Dozens of university leaders, faculty, staff and students were joined on Oct. 30, 2026, by the CEO of the world’s leading accrediting body for engineering education programs, as well as North Carolina’s secretary of commerce, for a morning of reflection on the rise of �鶹��Ƶ’s new School of Engineering and Computing.

After years of being housed within �鶹��Ƶ College, the College of Arts and Sciences, the university’s longtime engineering and computer science departments combined this fall to formally launch the university’s seventh school, a response to the growing importance of technology and innovative problem-solving across numerous professions.

“Establishing a School of Engineering and Computing reflects �鶹��Ƶ’s commitment to preparing students to be leaders, innovators and problem-solvers,” said �鶹��Ƶ President Connie Ledoux Book. “In today’s rapidly changing world, it is important to blend a superior technical education with opportunities for interdisciplinary thinking and experiential learning. �鶹��Ƶ students embrace these opportunities. By doing so, they easily demonstrate how to apply what they learn in the classroom to finding solutions for real clients, with real needs, even before graduating with the skills needed for fulfilling careers and lives of meaning.”

“The opening of �鶹��Ƶ’s School of Engineering and Computing marks an important milestone in the university’s continued growth��in national prominence,” added �鶹��Ƶ Provost Rebecca Kohn. “Faculty from two distinct disciplines are now better positioned to��identify and expand��opportunities for students to develop the knowledge, creativity, and leadership that are critical to addressing society’s most pressing obstacles. This��school will serve as a��new��model for preparing engineers, developers, game designers, cybersecurity experts and more who will advance their fields while making a difference to so many future clients and communities.”

Michael K.J. Milligan, chief executive officer of , delivered keynote remarks at a morning address. North Carolina Secretary of Commerce Lee Lilley shared additional perspectives on the economic impact of engineering and computer science when he offered remarks at a campus luncheon.

“I’m excited to showcase what we’re doing here at �鶹��Ƶ,” said John Walz, the inaugural dean of the School of Engineering and Computing. “Students who choose to come to �鶹��Ƶ will receive not only a strong engineering or computer science education but also a great foundation in the liberal arts. Our students will graduate with technical skills, the ability to work in teams and communicate effectively, and the potential to quickly serve as leaders in the field.”

The celebration opened with an address from Milligan in which he impressed upon those in attendance the importance of lifelong learning. He also spoke to the need to continuously develop technical skills, interpersonal communication and relationship building.

A panel discussion titled “How �鶹��Ƶ is Educating Engineers and Computer Scientists to Meet the Challenges of Today and Tomorrow” followed. Moderated by Walz, the discussion featured faculty members Professor Shannon Duvall, Professor Sirena Hargrove-Leak, Alex Strassberg ’26, and Kelly Little of Tryon Solutions.

Among the highlights from the panel was advice for students on looking for the right academic fit if pursuing a career in engineering or computing, how �鶹��Ƶ faculty work with students, and what employers are looking for from recent graduates.

“One of the biggest things for me as to why I came to �鶹��Ƶ, was the idea that I could do things beyond just my strict major and be able to engage in things that weren’t just theory,” said Strassberg. “When I worked on campus in the theater department, I came up with different ideas for stage lights. And I came (to the Engineering facilities) and built that.”

Following the panel discussion, guests discovered work from �鶹��Ƶ students through a showcase that featured projects, research, and innovations from both engineering and computer science, a demonstration of the school’s impact and outcomes from hands-on learning experiences.

The celebration concluded with lunch and Lilley’s message of the role and economic impact of engineering and computing jobs throughout North Carolina. The state’s investment in attracting advanced manufacturing, biotechnology, software development, and other tech industries creates a strong demand for highly skilled graduates, he said.

Lilley spoke about the importance of engineering and computing jobs to the state’s future.

“These professionals drive innovation, improve productivity and keep our state competitive,” he said. “They develop technologies, improve manufacturing processes, solve complex problems and their work helps companies turn ideas into reality. These skills influence where businesses choose to locate and where they choose to expand.”

