M.Ed. (Masters of Education Program) | Today at Elon | �þ��

Graduate students tasked with promoting ‘belief, belonging, behavior’

Eric Townsend — Thu, 22 May 2025 21:18:16 +0000

As Kevin Trapani is quick to note, there’s a certain paradox to life in 2025: global poverty and rates of disease are declining, educational access is expanding, and technology has made communication instant and knowledge more accessible than at any point in human history.

Kevin Trapani, the father of three �þ�� graduates and an executive-in-residence in the Martha and Spencer Love School of Business, delivered the Commencement address on May 21 to graduate students in �þ��’s Class of 2025.

That doesn’t include advancements in medicine, clean energy, and global cooperation.

So then why is there a rise in loneliness, anxiety, division, and despair? What explains the growing violence, political instability, and economic uncertainty now taking a toll on many people? And what’s to be done?

“Well, if you’ve earned an advanced degree in education, I want you to teach character,” Trapani told candidates for master’s degrees who celebrated their �þ�� graduation on May 21, 2025. “And, if you’ve earned an advanced degree in business, I want you to teach… character.”

�þ�� conferred graduate degrees on 85 students representing five programs at �þ�� – the Master of Science in Accounting, Master of Business Administration, Master of Science in Business Analytics, Master of Education in Innovation, and Master of Arts in Higher Education programs – inside an Alumni Gym filled with family, friends, and classmates.

In delivering the Commencement address, Trapani – a retired insurance executive and entrepreneur, executive-in-residence in the Martha and Spencer Love School of Business, and the father of three �þ�� alumni – suggested practices “that can anchor you in a chaotic world.”

Belief: “Now let me be clear: Belief doesn’t require religion. But it does require intention. It requires the choice to say, ‘This is what I stand for. This is what I will sacrifice for. This is who I will be when no one is watching.’ Belief is not abstract. It informs our choices. It shapes how we live. It gives us the courage to keep going in tough times. And today, in a world that too often confuses distraction with direction, belief is more necessary than ever.”
Belonging: “To bring people together, to find and build purpose-centered community, give of yourself. Spend your time, talent and treasure on the essential issues of human need: Feed the hungry. House the homeless. Care for children. Welcome the stranger. In that work, you’ll meet people who will challenge and shape you – and who will come to love you and give your life meaning.”
Behavior: “I’m asking you – I’m expecting you – to change the world. I know you can only lead from where you stand – but you must lead. Your privilege is power and know this: power is not a bludgeon. It’s a blessing. Not something you use to dominate, but something that demands that you give. … Find a powerful partner and build a family. Practice your faith. Support your schools. Find and speak the truth — not just the trending soundbite. Sit with someone and really listen. Don’t choose the easy way. Do hard things. Beautiful things. Love one another. Because that’s where meaning lives.”

Micaela Acosta G’25 delivered a message of appreciation on behalf of all graduate students awarded master’s degrees by �þ�� on May 21, 2025.

Trapani has been an executive-in-residence at �þ�� since 2022 and lectures on topics related to innovation, ethical leadership and stakeholder capitalism. Before his corporate retirement in 2024, he was co-founder, president and CEO of The Redwoods Group, the largest insurance provider dedicated to protecting youth-serving organizations in the country by working to prevent the sexual abuse of children in institutional settings, drowning prevention, transportation, and elevation risk safety

A 1979 Duke University graduate with a bachelor’s degree in political science, Trapani is a member and past chair of the Advisory Committee for Duke University’s Fuqua School of Business Center for Advancement of Social Entrepreneurship.

He has also been the social entrepreneur in residence at the University of North Carolina at Chapel Hill, chair of the board of North Carolina Public Radio, chair of the board of the United Way of the Greater Triangle (N.C.) and chair of the North Carolina Workforce Development Commission.

“You. Are. Elon,” Trapani reminded graduates. “Those three words carry weight more than a diploma, a title, or a résumé ever will because to be Elon means you’ve been formed in a community that believes in purpose and that values knowledge, yes — but also character — and that believes we are not simply here to succeed, but to serve.”

The evening Commencement celebration also featured remarks by �þ�� President Connie Ledoux Book, Provost Rebecca Kohn, and Micaela Acosta G’25, a candidate for the Master of Education from Argentina who delivered a message of appreciation on behalf of her classmates.

Acosta reminded her classmates that they stood on a bridge between two worlds: “the world that shaped us and the world we are about to shape.” Commencement, she said, is a time to ignite courage for what lies ahead.

Among the many important lessons learned while enrolled in graduate studies, she added, there was one most meaningful to her.

“We never stop learning,” Acosta said. “In education, we are not simply �þ�� content or following a curriculum. We are shaping lives. We are inspiring futures. We are making an impact that might only reveal itself years from now when a student recognizes us at the grocery store, even if we don’t recognize them. And that, truly, is the power of education.

“Today is not just a ceremony. It is a declaration that says, ‘We are ready.’ Ready to make mistakes. Ready to take risks. Ready to lead with heart and innovation. Elon has not only taught us new perspectives, methods, and strategies – it has reawakened our belief in the profound impact of what we do.

Today is not just a ceremony. It is a declaration that says, ‘We are ready.’ Ready to make mistakes. Ready to take risks. Ready to lead with heart and innovation. Elon has not only taught us new perspectives, methods, and strategies – it has reawakened our belief in the profound impact of what we do.

– Micaela Acosta G’25

“As we step forward into the world, into classrooms, organizations, businesses, and communities, may we remember that success is not just measured in titles or accolades, but in the lives we touch, the hope we plant, and the courage we inspire.”

�þ�� President Connie Ledoux Book

Book concluded the ceremony with a charge to graduates to be resilient and steadfast “like the mighty oak for which Elon is named.” The strengths and skills gained at �þ�� should be used to make a difference in the world.

“As we envision each of you launching into what’s next in the exciting career path ahead, carry Elon and our values with you always,” Book said. “Honesty: be truthful in your work and in your relationships. Integrity: be trustworthy, fair, and ethical.  Responsibility: be accountable for your actions. Respect: be simple, and value the dignity of each person.

“Use Elon’s values when you encounter the inevitable hard choices. Lean on them and each other when you need to reason things out. Remember, we are forever bound together by these values: you, me, your classmates, faculty, and staff. You are lifelong members of the Elon family.

“Congratulations, Class of 2025, and long live Elon!”

