Jessica Merricks, associate professor of biology, and Kelsey Bitting, assistant professor of environmental studies, recently published the article “” in the Journal of College Science Teaching.

Reflection as a process helps students better understand themselves with respect to content and experiences they encounter in required science courses taken to fulfill distribution requirements, making that content more meaningful and more likely to shape students’ thinking and engagement in science-related topics as citizens. However, students may not arrive in the science classroom with the skills and habits of mind that lead to transformative insights via the reflective process, and tracking that skill development can allow instructors to tailor instruction about reflection according to students’ current understanding and practice. Nonetheless, Merricks and Bitting discovered that existing reflective writing instruments lacked the nuance to detect subtle shifts in students’ development across units in a single semester.

Using a dataset of students’ end-of-unit reflections in an introductory-level environmental science course serving mostly non-majors, Merricks and Bitting developed a refined rubric that recognized and codified incremental differences in student reflective thinking along the path to reflective writing. This analysis revealed that students frequently expressed personal connections to content and noted shifts in their perspective, even as they were still working to master the details of related scientific concepts.

The authors believe this instrument can help science instructors communicate about the goals and levels of reflection to students and allow them to recognize and encourage increasing reflective depth in student work across the progress of a single semester.

Support was provided by Elon’s Center for Writing Excellence via a CWE Pedagogy Grant to Merricks in 2021 and a writing residency completed by Merricks in 2023.

�þ��� across two courses (ENS 1100: Humans and Nature (Spring 2025) and WHE 2850: Perspectives in Personal and Global Health (Spring 2025)) completed eight outdoor sit spots over the course of a month as part of a course assignment. �þ��� were asked to spend time in an outdoor space on campus, and quietly observe their surroundings, noting a range of sensory experiences, and reflect on the changes in that space over time. Using a pre- and post-test model, they found statistically significant improvements in mindfulness, positive affect, and nature connectedness in students across the two courses.

The newly published article, “,” is authored by Elon faculty, Kelsey Bitting and Jill McSweeney, Elon alum Elyssa Kaufman ’25 (Environmental Sciences), and graduating senior, Kira Campagna ’26, an elementary education major, with a minor in environmental education). The work builds on growing research connecting nature exposure and contemplative practices with improved student wellness and academic outcomes.

Student researchers, Kaufman and Campagna, played a central role throughout the project and have at several �þ��� research and pedagogical conferences. Their project work specifically examined how outdoor mindfulness practices influenced mood, mindful awareness, and students’ relationship with nature. Their presentations highlighted significant increases in positive affect, nature connectedness and mindfulness among students who completed the sit spot assignment.

In collaboration with Evan Small, additional research this past academic year recruited over 80 students across four courses (i.e., ENS 1100: Humans and Nature (Fall 2025), WHE 1150: Stress and Wellness (Fall 2025), HEU 1719: Foraging and Wild Foods (Fall 2025), and COR 3555: Foraging Wild Food and Medicine (Spring ’26)). Using data from these four courses, graduating senior, Abigail Manning (Environmental Sciences) recently explored how sit spots affect students’ mindfulness and nature connectivity across different majors and disciplines. Her research found that students in nature-focused majors often experienced even stronger gains in mindfulness and nature connectedness through the sit spot practice.

The research team plans to continue building on these findings over the summer. Kiley Sherlock ’27, an environmental sciences major, will conduct qualitative analysis on student reflections for her Summer Undergraduate Research Experience, exploring how students define nature and further exploring how the sit spot practice impacts student stress across the semester. The team also plans on additional publications exploring the impact of student demographics, and focus on a practice-oriented piece on how to support colleagues to bring contemplative pedagogies which incorporate nature into their classrooms to support the wellbeing of students and themselves.

Together, the project reflects Elon’s commitment to engaged learning and �þ��� research, while also contributing meaningful scholarship to conversations around student wellness, mindfulness, and environmental connection.

Originally, Hart wanted to do her own thing and not attend Elon, but once she was accepted, she became more excited about Elon than any of her other schools.

Her decision was shaped by the path forged by her sisters, Kathleen ’19, Maggie ’21 and Emily ’23. For one year, MaryKate even shared campus with Emily, making the transition to college easier.