Rooted in the early strategic planning of internal working groups and refined through community research and conversations, the pledges provide a framework for the work ahead and include public accountability for the progress made and the investments that support it.

The university leaders also unveiled �鶹��Ƶ | Queens College as the planned undergraduate academic unit of �鶹��Ƶ in Charlotte following completion of the merger and required regulatory approvals.

The announcements were shared during a Sept. 23, 2026, campus update at Queens’ historic Myers Park campus, marking one year since the universities announced their intention to merge.

“The value of this merger will not be measured by whether it creates a larger university. It will be measured by whether it creates better opportunities for students, stronger connections to employers and communities, and greater capacity to serve Charlotte for generations,” said �鶹��Ƶ President Connie Ledoux Book. “Queens College will carry forward the Queens name, residential experience, Royals tradition and deep relationship with Charlotte while drawing on the reach and resources of the broader �鶹��Ƶ community.”

“For generations, Queens has been woven into Charlotte through its students, faculty, staff and alumni and through an enduring commitment to service,” said Queens University of Charlotte Acting President Jesse Cureton. “Queens College is intended to preserve that legacy as a living academic community – with students learning on this campus, faculty mentoring them, Royals competing and longstanding traditions continuing for generations to come.”

Queens College and the future of the Myers Park campus

Queens College will carry forward Queens’ nearly 170-year tradition of close-knit residential undergraduate education on the Myers Park campus. The Queens name, the Royals tradition, the residential experience and the institution’s historic commitment to service will remain central to the campus’ future.

A vibrant undergraduate community will remain at the heart of the campus, with students studying across the arts and sciences and professional fields, living and learning together, participating in campus traditions and competing as the Royals. Athletics will remain an important part of the undergraduate experience and Queens tradition as the broader merger advances.

The Myers Park campus will also remain an important home for graduate and professional education in areas including law, health sciences, counseling and business. The longer-term strategy and structure for individual programs are still being developed.

Four pledges to Charlotte

The four pledges are rooted in the early strategic planning work completed through SOAR and reflect priorities identified through research and conversations with Charlotte-area leaders and residents, including career preparation, internships, employer partnerships and broader access to educational opportunity. Together, they provide a framework for the work ahead.

1. To be the national leader in engaged learning. Queens has long required every undergraduate to complete an internship. We will build on that foundation, making Charlotte a classroom without walls, deepening the quality and mentorship of every internship, co-op, research and service experience, and bringing students from �鶹��Ƶ’s campus to Charlotte for signature academic and professional experiences.
2. To be a true partner to Charlotte’s employers, schools and civic organizations. We will listen to regional needs and connect students, programs and university expertise with Charlotte’s changing workforce priorities in business, health care, technology and education. We will work with schools, community colleges, universities, employers and nonprofits to build stronger pathways into higher education and expand opportunity for Charlotte-area students.
3. To be an intellectual, cultural and civic resource. We will build on Queens’ legacy of thought leadership, arts, public programs and civic engagement, keeping the campus’ theaters, galleries, classrooms and gathering spaces active parts of Charlotte.
4. To make the necessary investments in people and long-term strength. We will become a top talent destination and employer of choice through competitive compensation and benefits, professional development, and a culture in which expertise is respected and employees from both campuses shape new ways of working. And we will secure the campus’ future through disciplined planning, enrollment strategy, philanthropy, responsible budgets and sustained investment in students, programs, facilities and people.

“Pledges made publicly should be measured publicly,” Book said. “We intend to return to the Charlotte community with evidence of progress – the experiences students complete, the partnerships we build, the people we serve and the investments we make in this campus and its future.”

Progress during the first year

During the first year, the merger moved from intention to implementation. In June, the Southern Association of Colleges and Schools Commission on Colleges approved the substantive change for the merger, the most significant accreditation milestone in the process to date. An expanded governance structure is in place, and the first phase of shared services began this summer in admissions, facilities, human resources and career services.