Candidates for the Master of Science in Accounting

Nick Amatulli
B.S., �þ��

Juliet Baudoin
B.S., �þ��

Cailin Daigle
B.S., �þ��

Kelly Degnan
B.S., �þ��

Emma Flynn
B.S., �þ��

Wise Halverson
B.S.B.A., �þ��

Anna Hamner
B.S., �þ��

Josh Hazlett
B.S., �þ��

Blake Kessel
B.S., �þ��

Tabitha Knedeisen
B.S., �þ��

Vincent Ruggiero
B.S., �þ��

Charlotte Scully
B.S., �þ��

Allison Silvernale
B.S., �þ��

Juliet Walker
B.A., �þ��

Candidates for the Master of Science in Business Analytics

Ananya Agrawal
B.A., Assumption University

Alan Allred
B.A., The University of North Carolina at Greensboro

Robert Barcello
B.S.B.A., �þ��

Craig Brandstetter
B.S.B.A., �þ��

Nicholas Buchholz
B.A., Fordham University

Juan Callejo-Ropero
B.S.B.A., �þ��

Adam Cheifetz
B.A., �þ��

Mackenzie Deming
B.S.B.A., �þ��

Yadira Fernandez-Delgado
B.S.B.A., �þ��

Annie Grantais
B.S., NEOMA Business School

Cece Guyader
B.S.B.A., �þ��

Narjis Jebali
B.S., SKEMA Business School

Jazlyn Jefferson
B.S., Hampton University

Mikayla Jones
B.A., Catawba College

Charline Kergueris
B.S., NEOMA Business School

Madeline Ludwig
B.S.B.A., �þ��

Mariana Martinez
B.B.A., Christian University

Will McCoy
B.A., �þ��

Simone Royal George
M.Ed., Washington University

Annabelle Schall Faucheux
B.A., The University of North Carolina at Wilmington

Victor Stromsten
B.S.B.A., �þ��

Liz Sulley
B.S.B.A., �þ��

Madison Synowiec
B.S., �þ��

James Thomas Tegler Jr.
B.S.B.A., �þ��

Dylan Tucker
B.S.B.A., �þ��

Candidates for the Master of Business Administration

John Acebu
B.A., Xavier University

Addie Ackley
B.S., West Virginia University
M.S., West Virginia University
J.D., �þ��

Jaclyn Burke
B.S., University of South Carolina
J.D., �þ��

Davis Cheek
B.S.B.A., �þ��

Cuyler Field
B.S., The University of North Carolina at Charlotte
J.D., �þ��

Robert Floyd
B.S., The University of North Carolina at Wilmington

Sarah Fuller
B.A., High Point University
J.D., �þ��

Kendra Haskins
B.A., Duke University

Tarah Holland
B.S., North Carolina Agricultural and Technical State University

Steven Lawrence Losiewicz
B.B.A., Greensboro College

Emily Lyons
B.S., Western Carolina University

Brooke McCormick
B.A., Monmouth College
J.D., �þ��

Aaron Mellette
B.S., �þ��

Eduardo Mendes Flores
B.A., Texas A&M University
J.D., �þ��

Ayo Onasanya
B.A., �þ��
J.D., �þ��

Moni Pao
B.S., North Carolina State University

William McGeachy Roberson
B.A., Davidson College

William Rock
B.S., Trident University

Ryan Xavier JaNeil Sanders
B.S., �þ��

Patrick Schwartz
B.S., University of Hartford

Jon Seaton
B.A., �þ��

Edith Sanchez Smith
B.A., The University of North Carolina at Greensboro

Sean Walker
B.A., �þ��

Daniel Warren
B.A., The University of North Carolina at Greensboro

Aaron Whetstone
B.S., Clemson University

Katie Wolfe
B.B.A., The University of North Carolina at Charlotte

Candidates for the Master of Arts in Higher Education

Emma Rose Varner Calhoun
B.A., Duke University

Seth Lawrence Lasher
B.S., Kentucky Wesleyan College

Logan Montana Morral
B.A., York College of Pennsylvania

Cassandra McLean North
B.A., Roger Williams University

Rebecca Emily Osborne
B.A., North Carolina State University

Asmaa Zaitoun
B.S., University of Jordan
M.A., University of Jordan

Candidates for the Master of Education

Micaela Acosta
Bachelor’s, Universidad Nacional de Catamarca

Huanhuan Cai
B.A., Southwest University of Political Science and Law

Rocio Castillo Garcia
Bachelor’s, Escuela Normal Particular Autorizada in Queretaro

Erika Conde Garcia
Bachelor’s, Universidad Del Valle

Hailey Firmin
B.A., �þ��

Lu Li
B.A., Tonghua Normal University

Rebecca McLamb
B.A., �þ��

Ana Gabriela Peñaranda
Bachelor’s, Universidad de Cuenca

Yuli Andrea Peralta Verano
Bachelor’s, Institucion Universitaria Colombo Americana

Zoë Rein
B.A., �þ��

Matthew R. Trez
B.A., �þ��

Nan Ye
Bachelor’s, Shenyang Normal University in Shenyang

Qianhan Yi
Bachelor’s, China West Normal University

Yuqi Yuan
Bachelor’s, Yunnan Normal University,
Foreign Languages College in Kunming

Elon students plan program commemorating International Transgender Day of Visibility

Michaela Zeno — Wed, 02 Apr 2025 16:18:06 +0000

Two �þ�� students with a shared commitment to observing the International Transgender Day of Visibility worked together this spring for a campus discussion on the history and influence of the worldwide commemoration.

Kate Campbell G’26 (they/them/theirs), a student from Sweet Briar, Virginia, enrolled in the Master of Arts in Higher Education program, joined with Maverick Powell ’27 (she/they), a double major in cinema and television arts and theatrical design & technology from Charlotte, N.C., to help organize a program in the Numen Lumen Pavilion hosted by the �þ��’s Gender & LGBTQIA Center.

Assistant Professor of English Archie Crowley will lead the discussion on April 4 at 5:30 p.m. A button-making project afterward will allow attendees to further express themselves.

Though the program falls four days after the formal commemoration of International , both Campbell and Powell were dedicated to organizing a campus event on behalf of a campus center that has affirmed and embraced their identities.

“Planning initiatives to celebrate Transgender Day of Visibility has reminded me that there is a lot of beauty in being someone who identifies as gender non-conforming,” said Campbell, whose involvement with the Gender and LGBTQIA Center includes a graduate apprenticeship as part of their studies in the higher education master’s program. “The GLC has helped me in a variety of ways to develop as a professional, a student, and an individual.”

Powell recalls their student work as an events coordinator during their first year at Elon when they got hired through the PACE program.

The Gender & LGBTQIA Center partners across campus and community to support, advocate and educate around gender and LGBTQIA identities to create an inclusive campus community of equity, justice and academic excellence for students, employees and alumni.

