At �鶹��Ƶ, a student is a first-generation college student if neither parent/legal guardian has earned a bachelor’s degree from an institution within the United States. A student is still considered to be a first-generation college student even if a sibling has already completed a four-year college degree.

The first-generation celebration kicks off on Oct. 21 and runs through November. Nov. 8, which is National First-Generation College Student Celebration Day, which honors the anniversary of the signing of the Higher Education Act of 1965, which expanded access to higher education for young people from historically marginalized backgrounds.

This year’s celebration is intentionally designed to share and reflect on all those who make up this wonderful community. A day or a week isn’t enough time to celebrate all the accomplishments happening on and off our campus. If you have questions, contact the First-Generation Student Success Team at firstgen@elon.edu.

Upcoming Events

Ongoing: Early November: First-Gen Connections

First-generation students will be paired with faculty, staff and alumni to begin or deepen existing connections. Sign-ups have closed and participants will receive their pairing after fall break.

Monday, Oct. 19

5:30 p.m. – 7 p.m. | Café con Leche with Friends | Irazú Coffee

This space will help first-generation students connect, build community, and engage in conversations about identity, belonging and navigating higher education. Through storytelling and peer mentorship, students will explore the unique experiences of being both first-generation and Latinx while fostering meaningful connections across class years

Wednesday, Oct. 21

6 – 8 p.m. | First-Gen Open Studio | Lakeside Meeting Rooms

Our celebration starts with an evening of creativity, reflection and community. Through a series of curated stations, students will reflect on their first-gen legacy, learn more about important firsts at �鶹��Ƶ, create art pieces, take professional portraits by Ethan Wu, and much more.

Wednesday, Nov. 4

4:30 – 5:30 p.m. | Sweet Success | Moseley Student Center

Celebrate what it means to be first-generation by visiting the First-Gen Society to pick up a cupcake and learn how to engage with the organization throughout the year.

Thursday, Nov. 5

9:30 – 10:30 a.m. | International Coffee Hour Collaboration | Global Education Center

Join us as we foster community and celebrate our first-generation and international students with International Student Services. Food and good vibes will be on hand. Melanated Melodies will perform.

Friday, Nov. 7 

First Gen Student Success x Irazú Collaboration – ALL DAY

Swing by Irazú and grab our special themed drink created by Viluzmar Castellanos Gonzalez ’27 and Anette Cruz ‘29

Go GOLD for First-Gen

We invite all members of the campus community to wear Gold on Friday, Nov. 7, to symbolize support for first-generation students and programs that aim to empower students to reach their highest potential.

Formerly known as Summer in the Village, Summer Launch prepares students for their incoming grade-level curriculum while creating opportunities to build relationships and confidence before returning to the classroom.

Two Alamance-Burlington School System (ABSS) teachers led each classroom, all of whom had previously worked with the “It Takes a Village” Project, and volunteers supported them. This additional support allowed students to work in smaller groups and receive individualized attention throughout the program.

For one volunteer, Summer Launch offered the chance to return to a program that had been part of his own childhood. Diego Aguilar Hernandez grew up attending Big Village tutoring sessions. Now a rising senior in high school, he has returned to his roots, working alongside his former fourth-grade teacher, Ashley Cook, this summer.

“Summer Launch gave me the opportunity to build relationships with the students while helping them grow academically,” said Hernandez. “It was really rewarding seeing their progress and confidence grow throughout the two weeks, and I’m grateful I got to be part of their experience.”

Cook has long supported the “It Takes a Village” Project in the mission to uplift students, and is a testament to how ABSS teachers are key to the program’s success. Her commitment to the classroom proves why students such as Hernandez have become eager to give back.

“Being a part of the Village Project is an experience I hold near and dear to my heart. I’ve loved being the Andrews Elementary liaison, but teaching this diverse group of ABSS students was such a special treat,” said Cook. “The genuine love and appreciation shown by the students and their families was palpable — as teachers, we know when that is real! It’s a beautiful testament to the incredible, often unseen hard work that Laura and Keely put into fundraising and building partnerships so that our Title I students can have these amazing opportunities.”

Another source of dedication within the “It Takes a Village” Project is Annabelle Jones, who co-leads instruction for the Village’s STEM program, IGNITE, formerly known as Engineering in the Village.

