(Brepols, 2026) is derived from the third and fourth installations of the  conference. The purpose of the conference was to examine how the bishop, one of the key characters in the administration of medieval Europe, shaped how medieval European history has been recorded and remembered. Bolstered by the sense that the bishop, as an organizing idea, matters, the inaugural conference, In the Hands of God’s Servants, sought to examine the construction, enhancement, and expression of episcopal power at a local level. Papers selected and adapted for publication appeared in , which offers microhistories of episcopal power and authority, fracturing what we know about the bishop into episodes that represent dioceses and dependents, and the individuals that ran them. The singularity of these stories inspired the subject of the second conference on Episcopal Personalities. Papers from this conference were published in , which explored the work and responsibilities of the bishop, how a bishop’s persona shaped his approach to the episcopal office, and how a bishop’s charisma affected the way in which he was received or remembered by the communities he served.

Analysis of the bishop’s personality encouraged the organizers to mine the slippery space between the office and the man, not only for the ways this space elides differences between the episcopal personae of priest, pastor, or prince, but also because the space sheds light on from where— or from whom — a bishop’s power derived. The third conference, The Bishop as Diplomat, took up this question as its focus, turning away from the bishop as an agent for and as himself, to the bishop’s role as a representative of the power and authority of others. The papers offered at this conference examined how bishops developed the skills and tactics needed for diplomacy, as well as how and when these skills were deployed, and in what circumstances. They also explored what it meant for a bishop, who was already representing an office beyond himself, to be a diplomat, which often required the bishop to re-present someone else.

Two years later, organizers turned to a theme that had been at the edge of each of the previous conferences: the Bishop as Patron. This conference focused on visual, material and social expressions of episcopal power as well as how those expressions were managed to ensure the legitimacy or the legacy of a bishop. Papers examined traditional examples of patronage, such as those demonstrated through the construction, expansion, and renovation of buildings and the production and reception of manuscripts. The papers asked how and with whom bishops built relationships, and how those relationships were maintained (or neglected).

The essays selected from these last two conferences were edited, expanded and combined into a single volume. Together, they offer a broad overview of how relational culture defines how, why, and for whom bishops work.

is divided into four parts. The introduction, authored by Gatti and Silvestri, explains how this book, the last in the “Power of the Bishop” series, responds to and expands on the usefulness of the “bishop” as a category of scholarly focus. Next, a prologue by Philippa Byrne asks, “What was Episcopal about Episcopal Patronage?” The remaining essays are divided into two sections. The first section, “Episcopal Patronage as Re/Presentation”, foregrounds the material aspects of episcopal patronage, such as churches, manuscripts, hagiographies, rites, rituals, frescoes, windows and tombs. This section includes a chapter by Gatti, “Diplomatic Gestures: Art and Ambivalence in Eleventh-Century Italy”, in which she compares visual images of the bishop to the embodied language of diplomatic gestures. The final section, “Patronizing Bishops: Clients, Diplomats, Allies, and Rivals”, examines episcopal patronage as an extension of episcopal relationships with families, kings, emperors, and clients, with predecessors and successors, as alliances and antagonisms, and between bishops and their congregations, as well as the monastic and secular clergy.

Creating a coherent collection in a field as broad and disparate as medieval studies can be challenging. In fact, the hardships experienced during the COVID-19 pandemic, prohibitions for travel, the closure of archives and libraries across the UK, Europe, and North America, as well as the crises in higher education and funding cuts for scholarly work, made completing this book particularly difficult. In fact, it was because of these challenges that a decision was made to publish papers from the 2017 and 2019 conferences together after plans for a separate volume fell through. This effort fulfilled a commitment made by the conveners to publish high-quality scholarly papers that had been selected and expanded for publication.

Since his 2023 arrival at Elon, Kelly has hosted a ‘listening tour’ and spent time with each department to hear directly from faculty and staff about what they value. Kelly said that common themes soon emerged from those conversations and the new statement reflects dozens of discussions.

Elon College, the College of Arts and Sciences new vision statement reads: “The Heart of an Elon Education: Ignite Curiosity, Engage Challenges, Transform Worlds.”