“I enjoy the opportunity to do events because it’s creating a space where people have a place to be recognized, celebrated and comfortable,” Powell said. “We want people to know that there are spaces at Elon where you are safe, appreciated and respected.”

Anyone interested in getting involved with the GLC is encouraged to email glc@elon.edu and/or follow the center on .

Jonathan McElderry makes history as the 86th president of ACPA

Kelsey Armstrong — Tue, 25 Feb 2025 13:42:21 +0000

Jonathan A. McElderry, dean of student inclusive excellence and assistant professor, has officially begun his term as the 86th president of .

Following his year of service within that role, he is now serving a one-year term as president, becoming the first Elon staff member to lead the national association of student affairs professionals.

Jonathan McElderry, dean of student inclusive excellence and assistant professor, signs the presidential scroll with Executive Director Chris Moody and places his Elon lapel pin into the ACPA Presidential archives.

McElderry’s current role as dean of student inclusive excellence is just one of the many ways his career illustrates his dedication to fostering inclusive campus environments. Even before joining Elon, he championed student success, diversity and professional development, serving as the assistant dean of students and executive director of the Intercultural Center at Wake Forest University and as director of the Black Culture Center at the University of Missouri.

His leadership has been shaped by his experiences as a first-generation college student and his deep commitment to mentoring and empowering future generations of student affairs professionals. During his presidential address, McElderry reflected on these experiences, offering insight into the influential moments and individuals who helped prepare him for this international leadership role.

Overcoming Challenges and the Power of Mentorship

A first-generation college student from Richmond, Virginia, McElderry knew early on that education would open doors for him. However, attending George Mason University as a first-generation student, he often struggled to navigate the complexities of higher education. With the guidance of mentors, he overcame these challenges.

“As the first in my family to pursue higher education, I had no roadmap to follow—no one to guide me through the challenges of undergrad, then a master’s program, and finally, a doctorate,” McElderry said. “The path was often uncertain, but mentors guided me, opening doors I didn’t even know existed.”

Overcoming these challenges and his experiences at George Mason ultimately influenced his career, leading to his dedication to diversity, equity and inclusion in higher education.

“My work and leadership are deeply tied to my personal history and social identities. As a first-generation scholar, my journey reflects the broader struggles and achievements of my community,” McElderry said. “I understand firsthand the challenges that many students face, and this has fueled my passion for creating spaces where they feel seen, supported, and empowered.”

Members of the Pan African Network (past and present) supporting Jonathan McElderry during the presidential transition at the 2025 ACPA Conference.

A consistent theme throughout his journey has been the value of mentorship and representation. From the impact of his mentors at George Mason to his own role in mentoring students and young professionals, McElderry’s commitment to fostering growth and support systems extends beyond ACPA. Throughout his career, he has worked to create spaces where students and professionals, especially those from marginalized communities, can thrive, develop their leadership identities, and feel a sense of belonging.

McElderry’s leadership has not gone unnoticed by his colleagues. Cameron Beatty, associate professor of higher education at Florida State University, reflected on McElderry’s leadership and mentorship during the opening remarks of his inauguration.

“Jonathan is more than a colleague to me—he’s a friend who anchors me, a peer mentor, a constant consultant in both my life and career and someone I deeply respect for his thoughtfulness and integrity,” Beatty said. “He has been a source of wisdom, a sounding board in moments of decision-making, and an inspiration for what authentic, values-driven leadership can look like in our field. Dr. West and I know that, as ACPA President, Jonathan will be this type of friend to our beloved association.”

Jordan S. West, associate vice provost at The George Washington University, echoed Beatty’s sentiment, reflecting on their time together at Morgan State University during the annual summer leadership meeting for the .

“Our time at Morgan was certainly memorable, and it was a clear moment for me in noticing Dr. McElderry,” West said. “It was evident to me, as Dr. Beatty shared, that Dr. McElderry is a true servant leader. I recall sitting next to him during a portion of our meeting when he led a discussion on ‘all leaders of PAN submitting to present at convention’ and signing people up accordingly.”

Jonathan McElderry, dean of student inclusive excellence and assistant professor, talks about the role of mentorship in his career and announces it as a priority during his presidency at the 2025 ACPA conference.

Mentoring with Purpose: Building Networks of Support in Higher Education

McElderry’s presidency will continue a legacy of mentorship, reinforcing the belief that lifting others as we climb is essential to building a stronger, more inclusive higher education landscape.

His theme for the presidency, “Mentoring with Purpose: Building Networks of Support in Higher Education,” underscores his lifelong commitment to ensuring that students and professionals feel seen, valued and empowered. In alignment with this theme, he has tasked a group of faculty and graduate students, led by Beatty and Salinas, to form a writing group that will examine the intersections of the strategic imperative for racial justice and decolonization. Additionally, Stephanie Hernandez, assistant professor of education and the Dr. Jo Watts Williams emerging professor at Elon and Emily Krechel, director of new student programs at Elon, will guest edit , which will focus on identity-conscious mentoring.

“This initiative focuses on identity-conscious mentoring that addresses the intersections of race, gender, sexuality, and other social identities, creating resources that help marginalized students and staff navigate systemic barriers,” McElderry said.

Another key focus of McElderry’s presidency will be workforce sustainability in higher education, emphasizing the importance of well-being for those who support students. He highlighted the direct correlation between student success and the well-being of the faculty and staff who guide them.

“Within ACPA, we believe that when the people doing the work are well-supported, students will thrive. Workforce sustainability is key to this, as the strength of our association lies in the well-being of its members,” McElderry said. “By fostering a consistent narrative around the value of the work being done within our community, we ensure that higher education professionals feel seen, valued and equipped to face emerging challenges.”

McElderry also highlighted several other key priorities for his presidency, including:

Accessibility Audit Implementation: Implementing ACPA’s accessibility audit recommendations, led by the director of member belonging in the international office.
2026-2030 Strategic Plan Implementation: Strengthening ACPA’s brand identity, enhancing membership and investing in the student affairs profession.
Task Force on Entity Group Funding & Expectations: Evaluating ACPA’s funding model to recommend ways to better support its identity-based and functional groups.
Graduate Student & Graduate Prep Programs Initiative: Assessing student affairs graduate programs to improve engagement strategies for graduate students.

Additionally, McElderry’s presidency is not only a professional milestone but also a historic one. He is part of ACPA’s first all-Black male presidential trio, alongside incoming President-Elect Kelvin Rutledge and former President Stephen John Quaye. This milestone underscores the power of representation in leadership, ensuring that future generations see themselves reflected at the highest levels of the profession.