“After having the opportunity to help lead with Engineering in the Village, when I saw the opportunity to be a part of the �鶹��Ƶ Village Summer Launch, I knew I wanted to be a part of it,” said Jones. “Being connected with opportunities from �鶹��Ƶ is so special to me. I received my K-12 AIG Certification through �鶹��Ƶ and continued on with the Master’s Program. As a 2019 graduate from �鶹��Ƶ, with a Master’s in Education – Gifted Education, helping out with the Village feels like coming home. The joy it brings to support the whole child is incredible. Fostering the love of learning, building relationships and community is something that the Village provides a space and place for.”

Although Summer Launch differed from Jones’ usual STEM-focused curriculum, she embraced the opportunity to create a memorable experience for her students. Her classroom became “Camp Care-A-Lot,” complete with outdoor-themed activities, a campfire centerpiece and a campfire song for students each day.

“At the end of the summer camp, students shared how they weren’t ready for it to end and how they would miss me. The feeling is mutual for sure! Another student shared how when she grows up and has kids of her own, she wants to send them to the Village Summer Camp because she wants them to have the same experience. That really helps to explain how special and the uniqueness of the program,” Jones said. “Being a part of the Village is such a positive experience. I am full of passion for the program and I am honored to give back to the community in such a meaningful way. Thank you �鶹��Ƶ!”

While teachers brought their creativity and expertise into the classroom, Newlin Elementary staff helped make Summer Launch possible by supporting the day-to-day operations of the program. During the school year, Natasha King serves as Newlin Elementary School’s teacher liaison, a leadership role that helps ensure the “It Takes a Village” Project’s programming runs smoothly. During Summer Launch, King remained at the forefront of check-in, welcoming students with a smiling face at the beginning and end of each day.

“Working in the Village program throughout the years and most recently this summer has provided me with the opportunity to experience how the program keeps evolving from its humble beginnings, as it continues to meet the needs of the dynamic community that we serve,” said King.

Alongside King, Principal Intern at Newlin Elementary Brittany Daye served as a site coordinator for Summer Launch. From preparing supplies in advance to coordinating logistics, Daye played an integral role in bringing the program together and helping create a welcoming environment for students and families.

“I genuinely enjoyed every moment of this journey. “’It Takes a Village’ is truly a magical program that not only enriches students academically but also builds relationships, inspires educators, and creates lasting memories,” said Daye. “It is an incredible asset to the Alamance County community, and I am honored to have been part of something that reminds us all that when a community comes together with a shared purpose, amazing things happen.”

Throughout its two-week duration, the program focused on helping students transition back to school in a fun and interactive way. The “It Takes a Village” Project supported teachers in bringing their big ideas to life by providing supplies for hands-on activities, such as designing pinecone bird feeders or creating a rainbow from cereal. During the second week, students participated in a summer-themed spirit week, coming to camp dressed in sunglasses, beach hats and other tropical attire.

For educators like King, Summer Launch is a glimpse into an exciting year of continued “It Takes a Village” Project programs for students.

“I love that even though ‘the Village,’ continues to grow and has added new programming, the premise of the program which is, ‘It Takes a Village,’ remains at the forefront of each and every program that is offered,” said King. “The Village continues to be intentional about including our families, educators, tutors, volunteers and students. We know that when children feel safe, supported and are nurtured by those around them, it makes it easier for them to learn new things, as they become more confident in themselves. I am so proud to be a part of such an awesome community!”

This fall, the “It Takes a Village” Project will continue working alongside ABSS staff, volunteers, families and students to build on that momentum and ensure every child has a successful and exciting school year.

The �鶹��Ƶ Academy Summer Academy program is a three-week residential program, that models day-to-day life on a college campus. Scholars attend classes taught by various �鶹��Ƶ faculty and staff, eat in a dining hall and build connections amongst cohorts.

�鶹��Ƶ Academy fosters a supportive culture rooted in the mentorship that EA staff, student leaders and �鶹��Ƶ faculty/staff provide to scholars. The holistic support �鶹��Ƶ Academy has cultivated has been further strengthened through the incorporation of �鶹��Ƶ’s health and well-being initiative, HealthEU.

