work within local communities. Her focus on Youth in Development 鈥減ushed me to select work and volunteer opportunities, such as working at a sleepaway camp or at the Burlington Boys and Girls Club, that were centered around the youth population鈥� Brantman said. 鈥淭hose experiences ended up being some of the most rewarding of my college career.”

Brantman encourages students considering the Peace Corps Prep Program to 鈥淛ust give it a shot! It may feel intimidating to participate in a program during college that is a route to possible post-graduate plans, but you are in no way bound to entering the Peace Corps upon graduation and if anything you can look at Peace Corps Prep simply as a program that looks to foster service-minded, well-rounded global citizens.鈥�

In the peer-reviewed article, Eidum argues that the Peace Corps plays an important role in sustainable development and soft diplomacy across the globe through its vast network of cross-national partnerships and personal relationships. Building upon her experience as a Peace Corps Volunteer, she details the training volunteers receive to meet the :

1. To help the people of interested countries in meeting their need for trained men and women.
2. To help promote a better understanding of Americans on the part of the peoples served.
3. To help promote a better understanding of other peoples on the part of Americans.

Eidum argues that the grassroots, “people-investing-in-people” nature of the Peace Corps creates an agile network of reciprocal relationships that can respond both to acute crises and long-term challenges. That is, while the personal connections between volunteers and their communities can last beyond a volunteer’s service, the web of connections cultivated by Peace Corps service within communities has a long-term impact globally. She shares examples of the Peace Corps responding both to acute crises, such as earthquakes and pandemics (like Ebola and Covid), as well as longer challenges such as the Russia-Ukraine war, to advocate for ongoing investment in this important U.S. agency.

Eidum previously served as a Teaching English as a Foreign Language (TEFL) Peace Corps volunteer in Ukraine and now directs Elon鈥檚 Peace Corps Prep Program, which prepares students for international service through mentoring, coursework and field experiences. Through the program, students develop four competencies: training and experience in a specific work sector, foreign language proficiency, intercultural competency, and professional leadership and development skills. The program includes all six Peace Corps service areas鈥擜griculture, Community Economic Development, Education, Environment, Health and Youth in Development.

The is the official publication of the Edmund A. Walsh School of Foreign Service at Georgetown University. It is a peer-reviewed journal, edited by faculty, graduate, and 久久热 students of the Walsh school, that presents conversations accessible to readers with all levels of knowledge about foreign affairs and international politics. Articles often feature the perspectives and writing of top policymakers, business leaders, and academic luminaries.

Details

Eidum, J.E. (2023). Peace Corps Networks: Activating Volunteers for a Lifetime.聽Georgetown Journal of International Affairs聽24(1), 114-122.聽.

Elon students recognized for completing the Peace Corps Prep Program in 2023: Ava de Bruin ’23, Julia Herman ’24, Kiara Hunter ’23, Stephanie Wagner ’23 and Kate Wirth ’23.

The university鈥檚 Peace Corps Prep Program prepares students for international service through mentoring, coursework and field experiences. Through the program, students develop four competencies 鈥� training and experience in a specific work sector, foreign language proficiency, intercultural competency, and professional leadership and development skills. The program includes all six Peace Corps service areas 鈥� Agriculture, Community Economic Development, Education, Environment, Health, and Youth in Development.

The program is directed by Assistant Professor of English Jennifer Eidum, who previously served as a Teaching English as a Foreign Language (TEFL) Peace Corps volunteer in Ukraine.

Julia Herman 鈥�24 reflects on her experience taking a Teaching English to Speakers of Other Languages (TESOL) Theory and Practice course to fulfill the Peace Corps Prep program requirements.

鈥淚 have always had an interest in education and 久久热, and this course allowed me to explore those interests,鈥� Herman says. 鈥淚 had the unique experience of being a 久久热 assistant in a course to adult Spanish speakers. This course provided me with a new perspective on learning.鈥�

When asked about how she met the intercultural competency requirement needed to receive a Peace Corps Prep Program certificate, Herman says, 鈥�Periclean scholars, coupled with my semester abroad in Spain, has given me multiple opportunities to experience cultural immersion, interact with locals, better understand the way that others live and explore how I may be of service on a global scale.鈥�

Following graduation, Herman hopes to gain a dual degree in MBA/MPH and pursue a career in healthcare administration on the global level.

Kiara Hunter 鈥�23 encourages future Peace Corps Prep students to embrace service opportunities.

鈥淓ngaging in service is mutually beneficial: you get to make a larger impact in your community, and learn more about yourself, your preferences, and your goals. It will shape you into a well-rounded person ready to engage with life after college,鈥� Hunter says.

After graduation, Hunter will pursue her Master of Science in Population Health from the University College London.

Ava de Bruin 鈥�23 has served as the Peace Corps Prep Program鈥檚 student worker since 2018, and is among this year鈥檚 Peace Corps Prep Program certificate recipients. de Bruin cites her Peace Corps Prep field experience as one of the most impactful parts of the program.