“I am my ancestors’ wildest dreams, and I stand here today knowing that I belong exactly where my feet are planted,” McElderry said.

A full-circle moment: Elon connection and support

Division of Student Life staff at the 2025 ACPA Conference.

McElderry also reflected on Elon’s role in his personal and professional journey, highlighting the unwavering support of university leadership. He expressed deep gratitude to President Connie Ledoux Book and Vice President for Student Life Jon Dooley, acknowledging their encouragement and advocacy.

“I often laugh because over the past year, I’ve joked that Jon seems more excited about this presidency than I am. But in truth, his unwavering commitment to my leadership journey and his role as a mentor and supervisor have been incredible,” McElderry said.

Interestingly, McElderry’s connection to Elon predates his current position, which he began in 2022. An Elon alumna, Chayla Haynes Davidson ‘98, introduced him to ACPA and played a pivotal role in his early professional development. Now, as ACPA president, McElderry sees his time at Elon as a full-circle moment, reinforcing the importance of mentorship, legacy-building and institutional support in professional growth.

(left to right) Jana Lynn Patterson, dean of student and associate vice president for Student Life; Jonathan McElderry, dean of student inclusive excellence and assistant professor; and Chayla Haynes Davidson ’98 at the 2025 ACPA Conference

“I strongly believe that everything happens for a reason, and my time at Elon feels like a full-circle moment,” McElderry shared. “My first introduction to ACPA came through an Elon alumna, Dr. Chayla Haynes Davidson, a dedicated member of the association and former Pan Chair, who hired me for my first leadership role as an orientation leader at George Mason University.”

�þ�� also recognizes McElderry’s value and impact, celebrating his leadership and contributions to the institution.

“We are glad to celebrate Jonathan’s professional achievement as he steps into this important leadership role with ACPA, Jon Dooley, vice president for student life stated. “We are proud that he is representing Elon in this work, and we know his dedication and vision will make a significant impact on the student affairs profession while also enriching student life at Elon with positive impact for our students and staff.”

McElderry closed his address with a quote from the late Maya Angelou: “The ache for home lives in all of us. The safe place where we can go as we are and not be questioned.”

“We all long for a place, or a community, where we can truly be ourselves,” he said during his address.” “For many of us, past and present, ACPA has been that place. I’m grateful that I found my home in ACPA 15 years ago, and I am honored to serve as its 86th president.”

Vehabovic presents with current �þ��s and alumni at Literacy Research Association Conference

Jennifer Strange — Wed, 11 Dec 2024 17:53:51 +0000

Nermin Vehabovic, assistant professor of education in the Dr. Jo Watts Williams School of Education, along with �þ�� research and provost scholar Cristina Aguilar Escamilla ’25, and two Master of Education alumni, Javiera Leyton Alarcon, G’23, and Fernando Arevalo Rodriguez, G’24, recently presented at the 74th Annual Meeting of the Literacy Research Association held at the Westin Peachtree Plaza Hotel in Atlanta, Georgia.

The conference, centering the theme “Empowerment Literacies: Making ‘Good Trouble’ that Actuates Agency,” urged participants to draw on Congressman John Lewis’ charge to “never, ever be afraid to make some noise and get in good trouble, necessary trouble.”

The Literacy Research Association (LRA) is a non-profit professional organization committed to advancing literacy theory, research and practice. As a community of scholars, LRA fosters dialogue and engagement on critical literacy-related topics, emphasizing rigorous, methodologically diverse and socially responsible research. Dedicated to supporting both emerging and established scholars, LRA promotes professional development, advocates for research-informed improvements in education and addresses key theoretical, methodological, practical, and policy issues. By disseminating high-quality research widely, LRA aims to enhance understanding of literacies across the lifespan in multicultural and multilingual contexts while mentoring the next generation of literacy scholars.

An alternative format session, titled “Traversing Borders, Cultures, and Languages: Communities, Families’ Homes, and Classrooms as Transnational and Translingual Sites for Practice, Policies, and Research,” focused on literacy learning and practices in multicultural and multilingual settings, Vehabovic, Aguilar Escamilla, Leyton Alarcon and Arevalo Rodriguez drew on their lived experiences as educators, researchers and scholars who share transnational, immigrant and refugee backgrounds. The aim of this alternative session was to advance theoretical knowledge and understandings related to practice across community, home, and classroom contexts, as well as education policies and humanizing research.

Aguilar Escamilla’s presentation, titled “Pongámonos Críticos: Reading Picturebooks in a Refugee-Background Family’s Home as Global Engagement,” illuminated that Latinx Literacies entail (re)calling upon and (re)claiming connections to ancestors and relatives, lands, and freedom dreaming towards a promising future, as well as drawing on cultural assets and dynamic language practices and literacies to express emotions and lived experiences in a global context.

Leyton Alarcon’s presentation, titled “Transcultural �þ��’ Responses to Translingual Children’s Literature,” explored what happens when 10 kindergarten ESOL students interact with and respond to picture books. The findings were presented as four themes such as noticing embodied emotions, reading the word and the world, connecting to self and families and inquiring about geography.

Arevalo Rodriguez’s presentation, titled, “Intertwining STEM and Bi/Multilingualism,” considered how bi/multilingualism and STEM education inform his �þ�� and pedagogy – implying that bi/multilingual students in a 6th-grade science class are more likely to succeed due to their enhanced cognitive skills and ability to solve complex problems while using multiple languages and literacies in playful and creative ways.

“Serving as the chair and discussant of this session allowed us to engage with attendees in thinking about the importance of “mak[ing] some noise” and how that informs language and literacy practices, policies and research,” Vehabovic said. “I am incredibly proud of our �þ�� and graduate students across the Teacher Education and Master of Education programs for taking up opportunities to collaborate with me and ultimately contribute to knowledge and research in the fields of literacy and teacher education. One attendee noted that they are in awe that an �þ�� student is having such a profound impact and able to contribute to the fields this early on in their academic journey.”

In addition, Vehabovic also presented an individual paper titled “Audio Visual Media of Srebrenica Genocide Survivors’ Stories as Witness and Truthtelling: A Critical Discourse Analysis,” which illuminated that 100 audiovisual media stories housed in the Memorial Center Srebrenica in Bosnia and Herzegovina foreground remembering and honoring the lost lives of our kin by centering historical truths, amplifying survivors’ experiences and voices and articulating societal injustices.

“This work is deeply personal to me,” said Vehabovic. “I remember when I was 8 years old and living in Germany and learned about this atrocity – hearing about it on the news. Ultimately, getting to do this kind of work is my calling and purpose and the legacy that I am creating – to pass on the truth, make some good trouble, and subsequently cultivate opportunities for healing among the next generation of equity-minded students, educators, researchers and scholars in the fields of literacy and teacher education.”