Academic initiatives are also advancing. �鶹��Ƶ Law’s full-time Charlotte program plans to welcome its first cohort in 2027 on the Myers Park campus. The university’s clinical mental health counseling master’s program has expanded to Charlotte, and Charlotte’s first graduate physician assistant program is preparing to welcome its inaugural class in January. Faculty and academic leaders from both institutions are also exploring new pathways connecting the residential undergraduate experience at Queens with �鶹��Ƶ’s broader academic network and Charlotte-based graduate and professional education.

The U.S. Department of Education review is continuing, and additional academic, operational and organizational decisions require further planning. Until all required approvals are complete, �鶹��Ƶ and Queens will continue operating in coordinated but legally distinct ways. The universities will communicate directly with students, employees and alumni as implementation milestones are finalized.

�鶹��Ƶ the Merger

�鶹��Ƶ and Queens University of Charlotte announced their intention to merge in September 2025. The long-term vision brings together Queens’ deep history and relationships in Charlotte with �鶹��Ƶ’s national leadership in engaged learning and record of strong student outcomes. The institutions are working toward a combined university that preserves distinctive campus identities while expanding opportunities for students and increasing the capacity to serve Charlotte and the region.

�鶹��Ƶ �鶹��Ƶ

�鶹��Ƶ is the nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, ambitious and ethical citizens of our global culture. At �鶹��Ƶ, approximately 7,000 students learn through hands-on experiences and close working relationships with faculty and staff whose priorities are teaching and mentoring. The �鶹��Ƶ curriculum is grounded in the traditional liberal arts and sciences with an emphasis on global experiences and career development. More than 80 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. �鶹��Ƶ is ranked among the Top 100 national universities by U.S. News & World Report, with a No. 1 ranking for excellence in undergraduate teaching for six consecutive years.

�鶹��Ƶ Queens University of Charlotte

Queens University of Charlotte is located in one of America’s fastest-growing cities, offering an extended classroom to students and a direct pipeline to meaningful careers for graduates. Queens University serves around 2,000 students in undergraduate and master’s-level programs across the liberal arts and sciences as well as the professional fields of business, communication, nursing, health and education. Queens’ unique General Education model teaches students to think critically about some of the world’s biggest problems, beyond the boundaries of what’s expected in a college classroom.

Three �鶹��Ƶ Los Angeles area alumnae attended the world premiere of their grant-funded films at the sold-out inaugural �鶹��Ƶ Los Angeles Alumni Short Film Festival at Sony Pictures Studios in Culver City, California.

Julie Boyd ’15, Bex Evans ’16 and Mirai ’07 were recipients of $3,000 each through the 2025-26 �鶹��Ƶ Los Angeles Alumni Short Film Grant Competition last fall.

Grant recipients were selected through a review and ranking process by a selection committee comprised of industry leaders, including several �鶹��Ƶ alumni. The selection committee was co-chaired by Jordan Roman ’15.

To view photos from the festival, .

Production of the three short films – Boyd’s “The Life and Times of,” Evans’s “Shadow Dusk” and Mirai’s “#StopAsianKate” – took place in the spring and included opportunities for spring 2026 �鶹��Ƶ Los Angeles students to participate in and observe the production process.

In addition to the screenings of the three films, the festival included a panel discussion with �鶹��Ƶ alumni Lindsey Emerson, vice president of streaming, global strategy & operations at Paramount Skydance and Alex Stevenson, account lead at Creative Artists Agency. They each offered perspective and advice to both current students and alumni about creating job opportunities and career growth in a shifting industry landscape.

A meet-and–connect reception on one of the studio’s back lot streets followed the festival screening program.

Unique alumni engagement opportunities for �鶹��Ƶ Los Angeles students are at the core of the �鶹��Ƶ Los Angeles experience. Based in the heart of historic Hollywood, applications are now being accepted for students to participate in the spring 2027 and National Campus Programs Los Angeles experience that also features specific LA-focused academic courses, site-based internships and community service.

A dynamic and results-driven enrollment leader with more than 15 years of progressive experience in higher education has been named the next dean of undergraduate admissions at Queens University of Charlotte.