The mission statement then declares:

“Upholding the centrality of the liberal arts, we explore and apply disciplinary and interdisciplinary knowledge for inquiry, creativity, discovery and problem solving in a complex and changing world.”

The statement lists core values that include accessibility, belonging, critical thinking, diversity, equity and inclusion, integrity, intellectual curiosity, problem-posing and respect for human dignity.

Community Reflections

• “There were several opportunities for different groups, departments, branches, interdisciplinary programs, to discuss versions on the table. It was in those conversations where we might learn how a word or phrase was heard within and across disciplines; where we found convergence, deeper awareness, and respect. The both-and of this process modeled what we value and genuinely captures our shared identity as Elon College.” – Caroline Ketcham, associate dean of Elon College, the College of Arts and Sciences and a professor of exercise science
• “It was always important to us that this wasn’t a process where faculty were just asked to weigh in at the end, after the real decisions had already been made. From start to finish, it was grounded in listening to what faculty across the college say we do well and what values they believe guide our shared work. Our task wasn’t to invent a mission, vision and values, but to clearly articulate what faculty are already living and leading with. I think that’s why faculty can so readily see themselves and their departments represented in the final statements.” – David Buck, associate dean of Elon College, the College of Arts and Sciences and an associate professor of psychology
• “Having shared goals and articulated values helps everyone in the college feel connected as a community, value each other’s work and prioritize our energies on initiatives that matter to us.” – Shannon Duvall, interim associate dean of Elon College, the College of Arts and Sciences and professor of computer science
• “I appreciated the collaborative nature of it all, not just between the dean’s office and department chairs, but also extending to faculty members across Elon College, the College of Arts and Sciences. It really did involve all of us. What particularly stood out to me were the conversations in our chairs’ meetings with the dean where we came to agreements on core values. It’s inspiring to see that distinctly different types of disciplines uphold the same core values.” – Joel Karty, chair of the Department of Chemistry and �þ���’s Sydney F. & Kathleen E. Jackson Professor of chemistry
• “I appreciated being part of a process that felt genuinely collaborative. Our participation was not merely symbolic. It felt meaningful, and I experienced the dean’s office as truly listening. The process itself was also inspirational, and I feel bolstered in leading my own department through similar work. It was powerful to see such a broad, collective effort take shape into something tangible.” – Samantha DiRosa, chair of the Department of Art and a professor of art and environmental studies
• “The process of creating a new vision statement, mission statement and core values for Elon College, the College of Arts and Sciences was both thoughtful and deeply collaborative. Over many months, department chairs worked together to reflect on what makes us distinctive and how best to express those qualities in guiding statements. The process intentionally sought input from across departments, ensuring that everyone in the college had the opportunity to contribute their perspectives. Personally, the time spent reflecting with fellow chairs on what makes each of our departments special fostered a deeper sense of shared purpose and collective commitment.” – Carrie Eaves, chair of the Department of Political Science and Public Policy and associate professor of political science and public policy

Kelly said he was pleased the final language resonated with the faculty in the college.

“The true measure of a successful attempt to lead a group or an organization towards a renewed vision, mission and core values is whether the words and sentiments ‘sound like us’,” he said. “When I heard that some faculty believed my presentation of our vision, mission and core values at our spring faculty meeting ‘sound like us,’ I knew that our work together in small and large group settings was a huge success. It means that stakeholders were heard and that the words resonate so much so that the tune or melody is familiar. The vision, mission and core values reflect truly who we are and where we are going with much intention.”

At the same time, Sorel di Donato had long been interested in ancient Greek and Roman history. What better time than your first year in college to enroll in a springtime Classical Mythology course?

That class with Brandon Baker, an instructor in world languages and cultures, only deepened Sorel di Donato’s interest – and he is now a double major in two fields of study that complement each other.

“I originally enrolled in classical mythology out of curiosity, but I quickly realized that studying antiquity challenged the way I think,” Sorel di Donato said. “Reconstructing ancient societies from fragmented texts requires patience, interpretation, and critical reasoning, and I found that really engaging.”