Committed to the teacher-scholar model, which emphasizes the integration of �þ��, scholarship, and mentorship to foster intellectual curiosity, lifelong learning and a commitment to serving the common good, Vehabovic seeks to cultivate a foundation of established knowledge while pursuing critical thinking, creative expression and interdisciplinary exploration. Research endeavors play a vital role in shaping his �þ�� by ensuring that the content, methods and practices Vehabovic uses in his courses across �þ�� and graduate programs at �þ�� are grounded in the latest advancements in the fields of literacy and teacher education. By integrating research and �þ��, he not only enhances student learning but also models the importance of inquiry and evidence-based decision-making for current and future educators.

Elon M.Ed. mini grant projects empower education in Alamance County

Jennifer Strange — Thu, 30 May 2024 16:11:26 +0000

In the heart of Alamance County, a spirit of innovation and community collaboration has been thriving, thanks to the implementation of the �þ�� Master’s of Education (M.Ed.) Mini Grant projects. These initiatives, sponsored by the Office of Graduate Admissions, have brought forth transformative educational experiences in four local schools, fostering a deeper connection between students, educators, and the world around them.

The primary aim of the Elon M.Ed. Mini Grant is two-fold: advance the values upheld by Elon’s M.Ed. program, including place-based education, project-based learning, social justice in the classroom and to raise awareness of its mission within Alamance County. With grants of up to $1,200 awarded to each selected school, educators were empowered to turn their visionary ideas into tangible reality, enriching the educational landscape of their classrooms and communities.

Rickeya Jones, North Graham Elementary – Student Identity Forum

At North Graham Elementary, Rickeya Jones ignited conversations around identity and belonging through the creation of a Student Identity Forum. This inclusive space provides fourth and fifth-grade students with a platform to explore diverse perspectives, fostering empathy and understanding. With grant funds allocated for books, art supplies and games, Jones has cultivated a nurturing environment where students engage in meaningful dialogue, journaling and artistic expression, empowering them to embrace their unique identities.

Susan Anderson, The Hawbridge School – Low Tunnel Garden System

Horticulture High School honors students at The Hawbridge School learned how to bend the conduit around the hoop bender to make hoops to cover the garden with plastic. This project taught the students how to grow food under cover in North Carolina for year-round harvest.

In the verdant grounds of The Hawbridge School, Susan Anderson envisioned a hands-on learning experience that extends beyond the classroom walls. The implementation of low-tunnel garden systems at both the lower and upper schools has provided students with the opportunity to cultivate not only plants but also a deeper understanding of sustainability and food production. These gardens serve as living laboratories, enriching curriculum across all subjects and nurturing a sense of environmental stewardship among students.

“We had a great season of learning and the low tunnels, shovels and row coverings helped us achieve these experiences,” said Anderson. “The students learned that even compact soil can grow a few things, protecting crops from chilly temperatures by covering, helps them live through a frost, and they learned that wind can get so strong that even sandbags won’t keep the row cover on. The middle school horticulture classes have observed the high school students working with the low tunnels. Many of them are eager to take high school honors horticulture now that they’ve seen what can be done!”

Cindy Gittens & Kellie Stubblefield, Alamance Community School Food Pantry

Cindy Gittens and Kellie Stubblefield embarked on a mission to address food insecurity and support families in need within the Alamance Community School. Through their Food Pantry program, they offer essential resources and assistance to families, including weekend food bags, classroom breakfast items, school supplies and clothing donations. By fostering a culture of care and compassion, the Food Pantry is not only nourishing bodies but also nurturing a sense of community and belonging within their school.

“The mini-grant projects have allowed us to serve over 30 families in need by sending home weekly meal backpacks throughout the school year,” says Stubblefield.

Ashley Reynolds-Bowers, Walter M. Williams High School – Bones for Bulldogs

Bones for Bulldogs is a hands-on practical learning experience for students with disabilities offered through Williams High School

Ashley Reynolds-Bowers embarked on a journey of empowerment and skill-building at Walter M. Williams High School with the “Bones for Bulldogs” project. Through the creation of a dog treat enterprise, students with disabilities are gaining hands-on experience in baking, entrepreneurship and communication skills. By selling their homemade treats to the community, these students are not only raising funds for their classroom but also cultivating a sense of pride, independence, and purpose.

“We have had a blast making and selling our biscuits and the real-world knowledge they have gained cannot be taught from a book! It has been an amazing and truly transformative experience for our class,” said Reynolds-Bowers.

The impact of these Elon M.Ed. Mini Grant projects transcend the boundaries of the classroom. The Office of Graduate Admissions will initiate another iteration of the Elon M.Ed. Mini Grant project with the intent of expanding their reach to additional educational institutions.

Master’s-level Elon graduates urged to embrace the unknown

Alexa Boschini — Thu, 23 May 2024 17:36:20 +0000

While Commencement marks the end of one chapter, with students becoming graduates after months or years of rigorous work, it also signifies a new beginning. In his welcome remarks at Elon’s Graduate-Level Commencement ceremony on Wednesday, May 22, School of Communications Dean Kenn Gaither reminded graduates that a commencement literally means a beginning, despite the traditional framing of graduation as a destination reached.

“Graduates, a commencement is the beginning of a new chapter of your life, and you are now armed with the knowledge from an advanced degree to begin something new,” Gaither said. “The Elon motto is ‘numen lumen,’ which signifies spiritual light and intellectual light. At Elon, you have walked in the light. Now, you enter the world as the light.”

A graduate receives their hood during Elon’s Graduate Program Commencement on Wednesday, May 22, in Alumni Gym.

The joint ceremony in Alumni Gym recognized graduates from the Master of Science in Accounting, Master of Science in Business Analytics and Master of Business Administration programs in the Martha and Spencer Love School of Business; the Master of Arts in Interactive Media program in the School of Communications; and the Master of Arts in Higher Education and Master of Education programs in the Dr. Jo Watts Williams School of Education.

Stephen Gyan of the Master of Arts in Higher Education program, who was selected to deliver the message of appreciation on behalf of his fellow students, encouraged the graduates to embrace the beauty of the unknown. A first-generation college student from Ghana, Gyan traveled 5,389 miles to realize his goal of earning a master’s degree and deepening his understanding of how educational systems nurture people and transform societies.

He shared how overwhelming it was at times to pursue an advanced degree in an unfamiliar country, an ocean way from his family. But Gyan’s Elon experience also broadened his educational and professional horizons and boosted his confidence in his own abilities, leading him to pursue his Ph.D. this September.