“We saw each other every day,” MaryKate said. “I would go with her after class to hang out with her friends and we became close to each other’s friends. My sisters and I have an unbreakable bond.”

MaryKate, an environmental studies major, followed in her sister’s footsteps. Three of the four Hart sisters were environmental studies majors. Although for the Hart sisters, environmental studies was not just an academic interest, it was part of their upbringing.

“Our whole family has been involved in environmental issues our entire lives,” Hart said. “My dad worked in politics on the Clean Water Act in Boston, and we would spend weekends going to events related to that.”

When MaryKate started college, she was not sure if she wanted to major in environmental studies, but a first-year environmental science lab changed everything.

“I loved every part of that class,” MaryKate said. “There was just so much to learn, and the professors were so hands on.”

She became involved, serving as a �þ��� assistant for the course, taking on hands-on learning opportunities and gaining experience outside of the classroom.

A defining experience in her college career was her work at Loy Farm, where she joined the core team leading construction to help build a tiny home from the ground up.

“I never thought I would build a house,” MaryKate said. “At first, it was a daunting task. I didn’t know how to use some of the tools, but I quickly realized construction was something I wanted to pursue. It was so exciting to go to work every day because we were learning new things and it was such a different experience being outside of the classroom.”

Robert Charest, associate professor of environmental studies, served as a mentor �þ��� MaryKate and the students how to use tools and construct the house. Everything from start to finish in the home was built by MaryKate and the other students.

The Hart family has created a sense of legacy within the Department of Environmental Studies.

“It’s always exciting when one of my professors has had one of my sisters,” MaryKate said. “I’ll hear about projects they worked on, and then realize the same projects are going on today. I’ll talk to my sisters about something I’m working on, and they’ll say, ‘Oh, I worked on that too,’. It’s really cool to see how projects continue and grow. When I have a question I go to my sisters because there’s a good chance they had experience with it on campus.”

Michael Strickland, assistant �þ��� professor of environmental studies and English,  taught MaryKate in her senior seminar class and recalls his familiarity with the family. When Strickland met MaryKate, he showed her a photo of Kathleen dressed up as Strickland for a skit she did in her first year class.

“I especially knew MK’s oldest sister, Kathleen, and she was in several classes with me,” Strickland said. “They have all been great students, focused, engaged and enthusiastic. Each one is different, but they have all made a strong impression on campus. MaryKate has a confidence level that you don’t necessarily learn in college. She is passionate about the field but is also realistic and grounded. She is easy going but takes charge when needed. I like to think some of that comes from the influence of her older sisters and their experiences at Elon.”

Hart credits her growth to the mentorship she received from faculty, particularly those who encouraged her to take on responsibility early.

Closing a chapter

As graduation approaches, MaryKate reflects on what it means to be the last in her family to attend Elon.

“Elon has been a part of not only my sister’s lives, but my parent’s lives, for 11 years,” MaryKate said. “It’s exciting that we have all made it through and pursued what we wanted, but it’s also a little heartbreaking to leave.”

This will be felt during commencement, when the entire Hart family returns to campus one final time.

“It will be a big last hurrah for my family and a chance to say goodbye to a place that’s meant so much to all of us,” MaryKate said.

After graduation, MaryKate will work as a project engineer at Suffolk Construction, where her sister, Maggie, works as a superintendent.

Ahead of �þ���’s 136th Commencement on May 22, 2026, Today at Elon is highlighting several graduating seniors who have made the most of their Elon experience.

At �þ���, she majored in environmental and ecological science and minored in statistics, laying the foundation for her career in public service.

“I found Elon while I was touring colleges in the South, and if I’m honest, what initially captivated me was the beautiful campus,” says Nighswander. “It was quaint, but not too small, and I immediately felt comfortable there. I also learned that they offered the environmental science program I was interested in, as well as plenty of extracurricular activities, so it was a pretty easy choice.”

Once on campus, Nighswander immersed herself in student life and began shaping her sense of self, playing on the women’s rugby club team and working as a referee for Elon’s �þ��� Recreation intramurals program all four years.

Beyond extracurricular involvement, Elon also nurtured her academic and professional growth.