Benjamin Boivin will oversee the university’s undergraduate recruitment, admissions and student success strategies beginning on July 20.

“Benjamin brings a rare combination of data-driven enrollment expertise and forward-thinking leadership to Queens,” said Queens Acting President and CEO Jesse Cureton, MBA ’02. “We look forward to the impact his strategic vision will have on our enrollment as we enter this next chapter of growth.”

Boivin joins Queens from Manhattan University in New York, where he most recently served as director of undergraduate admissions. During his tenure, his strategic leadership, enrollment marketing expertise, and innovative recruitment strategies helped drive a 73% year-over-year increase in undergraduate applications.

A champion of data-informed, student-centered enrollment models, Boivin also served on Manhattan University’s ChatGPT for EDU Steering Committee, helping lead initiatives that explored how the responsible use of artificial intelligence can enhance student engagement and the future of higher education.

“I am honored to join Queens University of Charlotte at such an transformative time in its history,” said Boivin. “Queens has been shaping leaders and serving the Charlotte community for generations. Combined with its innovative partnership with �鶹��Ƶ and the extraordinary growth of Charlotte, the university is uniquely positioned to redefine what a career-centered private education can be. I look forward to working alongside our talented faculty, successful alumni, and caring staff to welcome the next generation of Royals and help lead this exciting new chapter.”

Throughout his career, Boivin has earned a reputation as a highly collaborative leader who values partnership, innovation, and relationship-building across every level of an institution. He holds both a bachelor’s degree and a master’s degree from Manhattan University and is a board member of the Westchester Putnam Rockland Counselors Association (WPRCA).

Los Angeles has been serving as one of the key U.S. locations for the FIFA World Cup 2026; Skladan’s work responsibilities have brought her to LA for the duration of the games this summer.

Students and alumni guests had the opportunity to learn about her impressive career in sports so far and her journeyposition to her current . “It is wonderful to be back at �鶹��Ƶ LA’s home base at The Preserve, in the same space where my classes were held and from where I began the journey to launch my post-graduation professional career,” Skladan told the gathered group.

Each semester, �鶹��Ƶ Los Angeles brings together alumni and students for conversations that benefit emerging young professionals in a wide variety of career fields. The program offers an exciting, immersive and robust spring semester and summer program experience in the heart of historic Hollywood through �鶹��Ƶ’s�������Ի� National Campus Programs. Applications are now being accepted for the spring 2027 semester.

After checking in and creating a nametag, students and parents will have the chance to meet one another, share excitement about the journey ahead and learn which other students from their��area��will be joining them at �鶹��Ƶ. The conversations often lead to new friendships, familiar faces for move-in day and an early sense of belonging within the university community.

Current �鶹��Ƶ parents serve as hosts, sharing their experiences and offering insights about the transition to college life. Many events are also supported by �鶹��Ƶ staff members, who help answer questions about Move-In Day, New Student Orientation, campus��resources and��the first-year experience.��Together, they provide valuable guidance and reassurance as families prepare for the start of the academic year.

Coordinated by the Office of Parent Engagement, Summer Welcome Events are designed to foster meaningful connections among incoming students,��parents�����Ի� current �鶹��Ƶ families. By bringing members of the �鶹��Ƶ community together in a familiar, casual��setting, the gatherings help families feel informed, supported, and connected before students arrive on campus.

For many attendees, Summer Welcome Events mark the beginning of their �鶹��Ƶ experience. Through conversations, shared experiences and new connections, families gain a deeper understanding of the university and the supportive community that will welcome them in August.

Class of 2030 families who are unable to attend a local Summer Welcome Event, Ready, Set, �鶹��Ƶ is��a webinar��offered with current parents and a student sharing their �鶹��Ƶ perspective and experience. Registration for this��webinar��will be open in the middle of July, with the event being��live in��the second week of August.
Families will have an opportunity to��submit��questions prior to the event, and they can choose from two different��timeframes. All incoming parents and students of the Class of 2030 will receive an email to register for Ready, Set, �鶹��Ƶ.