Stephen Gyan G’24 of the Master of Arts in Higher Education program was selected to deliver the message of appreciation on behalf of his fellow graduates.

“There’s power in the unknown, and it’s important to reframe it as a catalyst for action,” Gyan said. “Life may be complex, but I firmly believe that when we trust ourselves and take initiative in the present moment, the world will conspire to help us achieve our dreams.”

Gyan said he believes that earning their master’s degrees Wednesday night signified a stepping stone for the future he and his fellow graduates want to create for themselves. With a commitment to learning continuously, constantly seeking mentorship and acting proactively, he said he felt confident the graduates would leave Elon well equipped to take on whatever comes next for them.

“Let’s draw inspiration from taking small steps even when the path isn’t clear,” Gyan said. “By doing this, we become bold, action-oriented and willing to experiment. It will free us from the fear of inadequacy and imposter syndrome and empower us to embrace the humanity that includes failure as part of our journey. After all, our actions can have a variety of outcomes – it can be good, it can be bad or somewhere in between. But the most important thing is that we would have tried. Colleagues, let’s choose to be optimistic and embrace the positive world that awaits us.”

André Valcour, vice president and laboratory director with the Center for Esoteric Testing and discipline director of allergy, coagulation and endocrinology at Labcorp, echoed the importance of lifelong learning in his keynote address. He remarked on humans’ capacity to adapt to change and reflected on how rapidly the world has evolved throughout his own educational and professional journey.

André Valcour G’14, vice president and laboratory director with the Center for Esoteric Testing and discipline director of allergy, coagulation and endocrinology at Labcorp and a 2014 graduate of Elon’s MBA program, gave the keynote address.

When he took his first computer programming course in college, he submitted his homework on punch cards. His doctoral dissertation at the University of Vermont was the school’s first to be written on a word processor rather than a typewriter. Today, people carry computers in their pockets or wear them on their wrists and are now experimenting with artificial intelligence as a resource. To keep up with such exponential evolution, Valcour said it’s imperative that people always aspire to learn.

“To soar in the age of explosive change, you will need to constantly increase your knowledge and skills,” said Valcour, a 2014 graduate of Elon’s MBA program. “You will need to be a lifelong learner to be a lifelong success. The days when you could get a four-year degree or even a graduate degree and think that it would sustain you for a lifetime are over.”

To be successful in today’s world, Valcour encouraged the graduates to routinely assess what further self-development they need, what further knowledge and skills they need, what standards they should set for themselves and what strengths they should employ. He also urged them to be proactive in exploring mentoring relationships with people who are smarter than them, people who will provide guidance and support, and people who will challenge them.

“You must remember that if you will be successful in this kind of relationship, you must be open to criticism, you must have a clear vision of what you want to achieve and, most of all, you must be passionate about your goals and be willing to take risks to achieve them,” Valcour said.

President Connie Ledoux Book charged the graduates to be resilient and steadfast like the mighty oaks for which Elon is named.

Valcour also underscored the importance of not only learning throughout your career but using that knowledge to empower the success of others. Leadership, he said, is not about a person’s position, but about their actions, their innovations and their influence.

“Be the kind of leader that makes others successful,” Valcour said. “Use your talents to effect positive change. Above all, maintain a strong moral compass. Your integrity is your most valuable asset.”

In her charge the graduates, President Connie Ledoux Book said she hoped they would carry Elon’s core values of honesty, integrity, responsibility and respect with them as they begin their next chapter as master’s degree recipients.

“Use these Elon values when you encounter hard choices,” Book said. “Lean on them – and each other – when you need to reason things out. Remember, we are forever bound together by these values – you, me, your classmates, faculty, staff, Elon.”

Candidates for the Master of Science in Accounting Degree

Alex Belveal

Katlin S. Bollenbach

Blake C. Cleven

Liam M. Dabagian

Tommy Dimock

Claire E. Doherty

Taylor Getz

Kaitlin A. King

Jack C. McAuliffe

Jackie Schmidt

Ariston J. Tomes

Jake Varady

Julia C. Vide

Callum R. Walker

Candidates for the Master of Science in Business Analytics Degree

Annabelle Ackroyd

Jessica Booth

Jack Cutler

Rafi Dahdal

Léanna Dejean

Justine Dobral

Matthew Downing

Raphael Engelhard

Luca Erhardt

Zac Ervin

Zane Bruce Gilbert

Kai Glass

Chazz Harley

Nazhiyah Hayes

Dylan Heap

Kathryn Johnson

Maya Johnson

Daniel Martin

Drew Ellen Menscer

Hannah Miller

Ajay Nimmala

Caleb Ogunmola

Tate Ostrowski

Shane Paradine

Edoardo Righetti

Victor Roche

Isak Sedin

Suman Sharma

Trinity Roshni Swepson

Vanessa Taylor

Jabril Williams

Jun Yin

Candidates for the Master of Business Administration Degree

Kyra Auguste

Richard Bechtold

Quintin Brenner

Frederick Brown

Jose Daniel Castillo Solano

Felicia Cenca

Major Duckett

April Dawn Dudash

Jessica Hamrick Hart

Nitish Kumar

Meghann Mae Lail

Breanna Lewis

Aeriel Miller

David Eugene Morgan III

Jasmine C. Ryant

Victoria Schneider

Warren Snell

Brandon Jade Swindell

Candidates for the Master of Arts in Interactive Media Degree

Raven Monique Abbott

Jessica Maris Baker

Andrew Allen Dryfoos

Isabella Maria Szalay Hilditch

Tishana Trinity Jackson

Kaitlin N. McGoogan

Cameron Xavier Rosebud

Gabriella R. Sable

Denise Yvonne Simmons

Abigail Sparkman

Morgan Sierra Stankiewicz

Amaya C. Waddy

Puxin Zhao

Candidates for the Master of Arts in Higher Education Degree

Hao Chun Chi

Julia Ruth DeWitt

Darynha Gnep

Elana Rae Gutmann

Stephen Gyan

Caleigh Shea MacKinnon

Marie-Clare Oluebube Ofoegbu

Elijah Pennock

Vanessa Lorraine Truelove

Haley Nicole Turczynski

Alexandra Lucia Weaver

Candidates for the Master of Education Degree

Robert A Alvis

Fernando Antonio Arevalo Rodriguez

Wanying Deng

Yanmei Duan

Maria Florencia Guida

Alexa Perkins LaTorre

Wenting Li

Zongchao Mu

April Ashford Siler

Madeleine Steffani Tapia Solis

New partnership helps teachers earn continuing education credits from Elon

Eric Townsend — Fri, 17 May 2024 14:36:04 +0000

School teachers who complete online professional development courses through a nationally renowned global education company will soon receive Continuing Education Units from �þ��.