“I received a scholarship through the Elon College Fellows program, which gave me financial aid as well as a program that really helped me succeed at Elon,” she said. “The program itself was fairly rigorous, and I credit the academic standards and research requirements for starting me on the path that got me into graduate school and ultimately, my career at the EPA.”

Through the Elon College Fellows program, she spent her junior and senior years conducting �þ��� research on wetland ecology, an experience that sparked her passion for environmental research.

She continued her education at the University of Florida, earning her master’s degree while discovering a new passion for CrossFit and the strong sense of community it fostered. After graduating in 2019, she moved back to Washington, D.C., to live with her parents and begin her job search. When COVID-19 upended those plans, she adapted, taking on side gigs and consulting work while also �þ��� CrossFit once gyms reopened.

“I met some members at CrossFit who worked at the EPA. I had told them that I really wanted to work there, and they sent me a few positions that were hiring,” she said. “The positions were in the Office of Pesticide Programs, which I wasn’t sure I was qualified for since I had very little knowledge about pesticides,” she explained. “When I interviewed, I leveraged my experience with statistics, entomology, and data analytics, and was lucky enough to get hired and start working there by the end of 2020.”

Today, her work at the EPA remains fast-paced, with priorities shifting quickly and requiring constant adaptability. “I work in pesticide regulation, and more specifically, I manage both public and proprietary pesticide usage data and analyze said data as part of assessing the benefits and risks of a given pesticide active ingredient,” Nighswander said.

Her time at Elon continues to influence her professional approach.

“My experience conducting research at Elon helped me a lot. It helped refine my skills in developing and testing hypotheses, technical writing and public speaking,” she said.

She is especially energized by projects that blend science and technology.

“My favorite project currently is using a mapping software called ArcGIS to develop Pesticide Use Limitation Areas (PULAs) to protect endangered species from pesticide exposure,” Nighswander said.

Her career as a public servant has been complex, but she explains that it also makes her work rewarding.

“What gets me to work every day is knowing that I am working to help protect human health and the environment. I have always wanted to have a successful career where I can still balance my love for the environment. At the same time, I also must make members of the industry, the general public, and environmental groups happy, which is very challenging,” she explained.

The past year has brought additional demands amid broad changes across the federal workforce. Even so, she feels grateful to remain in her role and grounded in the purpose behind her work to safeguard the environment.

Looking back, Nighswander offers simple but powerful advice to her younger self: “Know that you have all the tools you need to be successful. You don’t have to be the smartest kid in the class or the loudest voice. Just trust your instincts, love yourself, and you’ll find your way.”

She approaches the future with the same openness. “I have no idea where I will be in my future, and I kind of love that,” she said. “There was a period last year where every week, I was worried if I would still have a job. A year later, I am still here, serving the public, and I am grateful for that. I trust myself enough to know when it is time to move on and make a change, and I am sure that time will come, but for now, I am enjoying the work that I do. The uncertainty, while scary at times, can be the most beautiful part of life.”

Do you know an alum who has an interesting story to tell? Please feel free to share your feedback or those stories online.

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

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

The course examines the basic concepts of biological form and function through evolutionary relationships and diversity. �þ��� investigate the natural history of local species and their role in community dynamics.

“Getting outside the classroom lets students connect with professionals in a wide variety of fields, which can introduce students to career options many have never realized existed before,” Chunco said. “It’s also a great way to see a variety of different habitats that we don’t have on campus.”

The first trip in February took the class to the North Carolina Museum of Natural Sciences. There, students took a private tour of the research collections and research laboratories. The class met with Brian O’Shea, collections manager of ornithology and Lisa Gartens, collections manager of mammalogy, who showed specimens of extinct species, demonstrated principles of geographic variation in color and body size, and discussed how museums play a critical role in understanding environmental change. Roland Kays, head of the biodiversity research lab, shared his work using technology, from radio telemetry to artificial intelligence, to conserve biodiversity across the planet.

“Roland Kays also gave students advice on finding internships and careers in conservation biology,” Chunco said.

In March, students will visit the University of North Carolina Botanical Garden, where they will observe how prescribed burns help promote biodiversity. During the trip, students will see a wide variety of native plants growing in a natural setting that they previously studied in class.

The final field trip in April will take students to the Duke Lemur Center. There, students will hear from curators about the threats to biodiversity facing lemurs and other island species. They also will practice observing and studying animal behavior among these species.