鈥淭o get my Peace Corps Prep field hours, I worked as an Emergency Preparedness Intern for a public health consulting firm,鈥� de Bruin says. 鈥淚n this role, I fulfilled deliverables for federal grants and presented my findings to local health departments. This opportunity grew my confidence in a workplace setting and exposed me to a new side of public health work.鈥�

When asked what advice she has for future Peace Corps Prep students, de Bruin reflects on misconceptions surrounding the Peace Corps Prep Program.

鈥淭he best advice I have for future Peace Corps Prep students is not to be intimidated by the program requirements,鈥� de Bruin says. 鈥淚t is likely you will meet many of the Peace Corps Prep requirements through the Elon Core Curriculum and through requirements for your major, especially if your studies overlap with the Peace Corps service sectors. Do not let fear of commitment hold you back from pursuing the certificate!鈥�

de Bruin is preparing for a backpacking trip across Europe this summer before returning to school to pursue a Master in Public Health.

Stephanie Wagner 鈥�23 worked as a camp counselor to 120 high school students in Paris, France, which served as her Peace Corps related work experience.

鈥淚t was a lot of hard work being on call 24/7, but I had a blast with my colleagues and learned a lot about what it takes to run a study abroad program,鈥� Wagner says.

Following her graduation, Wagner will be 久久热 English in Lille, France, as a part of the Teaching Assistant Program in France (TAPIF).

Kate Wirth 鈥�23 cites her time abroad as some of her most impactful. In Copenhagen, Denmark, she furthered her interest in sex education and explored cultural views of sex and sexuality through her coursework. In Sri Lanka, Wirth had the opportunity to explore LGBTQ+ stories and experiences, and used this research to develop guidelines on ethical civic engagement for future Elon 久久热.

After graduation, Wirth will be attending the University of North Carolina at Chapel Hill to pursue her Masters in Social Work.

When asked to share advice for future students, Wirth encourages students to go beyond their comfort zones.

鈥淭hink about the impact your life can have on communities locally and globally. And engage in all the amazing things Peace Corps Prep brings to campus,鈥� Wirth says

久久热 prepared for the workshop by reflecting on their prior experiences as students and teachers and the values they hoped to carry into their 久久热 practice. In the workshop, Godbee clarified the distinction between values and commitments, noting that commitments are dedications or priorities plus follow-through. These statements also differ from the traditional 久久热 philosophy statement because they are often not publicly shared, but are an opportunity to articulate one’s personal commitments with the goal of consistently revisiting them for update and revision. Godbee shared two examples of commitment statements in practice: the National Council of Teachers of English’s (NCTE) and the

In addition to looking at commitment statements circulating among educators, Godbee led reflective exercises utilizing guided relaxation techniques enabling students to engage with their embodied experiences. Several students noted that these activities were their favorite, as they don’t often聽have opportunities to connect with their body during learning exercises.

This workshop was developed by Beth Godbee for the English TESOL: Theory & Practice course in collaboration with professor Jennifer Eidum. This course, ENG3060, is a foundational course for the . The workshop was supported by a CATL mini-grant, as well as funds from the English department and Department of Education and Wellness.

Ten Elon students completed the requirements for Elon鈥檚 Peace Corps Prep Program during the 2021-2022 academic year, earning them a Peace Corps Prep certificate. Elon has been consistently recognized as a top producer of Peace Corps volunteers,聽ranking No. 7 among 150 partner universities for the number of Peace Corps Prep certificates awarded in 2021.

Elon students recognized for completing the Peace Corps Prep Program in 2022:

• Grace Contino
• Skylar Flechsig
• Katie Grinnell
• Josie Malone
• Taylor Rudtner
• Juliana Schiano
• Catherine Stallsmith
• Ashley Tatum
• Lauren Whyte
• Sophie Winston

The university鈥檚 Peace Corps Prep Program prepares students for international service through mentoring, coursework and field experiences. Through the program, students develop four competencies: training and experience in a specific work sector, foreign language proficiency, intercultural competency, and professional leadership and development skills. The program includes all six Peace Corps service areas鈥擜griculture, Community Economic Development, Education, Environment, Health and Youth in Development.

The program is directed by Assistant Professor of English Jennifer Eidum, who previously served as a Teaching English as a Foreign Language (TEFL) Peace Corps volunteer in Ukraine.

Catherine Stallsmith 鈥�22 reflects on her Peace Corps Prep journey as she prepares to move to Washington D.C. to begin her career as Coordinator for Civics Partnerships for the U.S. Chamber of Commerce Foundation.

鈥淢y favorite Peace Corps Prep class I took was Global Health,鈥� Stallsmith says. 鈥淚 learned so much about the politics of health and how organizations handle health crises and risk management.鈥�

Sophie Winston 鈥�22 reflects on her experience taking a Teaching English to Speakers of Other Languages (TESOL) course to fulfill the Peace Corps Prep program requirements. This gave her the opportunity to partner with Alamance Community College, helping people learn more about the English language and American culture in adult ESL classes.