Dr.��John��Walz will join��the���鶹��Ƶ��University administration��on��June 30,��2026,��after nearly a decade��helming��a private university recognized for its emphasis on experiential learning, strong industry partnerships and workforce preparation.

Walz’s��appointment follows a national search and comes as �鶹��Ƶ��debuts��an academic division that��will leverage the��university’s nationally��ranked approach to undergraduate teaching and its emphasis on engaged, experiential learning in pursuit of human transformation.

“John Walz is an accomplished academic leader whose career reflects a deep commitment to student success,��engaged learning,��innovative program development and strong connections between higher education and industry,”��Provost Rebecca Kohn said.��“His experience leading engineering programs, combined with his collaborative leadership style and strategic vision, make him exceptionally well suited to guide the School of Engineering and Computing during this important moment in its history.”

John Walz is an accomplished academic leader whose career reflects a deep commitment to student success,��engaged learning,��innovative program development and strong connections between higher education and industry.

– Provost and Vice President of Academic Affairs Rebecca Kohn

Walz will provide��leadership for the School of Engineering and Computing’s academic programs, strategic planning, fundraising�����Ի� external partnerships while helping advance the university’s goals for innovation, engaged learning and student success.

When the school formally opens for the 2026 Fall Semester, anchoring the university’s Innovation Quad in the heart of campus, it will include��20��full-time faculty and three full-time staff positions with more than 300 undergraduate students.

Engineering is among the university’s most rapidly expanding academic areas, reflecting both national demand and student interest.���鶹��Ƶ’s existing ABET-accredited engineering program offers��programs��in biomedical, computer, mechanical, and environmental, as well as dual-degree pathways.����The school will include computer science and cybersecurity majors and a minor in game design.

�鶹��Ƶ President��Connie Ledoux Book said Walz’s background aligns with �鶹��Ƶ’s vision for the new school.

“The launch of the School of Engineering and Computing represents an exciting step forward for �鶹��Ƶ,” Book said. “Dr. Walz brings a rare combination of academic leadership, industry engagement and commitment to student-centered education. His leadership building engineering programs, supporting faculty excellence and preparing graduates for meaningful careers will position the school for continued growth and distinction.”

Walz has spent more than three decades as a faculty member, researcher and academic administrator. During his tenure as president of Milwaukee School of Engineering, he led the development of a comprehensive strategic plan, launched the institution’s first comprehensive fundraising campaign, expanded academic offerings in computer science and artificial intelligence, strengthened student retention initiatives and oversaw significant investments in academic facilities and student success programs.

Under his leadership, Milwaukee School of Engineering achieved record undergraduate enrollment, increased student diversity, expanded industry partnerships and raised more than $150 million in philanthropic support for capital projects and academic initiatives.

Before becoming president, Walz served as dean of the , where he led efforts to establish a common first-year engineering program, expanded��student success resources and strengthened relationships with industry partners.��Earlier leadership roles at Virginia Tech and Yale University included overseeing faculty recruitment, program growth and research initiatives while maintaining active teaching and scholarship responsibilities.

Throughout his career, Walz has emphasized strategic planning, student retention, faculty support and partnerships with industry and community organizations. He has also championed initiatives that broaden participation in engineering and technology fields and expand pathways for students to connect classroom learning with professional experiences.

Walz said the opportunity to help shape a new school at �鶹��Ƶ was particularly appealing because of the university’s emphasis on engaged learning and interdisciplinary collaboration.��He also expressed gratitude��to��Book, Kohn and members of the search committee for the opportunity.

“I am deeply honored and excited to be selected as the inaugural dean of the School of Engineering and Computing,”��Walz said.��“I have long admired �鶹��Ƶ’s commitment to engaged learning and believe it provides an ideal environment for educating the next generation of engineers and computer scientists.

“The combination of �鶹��Ƶ’s strengths in the liberal arts and its investment in engineering and computing creates a unique opportunity to prepare graduates with both the technical expertise and��leadership��skills needed to thrive in a rapidly evolving, globally connected world.”