A new initiative between the Dr. Jo Watts Williams School of Education and , a North Carolina organization that has partnered with schools and districts to develop language proficiency and cultural competency, builds on existing partnerships between the two institutions.

The Dr. Jo Watts Williams School of Education will offer CEUs, complete with the dean’s signature, for those who finish online learning modules offered by Participate Learning.

Mooney Building, home to the Dr. Jo Watts Williams School of Education

The arrangement provides educators with opportunities for advancing their professional development while earning CEUs that often can be used toward renewing teacher licenses.

“This collaboration is more than a bridge between theory and practice,” said Ann Bullock, dean of the Jo Watts Williams School of Education. “It is a dynamic conduit for innovation and professional growth. By aligning the curriculum from Elon’s Master of Education in Innovation program with Participate Learning’s respected badge system, we are enhancing the value and reach of both offerings.”

Jake Henry, chief academic officer at Participate Learning, said the agreement exemplifies a commitment to advancing education while also fostering global competencies and 21st-century skills among educators. “Our collaborative efforts will significantly enrich the learning experiences and professional trajectories of those we serve,” he said.

For more information about the partnership or to learn more about the badge programs and the Master of Education in Innovation, contact Dean Ann Bullock (abullock9@elon.edu).
For more information about Participate Learning’s professional development courses and program offerings, contact Monica Cougan, senior director of Account Management and Partnerships (monica.cougan@participatelearning.com).

About Participate Learning

Participate Learning, formerly known as Visiting International Faculty and later VIF International Education, is dedicated to equipping teachers and students with the tools and skills necessary for thriving in an interconnected world. Focused on fostering global competencies and sustainable practices, Participate Learning offers a range of programs aimed at developing global citizens through education.

About �þ�� and the Dr. Jo Watts Williams School of Education

�þ�� is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, ambitious and ethical citizens of our global culture. At Elon, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff. More than 70 �þ�� majors are complemented by professional and graduate programs in law, business administration, business analytics, accounting, education, higher education, physician assistant studies and physical therapy.

The Dr. Jo Watts Williams School of Education at �þ�� is a national authority on the preparation of equity-minded leaders in the fields of education, physical activity and wellness who enhance the learning and lives of children and adults. Accomplished teacher-scholars with decades of collective professional experience instruct nearly 300 �þ��s majoring in early childhood education, elementary education, middle grades education, outdoor leadership & education, physical education & health, science education, or special education. The school also offers programs for earning a Master of Education or Master of Arts in Higher Education.

Named for a distinguished �þ�� alumna and former public school teacher, the Dr. Jo Watts Williams School of Education hosts the Elon Teaching Fellows Program, a model for the preparation of �þ�� leaders and scholars who contribute significantly to the quality of birth-12 education and who are influential in decision-making on the local, state, national and international levels.

Initial licensure programs in the Dr. Jo Watts Williams School of Education are accredited under the Council for the Accreditation of Educator Preparation.

Meet the teachers in Teach for Alamance

Eric Townsend — Thu, 01 Feb 2024 14:04:28 +0000

Matt Trez remembers the joy his mother brought home with her from work as an elementary school teacher. Zoë Rein recalls high school instructors who built her confidence through their writing assignments.

Trez and Rein represent the first cohort to complete Teach for Alamance, a program established in 2023 by the Dr. Jo Watts Williams School of Education at �þ�� to recruit and retain top talent to local public schools.

In exchange for a two-year commitment to teach in the Alamance-Burlington School System, new Elon graduates receive a full scholarship to the university’s Master of Education in Innovation program, as well as a small annual stipend to help with living expenses.

Teach for Alamance participants grow their knowledge of innovative approaches to �þ��, deepen their knowledge of educational research, and develop a broader understanding of the way that young people use technology to learn and connect with peers.

“It’s important for �þ�� and the Dr. Jo Watts Williams School of Education to support the very schools in our community that help us prepare teacher candidates for successful careers,” said Dean Ann Bullock. “By providing a program to entice graduates to stay and teach here, we strengthen those relationships, which benefits all involved.”

Introducing the 2023-2025 Teach for Alamance Fellows

Matt Trez ’23 G’25

Matt Trez ’23 G’25
Eighth Grade Social Studies
Turrentine Middle School

“Any opportunity I get to step up my game is something I’m going to take.”

Matt Trez joined the Elon Phoenix football team in 2019 as a preferred walk-on offensive lineman. Then came COVID. With time to assess his goals, the Connecticut native hung up his cleats and switched majors from finance to education. He needn’t look far for inspiration.

“My mom loves her �þ�� job more than anything,” Trez said. “She loves her kids. And I had to make a decision between possibly sitting at a desk for the rest of my life or a job where I could connect with people and build relationships.”

Student �þ�� led Trez to an opportunity to help coach football for Williams High School in Burlington. How could he not jump at the eventual full-time job offer to teach eighth grade at nearby Turrentine Middle School? More than a career, Trez had discovered a community filled with the very children of faculty and staff who’d mentored him at Elon.

“My kids are on the cusp of becoming young adults. Having a part in their formation is really, really interesting,” he said. “I also love that I’ll get to see these kids grow into their own and flourish once they go off to a high school where I coach.”

The Teach for Alamance program simply made sense. “It’s a dream deal,” Trez said. “The people at Elon during my �þ�� studies really cared about making sure we made it to the finish line. I feel like I’m getting that same support now. I don’t want my educational journey to stop. I’m always going to do what I can to get to that next level and better myself.”

Zoë Rein ’23 G’25

Zoë Rein ’23 G’25
Ninth Grade English and Language Arts
Eastern Alamance High School

“I always loved learning and I wanted to keep learning and do a job I thought would be different every single day.”

Freshman year of high school was tough for Zoë Rein. Her family had just moved to Colorado from their longtime home in Kansas City, and the quiet teenager was lacking confidence in her new environs. She soon met teachers who encouraged her love of the language arts and the passion for poetry she’d harbored since reading Emily Dickinson as a child.

Rein’s college search would lead her to Elon and an Honors Program with the flexibility to double major in mathematics and English with teacher licensure. She today teaches language arts and advises a poetry club at Eastern Alamance High School.

“Writing is what makes me feel like I’m helping students do something they’ll be able to do for the rest of their lives, something that helps them empower themselves and find a voice,” Rein said. “That’s the thing that brought me out of my shell.”

Rein hadn’t planned on graduate school so soon after starting her career. A self-described “huge researcher,” she wanted to work for a time, then pursue answers to questions drawn from classroom experiences. But earning a master’s degree on a full scholarship? Turned out that Teach for Alamance was too good to turn down.