“Watching lemurs in the woods or seeing green frogs calling is way more impactful than just reading about these species in a textbook,” Chunco said. “When students meet other professionals, it gives them a broader exposure to topics from the leading experts in the field.”

Throughout this course, students learn the ecological and evolutionary principles essential for future environmental professionals, with a strong focus on conservation biology and habitat restoration.

“I think field trips are an essential and fun part of learning,” Chunco said.

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.”

“There’s a continuum from the very beginning, and we are a part of it,” Touchette said. “And we have a role that will now influence the future of this direction of the planet.”

The Distinguished Scholar Award is given to Elon faculty members recognized by the Elon community and the larger community in their discipline for excellence in scholarship. Touchette earned the award in Spring 2025.

In the hour-long lecture, Touchette discussed Earth’s many eras, stretching from the Big Bang all the way to the modern-day Anthropocene, or human-dominated era, that we are currently living in. He described the conditions, species and eventual mass extinctions of each period, placing emphasis on how climate change has the power to completely alter life on Earth.  “We see this pattern a lot,” Touchette said. “You change the climate, you’re going to lose species.”

Touchette joined Elon’s faculty in 2001 and has made many contributions to ecological science. With the goal of discovering how plant communities react to stressors such as drought, pollution, salinity and climate change, he has created a research program that combines fieldwork, laboratory science and environmental policy. Besides advancing ecological science, this program has also framed conservation practices and fostered student research.

During the lecture, Touchette explained his research on dodder, a parasitic plant that looks for a host to latch onto when it germinates. He and his team of student researchers found that dodder only chooses to parasitize plants that are most beneficial to it. These findings were corroborated by the results of other research projects, affirming the plant’s ability to choose and control its own host.

“It’s just a remarkable creature in terms of what it can do,” Touchette said.

Besides revealing the amazing aspects of Earth’s species, Touchette’s research has brought up a question: what can humans do to protect them from extinction?

“Climate change is one of the bigger risks we have for biodiversity,” Touchette said. “This is one of the number one concerns scientists have in terms of life on this planet.”

Touchette explained that extinction is a normal process, with 10 species naturally disappearing from our planet each year. Because of natural speciation rates, however, the Earth  also gains 10 species each year, effectively replacing the lost. Humans have completely upset this balance, causing Earth to lose between 27,000 and 30,000 species each year instead of just 10.

“80 species a day,” Touchette said.“Four species have disappeared while I’m up here talking to you about species disappearing. That’s tragic.”

He also highlighted that climate change is not just impacting plants and animals, but humans as well. Statistics from his research reveal that 2 billion people on Earth do not have access to clean drinking water, and that 1,000 children under the age of 5 die each day from consuming contaminated water.

“More people die each year from unsafe drinking water than all other forms of human violence, including war,” Touchette said.

Other concerns relate to air pollution. According to Touchette, 8.1 million people die prematurely from inhaling polluted air, making it a more ruthless killer than tobacco.

When talking about the value of plants, the biology professor brought up the important point that many of our medicines are derived from their properties.

“We have to recognize that 25% of all medicines come directly from plants. Fifty percent of our medicines have at least some compound that has been dried from plants,” Touchette said. “And that’s in developed countries. In countries that are developing, 80% of people use plants for medicine.”

Touchette concluded his Distinguished Scholar Lecture with an inspiring call to action. Besides explaining the importance of passing legislation that will reduce emissions, protect endangered species and get people closer to relying on cleaner energy sources, he left listeners with a few questions to think about.

“How can we coexist with other living creatures? How can we manage a planet for the betterment of future generations and the natural environment?” Touchette asked the audience. “And finally, how can we preserve these wonderful creatures, these arrangements of stardust, that began when the universe was started?”

“After taking my first intro to public health class, I was like, ‘This is it!’” Ecker says. “Education doesn’t stop in a classroom. [Public health] touches so many parts of your life.”

That realization led her to join the Periclean Scholars program and travel to Denmark, India and Sri Lanka, transformative experiences that informed her view on global public health. Yet it was a local opportunity that offered her the most meaningful lesson in community involvement.