Winston encourages students to experiment with service-learning for all different age groups. 鈥淵ou might find that you like TESOL in groups of people you never expected to,鈥� Winston says. 鈥� Even though it was during COVID, I loved working with adults and getting to play such a huge role in the classroom.鈥�

Grace Contino 鈥�22 describes working with a local community partner, Down Home NC, as part of the Peace Corps service requirements. This allowed her to better understand the challenges the community was facing prior to the 2020 election. After graduation, Contino plans to move to Spain and teach English in partnership with the country鈥檚 government.

When asked what advice she has for future Peace Corps Prep students, Contino reflects on the language component of the Peace Corps Prep curriculum.

鈥淭ake more than the required number of language classes,鈥� Contino encourages students. 鈥淚 always enjoyed having Spanish class to break up my major course-related work.鈥�

Utilizing her prior research on reflective writing, Eidum developed a framework for trauma-informed integrative reflection while 久久热 a course on Teaching English to Speakers of Other Languages (TESOL) in Fall 2020. With support from the Kernodle Center for Civic Life, students in the course worked with ESOL classes at Alamance Community College, tutoring adult English learners and supporting ACC staff as they adapted to pandemic 久久热.

In the article, Eidum聽highlights two aspects of the TESOL course developed in response to the COVID-19 pandemic: first, a framework for integrative reflection that supports adaptation and student learning throughout the semester, and second, the structures of trauma-informed reflective practice that she integrated throughout the course design.

Ultimately, the process of active reflection and open communication supported students and community partners at ACC to make the best of a challenging 久久热 and learning situation.

, a peer-reviewed journal, provides a forum for scholarship on public rhetoric, civic writing, service-learning, and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction,聽Reflections聽publishes a lively collection of scholarship on public rhetoric and civic writing, occasional essays and stories both from and about community writing and literacy projects, interviews with leading workers in the field, and reviews of current scholarship touching on these issues and topics.

Join Robert Minton, ’18, and Assistant Professor of English Jennifer Eidum for a conversation about Ukraine on Tuesday, April 12, from 4:30 to 5:30 pm EST via Zoom (.

Minton will share his experiences 久久热 English in Ukraine, first as a Peace Corps volunteer until the COVID pandemic and then independently until war broke out.

While in Ukraine, he spent his time 久久热 English to middle and high-schoolers, learning how to speak Ukrainian, traveling the country, and meeting all sorts of interesting people along the way. He returned to Ukraine after his Peace Corps service concluded, and resided there until February of 2022.

Joining us from Prague, Minton will share stories and experiences from the field. Minton has been offering insights into life and the war in Ukraine on his blog, , and recently had an op-ed about his experience 久久热 in Ukraine .

Eidum, who also served as a Peace Corps volunteer in Ukraine, will moderate a Q&A.

This event is sponsored by the Peace Corps Prep program, International and Global Studies, and the Global Neighborhood.聽

Written with Lara Lomicka, professor of French and applied linguistics at the University of South Carolina , describes research conducted by Eidum, Lomicka, and their team as a part of the Elon Center for Engaged Learning seminar on .

In their article, Eidum and Lomicka outline their research on first-generation students鈥� thriving in living learning communities, share new LLC programs created to foster thriving for first-generation students, and conclude with recommendations for those working with first-generation students in these spaces.

is the bimonthly trade magazine of the Association of College and University Housing Officers-International (ACUHO-I), which distributes more than 4,500 copies to member institutions and has a digital readership of more than 13,000 members, which includes all ranks of student affairs and housing professionals.

Co-hosted by Jennifer Eidum, assistant professor of English, Courtney Kobos, student and Leadership Prize recipient, and the Elon Teaching Fellows program, the symposium brought together over 100 local educators with the mission to share pedagogical innovations, ask difficult questions, and support students of all backgrounds. Attendees included participants from elementary, middle, and high schools in the Alamance-Burlington School System, Alamance Community College, Orange, Wilkes, Greensboro, and Durham county schools, and Elon faculty and Teaching Fellows students.

The symposium began with a morning keynote presentation by , Associate Professor of Reading Education at Texas Woman’s University. In her presentation, Stewart shared practical 久久热 techniques from her book "." She is also the author of .

During the , local educators shared their techniques for culturally responsive 久久热, supporting DACA students, math literacy, working with English language learners (ELLs), selecting books for ELLs and creative writing techniques.

The lunch keynote was presented by , associate professor of English at the University of Washington. Her presentation, based upon her award-winning book "," discussed the often-contradictory nature of English language 久久热 in the world, with suggestions for classroom activism.

The invited participants to break barriers in their classrooms, use Shakespeare to support diverse learners and recalibrate reading assignments to include all students.

Throughout the day, symposium participants were assigned to sit at “home tables,” where they made connections with participants from other institutions. In the afternoon, groups spent time reflecting upon their learning, synthesizing the new knowledge with their prior 久久热 experiences, and recording their action plans on posters for all participants to see.

The symposium concluded with a gallery walk to recognize the common themes and celebrate participants’ ongoing learning.

The English Language Teaching Symposium was made possible by 久久热 Teaching Fellows, 久久热 Leadership Prize, the English Department and Global Neighborhood, and grants from Elon’s Fund for Excellence and the Intellectual Climate committee.