Walz earned a Bachelor of Science and a Master of Science in chemical engineering at Tulane University before completing a Doctor of Philosophy in chemical engineering��at��Carnegie Mellon University.��He and his wife,��Moira, have three��daughters.

�鶹��Ƶ �鶹��Ƶ

�鶹��Ƶ is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, and ethical citizens�����Ի���leaders.

At �鶹��Ƶ, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff who prioritize��teaching and mentoring. The curriculum is grounded in the liberal arts and sciences with emphasis on global experiences and career development. More than 80 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. �鶹��Ƶ is ranked No. 1 for excellence in undergraduate teaching by U.S. News & World Report.

�鶹��Ƶ’s academic divisions include �鶹��Ƶ College, the College of Arts and Sciences; the Martha and Spencer Love School of Business; the School of Communications; the Dr. Jo Watts Williams School of Education; the School of Health Sciences;��the School of Engineering and Computing;�����Ի� the School of Law, with programs in Greensboro and Charlotte, North Carolina.

In 2025, �鶹��Ƶ and Queens University of Charlotte announced plans to merge institutions. Final approval from the U.S. Department of Education is anticipated by 2028.

Sixty-eight percent of American adults say they are proud to be American, and 79% agree the United States plays a uniquely important role in world history. At the same time, 69% believe the signers of the Declaration of Independence would feel more disappointment than pride about modern American democracy.

The survey of 1,000 adults in the United States, conducted April 30-May 4, 2026, explores how Americans view the nation’s past, present and future as the country prepares to commemorate its semiquincentennial.

“As the United States approaches the 250th anniversary of the Declaration of Independence, Americans have complex and diverse feelings about America 250,” said Jason Husser, director of the �鶹��Ƶ Poll and a professor of political science and public policy. “We found several points of optimism among Americans, including pride in being American and belief that the United States has a uniquely important role to play in world history. At the same time, many Americans expressed significant concern about the health of American democracy today, and the country is split on its outlook over the next 50 years.”

More than half of Americans (52%) say the United States is unsuccessfully living up to its founding ideals, while only 30% say the nation is successfully living up to them. Nearly three-quarters of Americans (73%) rate the overall health of U.S. democracy as only “fair” or “poor.”

The survey also found widespread concern about political instability and civic division:

• 68% believe elected officials today are worse than leaders of the past
• 80% say they at least sometimes feel no political party or movement represents their views
• 70% say the country is more turbulent than average compared with other periods in U.S. history
• 64% say they have little or no confidence that U.S. political institutions will make mostly good decisions over the next 50 years
• 68% predict America will become more politically divided by 2076

Americans are also pessimistic about the country’s long-term future in several key areas. Majorities predict that by 2076 the nation will have less freedom, less economic equality, a lower standard of living, and more pollution. More Americans also believe technology will create more harm than benefit over the next 50 years.

Despite those concerns, the poll found Americans still hold strong connections to the nation’s democratic ideals and history.

When asked which event best represented American democracy at its highest ideals, respondents most frequently selected the Civil Rights Movement and World War II. Abraham Lincoln was named both the historical figure who best exemplified democratic ideals and the greatest president in U.S. history.

The survey also revealed broad bipartisan resonance for many historic presidential messages when respondents were not told who made the statements. More than three-quarters agreed with quotations from George Washington and Abraham Lincoln, while large majorities also agreed with statements from John F. Kennedy and Franklin D. Roosevelt.

Looking toward the nation’s semiquincentennial celebrations, Americans expressed greater interest in reflection than pageantry. Nearly seven in 10 (68%) said America250 should focus more on reflecting on U.S. history and values than simply celebrating national achievements, and 71% said smaller local events would feel more authentic than large national celebrations.

The survey found Americans entering the anniversary with mixed emotions. The most common feeling was pride, cited by 38%, followed by gratitude at 17%. But 21% said they have no strong feelings, 12% described themselves as conflicted, while others reported disappointment or frustration.

The margin of error for the �鶹��Ƶ Poll survey is +/- 3.95%.