The Morrowtown Mission

Ecker wanted to conduct research early, and her public health professors connected her with Professor of Education Scott Morrison. He had been working with the , a grassroots organization in a historically Black Burlington neighborhood. Founded in 2017 by Lydia Jones and Joyce Moore, MCG’s mission is “to educate, empower and encourage individuals through acts of service and giving.”

Professor of Religious Studies Rebecca Todd Peters had previously helped MCG establish a community land trust and secure the land for a community garden. When efforts to sustain the garden fizzled out, Jones reached out to Morrison for help. He began taking students from his Teaching Garden-
Based Learning course a couple times throughout the semester to assist.

By 2021, Morrison’s students were regular  volunteers. A chance meeting with Ashlie Thomas, a local gardener, author and food scientist, sparked a lasting partnership, and they began working at the Morrowtown Community Garden together. When Ecker approached Morrison in 2023 about research opportunities, he introduced her to Thomas and MCG.

“I told him about my interests in community gardens, public health and community-based work,” Ecker says, adding that MCG resident leaders Lydia Jones and Roscoe Alston were excited by the idea of working together to build up the garden.

At first, Ecker assumed the garden existed mainly to address food insecurity. Ultimately, what she found was deeper. MCG envisioned the garden as a gathering space, a place that could strengthen relationships, particularly among families and youth. Listening to the residents’ needs became central to her research collaboration.

Putting the “co” in community collaboration

Ecker, Morrison and Thomas grounded their work in Community-Based Participatory Action Research (CBPAR), an approach that makes community members equal partners in the research process. The team wanted to avoid establishing a non-reciprocal relationship with Morrowtown, where their research overshadowed the needs and wants of the community members.

“Emily and I had a lot of conversations about ‘are we “co” enough?’” Morrison says. “Because it’s not just about us, it’s about them and what they’re doing.”

Ecker spent that summer attending community meetings, volunteering at the garden and building deeper connections and trust with community members. Establishing those relationships was key when it was time to conduct the survey about resident perceptions of the community garden. That survey would ultimately shape the resources and support that Ecker, Morrison, Thomas and others would seek to provide Morrowtown moving forward.

Fifteen in-depth interviews at the garden with resident leaders evolved into 30 resident surveys. Two major needs emerged: increasing resident participation in the garden and more activities for community youth to promote educational support. “It’s so important to know that [these] were resident-identified needs and not just us coming in and saying we wanted to do this program,” Ecker says.

Rooted Together

To address those needs, the team created Rooted Together, an eight-week program that combined gardening, literacy, math and nutrition lessons for local children. Five to 10 kids, ages 3 to 8, attended weekly sessions in spring 2025, learning about plant cycles, exploring gardening tools and preparing meals. Recipes and handouts were also translated into Spanish to make the program more accessible.

The program was free for participants thanks to the Elon Student Government Association’s Acorn Fund. Ecker received a $5,000 grant to buy the ingredients, utensils, gloves and other supplies.

“We would buy enough groceries to be able to give a bag of food that we just made to [each child], so they could take them home to their families with the recipes,” Ecker says. “That way, what we were doing went beyond the garden and into their homes.”

As new community feedback emerged, such as changing start and end times to better suit participants’ schedules, the group adapted the program. Children returned every week, and other community members began helping set up tables and chairs for sessions. Almost 40 people across generations attended the final event, a testament to the trust the program engendered in the community.

“Scott and Emily have accelerated the educational and learning programs at the Morrowtown garden,” Alston says. “They have increased the harvest from the garden. They have beautified the garden.”

Connecting Beyond the Classroom

Survey results also showed concern about the garden’s infrastructure, such as rain water pooling on top of garden beds. Ecker and Morrison knew others at Elon could help.

Ecker reached out to Assistant Professor of Engineering Will Pluer, who brought his Introduction to Environmental Engineering class to the garden. After conducting an assessment, the students designed a rain garden — a sloped area at the end of the community garden with plants that absorb and drain rain water. Assistant Teaching Professor of Environmental Studies Jacob Rutz and students in his Sustainable Food Production class built it and prepped the community garden for summer planting.

“They didn’t know me,” Ecker says of Pluer and Rutz, “but their excitement and their openness to working with me and trying to figure this all out together was great.”