That skillset will be put to use this semester when Sorel di Donato studies abroad in Sorrento, Italy, exploring the ancient cultures that first sparked his interest in classical studies. In Sorrento, Sorel di Donato will complete Religions of Classical Antiquity, Archaeology Field Study, History of Art from Ancient Greece to the Italian Renaissance and Elementary Italian.

Although the courses do not directly relate to finance, he views them as complementary to his business education. Studying art history and archaeology requires careful analysis and attention to detail, skills needed in finance.

“Once Dulio expressed his interest in the major, I sat down with him to show him it was quite feasible and explained to him how the classical studies major encourages students to think critically about materials,” said Baker, who has since taught Sorel di Donato in two more courses. “Dulio continually demonstrated his ability to digest the information given to him and then use it to help reconstruct the larger picture. He continues to exceed expectation as a classical studies major by having thoughtful opinions and insights.”

Many classical studies students double major with requirements for the major designed to give students accessibility while complementing other interests.

Sorel di Donato said that he has seen several connections between his business coursework and his studies in classical studies.

“Both finance and classical studies require you to identify patterns and interpret information within a broader context,” Sorel di Donato said. “Whether I am studying ancient political systems or modern financial markets, I am learning to think critically about how institutions function and evolve. Studying ancient civilizations has made me more aware of how economic and political decisions shape long-term outcomes.”

Beyond the classroom, Sorel di Donato has participated in several global experiences that have shaped his perspective as both a humanities and business student. He interned at Maybank Securities in Singapore on the client engagement team and traveled to Australia and Vietnam through the Business Fellows Program.

“These global experiences have fundamentally changed my perspective on the world. Experiencing cultures, landscapes and traditions so different from my own have challenged many of my assumptions and sparked a curiosity to learn more about how different societies approach economics, politics and daily life,” Sorel di Donato said. “Studying abroad in Italy feels like a natural extension of that. I am excited to examine the foundations of Western Civilization firsthand to better understand how ancient systems continue to influence modern-day economic and political structures.”

Sorel di Donato will return to the United States for a summer internship at Wells Fargo on its Corporate Risk Workout team. He recalls being asked during his interview how classical studies relates to finance and he explained that dense readings in the classical studies directly help him understand financial reports and extract information.

“It is 100% achievable for students who want to pursue multiple disciplines at Elon, and there is a support system in place,” Baker said. “If students are creative and possess a willingness to explore new ideas and practices, the faculty at Elon have a strong support system in place to make sure the students successful in any enterprise they pursue.”

Fulbright grantees are not just funded to teach or research—they are expected to serve as valuable cultural ambassadors in their respective host countries, both representing the United States and learning about their new communities.

Fulbright grants are awarded on the basis of academic and professional achievement, as well as demonstrated leadership potential in their fields. As semifinalists, these Elon students and alumni have been recommended by the National Screening Committee of the Institute of International Education for final consideration by review panels in their respective host countries. Semifinalists will be notified of their final award status this spring, beginning in late March, barring any delays or disruptions at the federal level.

This year’s Fulbright semifinalists are:

Azul Bellot ’26

• Psychology and Sociolinguistics
• Semifinalist for a Fulbright English �þ��� assistantship to Spain

Jo Bogart ’26

• Creative Writing and Classical Studies
• Semifinalist for a Fulbright study/research grant to the United Kingdom

Anya Bratić ’26

• International & Global Studies and Public Policy
• Semifinalist for a Fulbright English �þ��� assistantship to Vietnam

Rony Dahdal ’26

• Computer Science, Math, and Philosophy
• Semifinalist for a Fulbright study/research grant to Sweden

Jubitza Figueroa ’21

• Political Science
• Semifinalist for a Fulbright English �þ��� assistantship to Spain

Alex Fleischmann ’26

• Psychology
• Semifinalist for a Fulbright English �þ��� assistantship to South Korea

Rebecca Lovasco ’26

• Psychology
• Semifinalist for a Fulbright study/research grant to Taiwan

Caroline Mitchell ’26

• Middle Grades Math and Special Education
• Semifinalist for a Fulbright English �þ��� assistantship to Bulgaria