Poll Methodology

Access the poll topline and methodology at:��www.elon.edu/elonpoll. The survey was developed by the �鶹��Ƶ Poll and fielded by the international marketing and polling firm YouGov as an online, web-based survey, self-administered with online panels. Between April 30 and March 4, 2026, YouGov interviewed 1,077 U.S. adults aged 18 and older. These respondents were then matched down to a sample of 1,000 to produce the final dataset.

The matched cases were weighted to the sampling frame using propensity scores based on age, gender, race/ethnicity, years of education, and home ownership. The margin of error for this poll (adjusted for weights) is +/-3.95%.

�鶹��Ƶ the �鶹��Ƶ Poll

Established in 2000, the �鶹��Ƶ Poll conducts national and North Carolina surveys on issues of importance to voters and residents. Information from these polls is shared with media, citizens and public officials to facilitate informed public policy making through the better understanding of citizens’ opinions and attitudes. The poll is fully funded by �鶹��Ƶ and operates as the neutral, non-biased information resource.

The �鶹��Ƶ Poll is a charter member of in 2014 to educate polling firms on ways to better share how they collect and interpret their information. The �鶹��Ƶ Poll’s voluntary participation in this initiative signifies a willingness to clearly state in its reports how questions were asked, in what order, who funded the poll and then conducted it, and a definition of the population under study, among other details.

For the second consecutive year, the university is the only North Carolina private school featured by the magazine in its list of “25 Best Drama Schools in the World.” The University of North Carolina School of the Arts and the University of North Carolina at Chapel Hill also made the list.

The publication said it consulted with educators and industry insiders to determine the best schools for an acting degree. It also weighed overall training, cost, facilities, alumni success, industry connections and more.

The 16 students accepted to the undergraduate musical theater program go through a rigorous training process, which begins with classes in acting, voice and dance, and then allows students to explore individualized paths, including taking part in student-driven cabaret performances. Seniors also take part in a two-semester course on professional readiness and artistic identity, which includes bringing in casting directors and talent representation, with many students gaining representation or jobs out of this process. To that point, Campy Rodriguez, a current student in the senior class, is on Broadway in��Aladdin, in addition to such alum as Taylor Trensch, who recently led the off-Broadway production of��Bat Boy. Tuition and fees are close to $51,000.

�鶹��Ƶ’s Department of Performing Arts��offers seven degree programs: Acting, Arts Administration,��Dance Performance & Choreography,��Dance Science, Drama and Theatre Studies,��Music Theatre�����Ի���Theatrical Design and Technology. Four programs require an audition or interview.

�鶹��Ƶ �鶹��Ƶ

�鶹��Ƶ 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 �鶹��Ƶ, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff whose priorities are teaching and mentoring. The curriculum is grounded in the liberal arts and sciences with emphasis on global experiences and career development. More than 70 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. �鶹��Ƶ is ranked No. 1 for excellence in undergraduate teaching by U.S. News & World Report.

�鶹��Ƶ’s academic divisions include �鶹��Ƶ College, the College of Arts and Sciences; the Martha and Spencer Love School of Business; the School of Communications; the Dr. Jo Watts Williams School of Education; the School of Health Sciences; and the School of Law, with programs in Greensboro and Charlotte, North Carolina.

The new publication, “Human Wisdom for the Age of AI: A Field Guide to Cultivating Essential Skills,” helps students cultivate the human skills they need to thrive in a digital world, whether working with AI technologies or learning independently of those tools. The guide includes engaging and fun exercises on curiosity, critical and deep thinking, creativity, ethical perspectives, communication and relational skills, among others.

Like the 2024 and 2025 editions, this year’s guide is provided to students and institutions free of charge and is available for download at: .

The guide draws on 10 voices across centuries and cultures — from Aristotle, Cicero and Descartes to Mencius and Ptahhotep — whose enduring insights into human judgment, creativity, ethics and wisdom take on new urgency as AI reshapes how we learn and work.