I think in a culture that often celebrates individual achievements, it’s harder to pitch a collaborative effort. — Scott Morrison

The garden was also in need of a sturdier meeting and storage shed. Yet another class, Design for Service, surveyed the site and drew up design options. Once the team and the Morrowtown community members settled on a design, Ecker secured an Elon Innovation Grant to help fund the project. Plans for the shed are currently underway and it is expected to be completed by the end of the year.

In November, Ecker, Morrison and Thomas presented their findings at the American Public Health Association’s Annual Meeting and Expo, where Ecker earned a student award for a poster presentation — one of only a few �þ��� students to achieve the honor.

Lasting Impact

Now a double major in public health and international and global studies, Ecker graduates in the spring, leaving behind strong programs and relationships in Morrowtown. She credits Morrison with helping her develop those connections in meaningful ways.

“He has really guided me on how to show up,” Ecker says. “It has really helped me to know how to form relationships and how to enter into a space that you’re not part of or you start out as an outsider. I think that’s going to be really helpful for when I continue my public health journey or career in general.”

Morrison noticed early on that Ecker’s ability to connect with others and the intentionality behind those connections would make her a good fit for the work and relationships with Morrowtown community members. He is most proud of the spirit of collaboration she has developed.

“I think in a culture that often celebrates individual achievements, it’s harder to pitch a collaborative effort,” Morrison says. “I think that’s what Emily is really good at.”

Ecker hopes more Elon classes will volunteer and establish reciprocal relationships with Morrowtown as the community’s needs change over time. One thing she knows for sure: Morrison’s continued leadership and guidance will remain.

“I really care about the longevity of my commitment with the Morrowtown community,” Morrison says. “This has not been just a one-time project. It has evolved.”

The trust he, Ecker and other Elon partners have built with Morrowtown, he says, is their most important harvest yet.

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The Fall 2025 semester is flying by, and as the leaves turn vibrant shades of red and gold, �þ��� students, faculty and staff are embracing every opportunity to learn, grow and celebrate together.

View some of the most impactful moments of the past month through the eyes of staff in the Office of University Communications.

Here Ye! Here Ye!

Student celebrated News Engagement Day at Elon’s Oct. 7 College Coffee. Student journalists rang bells and delivered headlines to students, faculty and staff gathered on the Moseley Lakeside patio, encouraging the campus community to read, watch, listen to and discuss the news — and to share how they engage with journalism using #NewsEngagementDay.

Established in 2014 by the Association for Education in Journalism and Mass Communication (AEJMC), News Engagement Day promotes informed citizenship and highlights the importance of consuming and discussing credible news.

A dedication to Toshio Sato

Elon leaders dedicated Toshio Sato Commons on Oct. 10, 2025, as part of Homecoming & Reunion Weekend in a ceremony that recognized the university’s first international student and first four-year graduate from outside the United States.

Homecoming happiness

�þ���’s 2025 Homecoming & Reunion Weekend welcomed alumni, students, faculty and staff onto campus for a dynamic slate of weekend events.

From open houses and an evening step show through a Saturday football game against Villanova University, highlights included the return of the Rock the Block Homecoming concert featuring “The Plain White Ts,” the Golden Alumni Luncheon, campus and academic department receptions, oral history booths, affinity group award celebrations, leadership and networking conversations across schools, themed tailgates, tours, and wellness events.

Molecular moves

Given the option to film a video or write a paper for a chemistry course, Bailey Skinner put her moves to the test.

Learning at Loy

�þ��� took class outside at Elon’s Loy Farm on Oct. 14, 2025.

A Health Promoting University

�þ��� has adopted the Okanagan Charter as a member of the U.S. Health Promoting �þ���es Network, pledging to nurture a campus culture that prioritizes health, belonging and well-being for students, faculty and staff. The university marked the milestone with an institutional adoption ceremony on Oct. 29, 2025.

Cross Country CAA champs

Elon continued its run of dominance in the Coastal Athletic Association on Oct. 31, claiming its in the past seven years. Elon bested runner-up William & Mary by 40 points, marking the most lopsided CAA women’s cross country championship victory since the Phoenix bested the field by 51 points to win the 2020 title.

Halloween in the garden

An Elon tradition, the annual Pumpkin Festival was held on Halloween with the addition of trick-or-treaters for the first time.