Molly Moylan ’26

• Biochemistry
• Semifinalist for a Fulbright English �þ��� assistantship to Spain

Madison Powers ’25

• Journalism
• Semifinalist for a Fulbright English �þ��� assistantship to Spain

Aryanna Vindas ’25

• Dance Performance & Choreography
• Semifinalist for a Fulbright English �þ��� assistantship to South Korea

Elon students and alumni interested in the Fulbright Program or other nationally competitive fellowships are invited to contact the National and International Fellowships Office. To begin the Fulbright application process, please visit the Fulbright Application Process page to register for one of the following virtual Fulbright information sessions during the spring semester:

• Wednesday, March 11 at 4 p.m.
• Thursday, April 9 at 4:30 p.m.
• Thursday, May 21 at 12 p.m.

Related Articles

• Elon Comm students utilize SURE projects to explore shifting sports landscape
• Grace Rasmussen ’26 takes the classroom outside in SURE research
• Jo Bogart ’26 reimagines the classics from the city in which they were born

While nearly 60 students presented their �þ��� research in the Snow Atrium of Schar Hall on July 24, their research took place beyond Elon, in the local community and around the world, including Owen Hayes’ project, focusing on the relationship between Indigenous Australians and the settlers of Australia.

“I’ve always been interested in Australia, mainly due to Steve Irwin,” said Hayes, a history major from Holly Springs, North Carolina. “I’ve always been interested in religion and connecting how religion can combine new cultures, and how it can be negative and positive. I try to understand the middle group in how religion can be taught, learned and shared.”

Global growth

A large portion of Hayes’ research was completed during a study abroad experience at Curtain University in Perth, Australia, while also looking at archives in Canberra and Sydney.

“It was a great experience to understand myself and other cultures, learning about new people and how their lives are lived,” said Hayes, who is a Multifaith Scholar. “It definitely helped being in the country that I was researching rather than sitting at a computer and looking at the online archives.”

Jo Bogart ’26, a classical studies and creative writing double major, took her research to Rome, Italy this summer to work on a feminist translation and revision of Virgil’s “Aeneid,” the Latin epic poem that tells the story of Aeneas, a Trojan who fled the fall of Troy and went to Italy.

“The work I’m doing this summer is rooted in my being in Rome,” said Bogart, who is also minoring in women, gender and sexualities studies. “I’m looking at writing in place and the aspect of writing in the place in which the original author of an ancient text, like the ‘Aeneid,’ was written as I tell it in my own way.”

Hard work paying off

Both Bogart and Hayes presented at the Summer Undergraduate Research Experience (SURE) presentations on July 24, which provides an opportunity for students to gain meaningful research experience over the summer, without the pressure of other courses during a typical semester.

Part of the �þ��� research process is mentorship with faculty members, a unique experience for students at Elon. Hayes was mentored by Brian Pennington, director of the Center for the Study of Religion, Culture and Society and professor of religious studies.

“I had two classes with him before I started this project,” said Hayes. “He’s a great guy in terms of, one, letting you do the research yourself, letting you lead your own path; but at the same time, leading you on how to do academic research correctly.”

�þ��� apply for SURE, which usually takes place during the summer before the junior or senior year. Undergraduate research is one of the five Elon Experiences, and students are expected to complete at least two of the experiences before they graduate.

“It’s fun to present the hard work you’ve done over the year,” said Hayes, who was presenting for the first time at SURE. “It’s nerve-racking to start, and I’m working out the kinks in my presentation, but I’m looking forward to how my research is going to evolve over the next year and how I’m going to present at other �þ��� research conferences.”

Research across disciplines

SURE research topics span across disciplines, including Asia Green’s project, investigating whether expecting cognitive benefits from exercise would impact cognitive function or if it’s just exercise alone.

“I’m a public health minor and exercise science major, so we talk a lot about the placebo effect, and I wanted to know if expected benefits from specific exercise would increase mood and cognitive function or if just exercise alone would do it,” said Green. “Everyone is told ‘Just exercise,’ but is it the exercise or what we’re being told about exercise?”