“We are excited to share this hands-on field guide with teachers and learners around the world,” said �鶹��Ƶ President Connie Book. “We must not lose sight of the enduring principles that have always driven human progress. This publication bridges the gap between rapidly expanding algorithmic power and the timeless wisdom of the liberal arts. It empowers students to harness AI technologies where appropriate without sacrificing the empathy, judgment and creative autonomy that only a human mind can provide.”

“As artificial intelligence reshapes how we learn, work and create, the essential skills students need are not disappearing—they are evolving,” said AAC&U President Lynn Pasquerella. “Capacities such as critical inquiry, ethical reasoning, creativity and communication are more important than ever because they enable students to engage AI thoughtfully, question its outputs and apply knowledge with judgment and purpose. This guide underscores a central truth: in an age of increasingly powerful machines, the learning outcomes of a liberal education are the foundation for meaningful and responsible innovation.”

“Through our research at The Princeton Review, we consistently see that students are both excited by AI and uncertain about how to use it well,” said Editor-in-Chief Rob Franek. “What they’re really looking for is guidance. This field guide meets that moment by translating big ideas—like critical thinking, creativity and ethical decision-making—into practical habits students can use every day.”

In response to requests from faculty and staff, the new publication includes:

• A set of downloadable with group exercises, worksheets and discussion questions
• An online that allows students to reflect on how they are using AI in their studies and their level of reliance on AI tools.

Students, faculty and staff at more than 4,000 colleges, universities, schools and organizations around the world have accessed the publications. The guide’s has provided information to more than 87,000 users in 170 countries.

The guide is authored by three �鶹��Ƶ leaders and researchers: Daniel J. Anderson, special assistant to the president and former vice president for communications; Lee Rainie, director of the Imagining the Digital Future Center; and Janna Anderson, professor of communications and co-founder and senior researcher for the Imagining the Digital Future Center. They worked in partnership with 24 consulting scholars from 10 countries.

“Human Wisdom for the Age of AI” is endorsed by:

• American Library Association
• CAA Academic Alliance
• EDUCAUSE
• Gardner Institute
• NASPA-Student Affairs Administrators in Higher Education
• Online Learning Consortium
• RTI International

All materials in the guide are provided free and licensed under a Creative Commons License Attribution that allows educators to use and adapt the work for noncommercial applications.

As with the previous publications, colleges and universities may request a version of Human Wisdom for the Age of AI field guide that incorporates their institution’s logo on the cover, providing a custom edition for distribution within their campus community. For details on obtaining a customized PDF of the publication, send a request along with a high resolution logo file to imagine@elon.edu.

The Student Guide to Artificial Intelligence is an initiative of���鶹��Ƶ’s��Imagining the Digital Future Center. The publication series grew out of a��2023 global collaboration��that established a��statement of principles��to guide development of AI policies and practices in higher education.

�鶹��Ƶ the publishers of the Student Guide to Artificial Intelligence

��is the nationally recognized leader in experiential learning, preparing graduates to be creative, resilient, ambitious and ethical global citizens. For five consecutive years, U.S. News & World Report has ranked �鶹��Ƶ #1 in the nation for undergraduate teaching excellence and the leader in programs that promote student success. �鶹��Ƶ enrolls more than 7,000 students at its main campus in �鶹��Ƶ, North Carolina, and national campus locations in Greensboro, Charlotte, Los Angeles, New York and Washington, D.C.

�鶹��Ƶ’s is an interdisciplinary research center focused on the impact of accelerating digital change and the challenges that lie ahead. The center’s mission is to discover and broadly share a diverse range of opinions, ideas and original research about the likely evolution of digital change, informing important conversations and policy formation. The center was established in 2000 as Imagining the Internet and renamed Imagining the Digital Future with an expanded research agenda in 2024.

is a global membership organization dedicated to advancing the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education. Through our programs and events, publications and research, public advocacy, and campus-based projects, AAC&U serves as a catalyst and facilitator for innovations that improve educational quality and equity and that support the success of all students. In addition to accredited public and private, two-year and four-year colleges and universities, and state higher education systems and agencies throughout the United States, our membership includes degree-granting higher education institutions around the world as well as other organizations and individuals.

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