Rein notes other benefits to pursuing a master’s degree as a rookie teacher. The program reinforces concepts learned as an �þ�� and students have access to faculty who provide advice for overcoming the rough moments all new educators face.

“Some days it can be really hard to remind myself of all the things I know are pedagogically good,” Rein said. “Reading again about effective �þ�� helps me reframe what I need to do.”

About the Master of Education in Innovation program

�þ��’s 30-hour Master of Education in Innovation program is a part-time, distance education program designed for teachers who are active educators in the K-12 setting delivered online in the summer, spring and fall semesters.

The M.Ed program is intentionally designed to disrupt practitioners’ traditional concepts of schooling and move teachers toward more progressive visions and praxis. Candidates are:

Introduced to a range of progressive student-centered pedagogies such as project-based learning and place-based education
Asked to reimagine education within a constructivist framework, allowing for equitable learning opportunities that are respectful and responsive of students’ backgrounds
Offered opportunities to experiment in their own practice with innovative pedagogies

An M.Ed. alumna promotes equitable learning by applying fractions

Jennifer Strange — Wed, 20 Sep 2023 14:45:28 +0000

Aaron Trocki, associate professor of mathematics

Aaron Trocki, associate professor of mathematics, and Erika Hernandez, a 2023 graduate of the M.Ed. program, recently published an article in the fall issue of The Centroid, the official journal of the North Carolina Council of Teachers of Mathematics (NCCTM).

Hernandez’s scholarly pursuit of action research methodologies to advance equity in mathematics education prompted her to engage in a comprehensive year-long independent research endeavor alongside Trocki, an esteemed faculty member in the M.Ed. program.

In their article, “Mirrors and Windows to Analyze Waste Production: A Fifth-Grade Teacher Promotes Equitable Learning with Applying Fractions,” the authors share the development, enactment and evaluation of a learning unit designed to promote equity in a fifth-grade bilingual mathematics classroom.

Unit lessons were written to encourage student voice and to use multiplication and division of fractions as analytical tools of empowerment. Evidence gathered during three major learning activities indicated growth along dimensions of access, equity, identity and power through the application of research-based �þ�� practices.

Erika Hernandez is a dual language (English-Spanish) elementary teacher at Stoneville Elementary School in North Carolina. “I believe and work for the transforming power of the education of children,” she said.

The full article in The Centroid can be found

M.Ed. candidates present capstone projects aimed at developing an equitable and supportive learning environment

Jennifer Strange — Mon, 22 May 2023 21:09:08 +0000

The first graduating cohort of Elon’s revised Master of Education program designed and carried out a capstone project aimed at developing an equitable and supportive learning environment. Candidates had the choice between a writing intensive capstone project or a praxis intensive capstone project.

Valentina Cubillos, Elon M.Ed. Candidate, Class of 2023

In their capstone courses, candidates synthesized their learning across the M.Ed. program and reflected on changes in their knowledge, skills, dispositions and practice. As a culminating experience, candidates continued their collaborative work with colleagues, administrators, families, community partners and/or others to complete their projects.

On May 6, a poster presentation was held for the M.Ed. candidates to share their reflections with faculty and others within the Elon community. Guests of the graduating M.Ed. cohort were also invited.

Corey Waters, Elon M.Ed. candidate, Class of 2023

“My journey through Elon’s M.Ed. Program has been a transformational experience for me, from the inception of my praxis capstone project to the day of presenting its completion. I experienced a rollercoaster of emotions as well as the everyday ebb and flow of life; all while embarking on an adventure to explore the best ways to meet the academic, social, and emotional learning needs of my students, after having to endure the educational impact of learning loss, due to a global pandemic. I believe this experience has equipped me to lead with an equity-focused direction, to further my advocacy, as it lends itself to help students improve their academic and overall well-being,” said Corey Waters G’23, Elon M.Ed. candidate.

Javiera Leyton G’23 said, “My capstone project was meaningful to me as a translingual and transcultural person myself. It helped me understand multiculturalism from my kindergarteners’ perspective. It also challenged my thinking as a teacher since the results and responses were not what I expected, but better.”

Destiny Carter ’19, Elon M.Ed. candidate, Class of 2023

“Returning to Elon for my Master’s Degree and completing the writing intensive track of the Capstone project has been an incredibly meaningful and personal process. Almost like a homecoming, I was supported at every moment by wonderful faculty, who took my unique context into consideration and allowed flexibility to meet requirements when necessary. The engagement in my particular project was built on the already ingrained practice of action research in my current school, and gave me the tools to reach a deeper understanding of the choices and successes in our implementation of the IBDP to an academically and culturally diverse student body, while also promoting social values and an important mission. I look forward to continuing with this research after the end of the program, sharing my findings both within our small school community and on a larger scale,” stated Hannah Wilpon ’17.

The 18 candidates and their capstone project titles are listed below.

M. Rome Buttner

Language Acquisition and Project-Based Learning

Destiny Carter ’19

Disparity in Discipline Referrals

Tatiana Rudiander Conte

Perspectivas: Conversations about Restorative practices

Valentina Cubillos

Podcast series: Multilingual learnings improving oral skills and becoming active participants of their communities

Manfredo De la Cruz

Inclusive and equitable response to foster and preserve local wisdom and strengthen identity for residents of Hatteras Island in Dare County, North Carolina

Yanela Ferrer

A classroom teacher’s reflections: Does creating a class book help children develop curiosity and exploration to enhance language and global learning?

Kirsten Garrison

Community Building in Special Education

William D. Giblin

Garden Research Study: connectedness and happiness

Erika Hernandez

Translanguaging in a 4th-grade mathematics classroom

Ana Herrera

Citizens of the World: Empowering Communities for a Sustainable Future

Javiera Leyton

Transcultural students’ responses to multicultural children’s literature

Emma Lu

Centering Community: Restorative Practice as a Relationship Building Approach

Marcela Marambio

Nueva Comunidad: The lived experiences of a Latinx family

Kimberly Manning

Family Engagement: The Missing Link for Improving the Achievement of Marginalized Student Populations in High Schools

Issac Marsh

Professional Development To Support Twice-Exceptional Learners

Deanna Polito

Diversity in Children’s Books

Corey Waters

Social-Emotional Learning (SEL) – It’s Impact on �þ��’ Academic Achievement and Overall Well-Being

Hannah Wilpon ’17

Reflections on the Student Experience Completing the International Baccalaureate Diploma Programme (IBDP) in Israel

M.Ed. (Masters of Education Program) | Today at Elon | �þ���