Green says it appears that expecting cognitive benefits does have a positive impact, but there needs to be a larger sample size to get more results, something she plans to do in the upcoming academic year, along with her mentor Madison Chandler, assistant professor of exercise science.

Merrie Byers ’26, a cinema and television arts major, didn’t do what some may consider a traditional research project for SURE, she created a documentary exploring the friendship of two religious leaders whose communities share a complicated past.

The documentary focuses on the reverends of two churches in Burlington, North Carolina, with a deep, complicated and connected history. During U.S. slavery, according to Byers, members of Union Ridge Church owned members of Union Chapel United Church of Christ. Now, the reverends of each church, which sit across the street from one another, have developed a close relationship.

“They are using their friendship to combat this prejudice and hosted a committee where 10 members of the church from each side got together and talked about these differences,” said Byers, who is from Wake Forest, North Carolina. “It really made a difference in how these churches have blossomed into a bonded community.”

As students continue to develop their research, they also have the opportunity to present during the spring semester, at the annual Spring Undergraduate Research Forum or SURF.

“Our students knocked it out of the park once again,” said Justin Clar, director of �þ��� research and associate professor of chemistry. “The growth of SURE participants over just 8 weeks is truly amazing. I can’t wait to see how these projects progress over the next academic year.”

In June, Bogart studied abroad in Rome, Italy as she worked on a feminist translation and re-vision of Virgil’s “Aeneid,” the Latin epic poem that tells the story of Aeneas, a Trojan who fled the fall of Troy and went to Italy.

“The work I’m doing this summer is rooted in my being in Rome,” said Bogart, who is also minoring in women, gender and sexuality studies. “I’m looking at writing in place and the aspect of writing in the place in which the original author of an ancient text, like the ‘Aeneid,’ was written as I tell it in my own way.”

Last summer, Bogart translated more than 1,000 words of the nearly 10,000-word poem for her work, which focuses on retelling the stories of characters Dido, the queen of Carthage, and her sister Anna. Bogart’s interest in the “Aeneid,” and the characters, began after taking Latin in high school.

“We were studying book four, which is the big Dido chapter and it’s a tragedy in a lot of ways because Dido does die in the end and her sister is left with the great repercussions of everything that had built up in the book,” Bogart said. “I’m a younger sister myself and I see a lot of my own relationship with my sibling reflected in Dido and Anna.”

While Bogart, who is also an Elon College Fellow, is doing this work as a Lumen Scholar, Elon’s highest �þ��� research award, she will present during the Summer Undergraduate Research Experience (SURE) presentation on July 24 in the Snow Atrium of Schar Hall.

SURE provides an opportunity for students to work with faculty and gain meaningful research experience over the summer, without the pressure of other courses during a typical semester. �þ��� apply for the opportunity, which usually takes place during the summer before the junior or senior year.

“Because this has been a new aspect of my Lumen research, it has been so fascinating to be able to do this,” Bogart said. “I feel very fortunate that I can be here and do this work and receive a stipend from Elon. I feel like a very lucky �þ��� student to experience this and I’m excited to share my work at the poster session.”

Undergraduate research and global engagement are two of the five Elon Experiences. �þ��� are expected to complete at least two of the experiences before graduating. Bogart is also working closely with her faculty mentors from both majors: Kristina Meinking, professor of classical languages, and Margaret Chapman, senior lecturer in English.

“Once I started talking about my interest in classical, feminist retelling in Virgil’s “Aeneid” and the Dido and Anna characters, there was a pretty instant connection where they both were so truly interested in the interdisciplinary work I was seeking between classics and creative writing,” said Bogart. “There’s just this great match of energy when discussing what I’ve been learning and seeing with them.”

Introduced in 2021 as a standing course of study, the program focuses on the languages, history, cultures and far-reaching legacy of the Mediterranean world, and how its traditions continue to shape our modern world.

Graduates say they enjoyed the program’s flexibility, which allowed them to focus on their areas of interest. Chapin Epps ’24 said that, since classical studies is a broad field, students have the opportunity to explore a variety of disciplines and cater their studies to their interests.

Marissa Duffield ’24 says that through the major she was able to explore film, religion and gender constructs. Her favorite courses included “CLA 3700: Race and Ethnicity in the Ancient Mediterranean” and “CLA2250: The Ancient World in Cinema.”

“I almost transferred to another university halfway through my time at Elon; I ended up staying because there were still CLA courses I wanted to take,” Duffield said. “I switched my major to CLA my junior year and it was the best decision I made during my time at Elon.”

Graduates say the scope and structure of the program meant it complimented many fields. All of the graduating classical studies graduates had a minor that narrowed their focuses and many also double majored. Renée Driver ’24 double majored in classical Studies and anthropology. Driver’s research centered on translations of Sappho’s poetry and examining the importance of translator’s subjectivity and the implications of their work outside of academic circles.

“You have the power to make the major work for whatever interests you may have,” Driver said.

Ava Crawford ’24 double majored in classical studies and art history. She says pursuing the classical studies major allowed her to learn more about her personal and academic interests, including art, history, literature, religion, astronomy and languages. Crawford says the program showed her how much of the world is interconnected.

“Being in an interdisciplinary major has helped me make connections to other academic subjects and to my peers,” Crawford said.

Jasper Myers ’24 says the high attention to detail she has honed as a classical studies major has benefited all other aspects of her life. Myers described the program as “accessible, passionate and designed for the success of students.”

“Perfection is not the goal, learning is,” Myers said.

Driver describes her decision to major in classical studies as a “happy accident.” She was introduced to the program through a classical mythology course with Assistant Professor of Classical Languages Tedd Wimperis in her sophomore year.

“Dr. Tedd led us through the first few lines of the Iliad in the original Greek, and I immediately knew that I wanted more,” Driver said. “I approached him after class and asked if there were any Ancient Greek courses at Elon, and his response was that we could make one.”

Driver said the experience opened her eyes to the world of classical studies and worked with Kristina Meinking, professor of classical languages and program coordinator, to declare classical studies as a double major. Driver said Meinking helped her map out a four-year plan on a whiteboard in her office.

“I had met Dr. Meinking when I was here for fellows weekend interviewing for the honors program,” Driver said. “It was so funny and so fitting like it was sort of destiny that I’d made it all the way here and into the CLA program.”

Being a classical studies major, Driver said the program shapes how she approaches the world around her. She has learned how to find hidden perspectives, confidently present her work and explore connections between the ancient and modern world.

“CLA has been such an integral part of my college experience and I’m so grateful to have spent so much time with the faculty and other students in the last few years,” Driver said.

Wimperis appeared as one of a handful of interviewed scholars whose research focuses on the “Aeneid” and the fraught political circumstances of its authorship, as Rome was transitioning from a republican to autocratic government under the reign of its first emperor, Augustus. He recently published a book on the political contexts and messages of the “Aeneid”, titled “Constructing Communities in Vergil’s Aeneid: Cultural Memory, Identity, and Ideology.”

The full documentary, titled “How to Build an Empire: The Aeneid Guide for US Politics,” produced by journalist Tom Jokinen, can be accessed on the .

SURE offers the opportunity for students to spend the summer dedicated to their research work with the support of their faculty mentors, with SURE culminating in late July in a poster presentation for the campus community. It’s a chance to propel forward their often years-long work to explore new corners of their disciplines and to break ground while working closely with faculty.

This summer, the �þ��� News Bureau asked students participating in SURE to share some of their thoughts about what their research means to them and what they are taking away from the opportunity. Find a selection of responses from students below.

Emerson Baker ’26

Sport Management – “Perceptions v. Reality: An Examination of Walk-On Student-Athletes at a Mid-Major Institution”

“I am researching the walk-on student-athlete experience and how different sports teams treat their walk-on athletes, along with how these walk-on athletes perceive themselves as valuable to their team. I hope that this will open the eyes of people who don’t really know what it is like to be a walk-on athlete and the sacrifice it takes.”

Jo Bogart ’26

Creative Writing and Classical Studies – “Dux Femina Facti: Feminist Translation and Re-Vision of Vergil’s Aeneid”

“I’ve learned a lot but what I most appreciate is how much being passionate about something can become meaningful to others as well. Having mentors who are equally supportive of and interested in my research and who love hearing me ramble on about it has been one of the most formative and rewarding aspects of my mentor relationships that I could have asked for.”

Joshua Franklin ’25

Political Science and Economics – “Changing Course in Foreign Policy: State Recognition during the Arias Presidency in Costa Rica, 2006-2010”

“Beyond being a guide in my research process, Dr. Baris Kesgin has really embodied the word ‘mentor.’ At times, he has helped me realize my potential, both as a researcher and as a student. At other times, he has helped me reign in my crazier ideas. Overall, Dr. Kesgin has been a big part of the growth I have had in my time at Elon, both academic and professional.”

Natalie Peeples ’26

Psychology -“What do parents want for their children?: A cross-cultural study of parental perceptions of well-being in early childhood “

“The number one lesson I have learned from my mentor is to come to terms with the fact that research isn’t perfect. Coming into it, I felt like everything I did for my projects would have to be astonishing and perfect, but as we have begun the research project, she has helped me learn that it’s okay to have bumps in the road, and resilience is key to having a successful experience.”

Carter Stoke ’25

Exercise Science – “Assessing the Impact of High Theacrine Doses on Hemodynamic Measures, Cognitive Performance, and Physiological Stress”

“One lesson I have learned from my mentor is patience when things do not always go as expected. There have been challenges during my research process and Dr. Madizima has always been calm and patient when I am worried about something not going right. His calm presence and ability to offer solutions to problems always helped my worrying and allowed me to see the bigger picture when something small was not exactly right. I hope my research project provides a great learning experience for my graduate school ambitions. I have enjoyed the research project and am looking at completing more research in graduate school and potentially pursue a research-related career. For the field, I hope my study contributes to the growing body of knowledge on theacrine. There is still a lot we do not know about the supplement so I hope my study can be used as a basis for future projects.”

Stoke is also one of two Elon students who received the Undergraduate Research Award from North Carolina Independent Colleges & Universities.

Wimperis began his journey writing this book during his time while completing his doctorate at the University of North Carolina at Chapel Hill in 2015, so it took a long journey to publication – almost as long as the journey of the hero Aeneas that the book is based on. As the title suggests, the book focuses on the ancient Roman epic poem “The Aeneid” written by the poet Vergil in the 20s BC, a time when Rome was undergoing major social and political changes as it became an empire. Vergil’s epic tells the mythical story of Aeneas, a Trojan hero who leads a community of refugees (the future people of Rome) to a new home in Italy.

Through this tale, “The Aeneid” is especially engaged in questions of national identity and how new identities are formed. These are also the kinds of questions being asked in Vergil’s own time about changes in Roman identity during that era. Wimperis’ book focuses on how cultural identities like this are formed, expressed and used in politics, inside the fictionalized world of “The Aeneid” and in the real-world Roman Empire.

Wimperis’ work at Elon and beyond ties in deeply to his book. Two of the courses he teaches at Elon are CLA3700: Race and Ethnicity in the Ancient Mediterranean and COR1100: Storytelling and Community. Each of these courses focuses on communities in the ancient and modern world and how they were able to share their traditions among themselves and other communities.

To Wimperis, an important part of how communities and cultural identities are formed is through the stories that they tell about their past, in the form of historical events or mythology. Memorializing Roman history in statues, poems, and other artworks was a major way that ideas about Roman identity were passed on between generations. And, fascinatingly, “The Aeneid” shows the fictionalized communities within the poem memorializing their past and expressing their cultural identity in the same ways as Romans do. Wimperis explores this evidence and argues that it opens new ways of understanding the poem’s messages for its many audiences.

“Constructing Communities in Vergil’s Aeneid: Cultural Memory, Identity, and Ideology” can be used as a valuable tool in learning about not only ancient cultures, but also inspiring critical thought about how identities are formed through community and history across time periods. This book offers a unique perspective in exploring Vergil’s “Aeneid” and cultural memories.  and at the �þ��� bookstore.