During the Summer Academy, scholars take academic, life skills and college-prep courses. An important aspect of the program includes Evening Sessions, which have historically served as the scholars’ extracurricular programming ranging from cooking and art to physical activity like soccer, yoga and martial arts. This summer, �鶹��Ƶ Academy committed to a new approach, intentionally infusing the HealthEU framework into Evening Session planning and development. This was executed through the collaboration of �鶹��Ƶ Academy’s Faculty Scholar Evan Small and Coordinator for Well-Being, Melissa Chacon Villalobos.

All Summer Academy instructors participated in a four-part instructor development series in the spring facilitated by Small. During the first session, instructors received an overview of the �鶹��Ƶ Academy, as well as insights into Alamance County and Alamance-Burlington School System.  During the remaining sessions, instructors received information related to �鶹��Ƶ Academy’s new learning framework, course development and assessment resources. Evening Session instructors, which include �鶹��Ƶ faculty, staff and connected community members, received an additional piece of training that gave them an overview of HealthEU, its six dimensions of well-being, and insight into how to enact the HealthEU and Wellness-Centered Pedagogy Frameworks.

The goal of this training was to give evening instructors additional resources to support them in infusing well-being into their sessions. Instructors’ reflections from their overall experience of teaching evening sessions and how it influenced their own professional growth or perspective as an educator included feeling prepared to embrace new challenges like teaching new subjects, working with new student populations and stepping beyond their comfort zones.

“(The training) helped me step outside of my comfort zone and learn how to teach a new subject to ages that I have never taught before,” said one Evening Session instructor.

In addition, they shared having a deepened understanding of diverse student populations and strengthening their commitment to outreach, particularly in supporting first-generation and low-income (FGLI) students.

“It is a humbling experience, and provides a more diverse lens of Alamance County,” said an Evening Session instructor.

“Well-being isn’t something we teach in a single session. It’s something we intentionally weave throughout the �鶹��Ƶ Academy experience,” said Emily Wiersma, director of the �鶹��Ƶ Academy. “Dr. Evan Small and Melissa Chacon Villalobos played a key role in translating that commitment into meaningful learning experiences by equipping and supporting our Evening Session instructors. Together, our faculty, staff, and community partners created opportunities for scholars to explore their purpose, build community and develop habits that will support them in college and beyond.”

Through several weeks of diverse sessions, scholars were empowered to align their values, skills and goals to their holistic well-being. Evening Sessions allowed scholars to connect career and personal interests such as entrepreneurship, health professions, and culinary arts, while learning how to infuse well-being into their day-to-day life. For example, one Evening Session encompassing the connection between career and personal interests was Introduction to Esports. In this session, Scholars were able to play games and expand the styles of games they play, while also learning about different career paths they can take with Esports. In another course, Introduction to Sports Medicine, scholars were able to blend their interest in sports and or/ medicine with the potential career routes of being an athletic trainer in the �鶹��Ƶ Athletic Training Room.

The intentional instructor development and integration of the HealthEU framework have further deepened the experiences and takeaways of the Summer Academy for scholars. The Summer Academy fosters independence within scholars to take ownership of their learning and goals for college, while fostering a sense of community and belonging.

When asked to describe the most important takeaways from their evening sessions as it relates to the specific dimension of well-being, scholars shared:

• “It’s important to work together as a team and find something that makes you happy.”
• “I learned about myself, what I value, and how I can help others.”
• “The evening sessions taught me that everyday physical activity, even if it’s just an hour or thirty minutes, can help a lot.”
• “Knowing how to grow and make my own food, and how to use that as a way to escape to focus on my own well-being.”

Evening Sessions in particular, model the multidimensional aspect of well-being and convey to scholars the importance of taking initiative of their well-being. Scholars experienced firsthand how career interests can intersect with personal interests and purpose. The culminating outcome of Evening Sessions is that scholars feel empowered to actively explore and make intentional decisions about how they use their time that support their values, goals and well-being.

This year, an international teaching team from England and Ireland designed and taught a course called Your Place in the World: Exploring Identity, Sustainability, and AI. This interactive course engaged Scholars in several central questions: Who are you? How does the world around you work? And where do you belong in it?

Engaging pedagogical approaches like photovoice, campus mapping and reflective journals allowed scholars to engage deeply with course content. Scholars participated in activities to learn about the environmental landscape, the ethical use of AI, and navigating belonging in different spaces. One member of the teaching team, Aoife Prendergast from the Technical University of the Shannon in Ireland, said that a highlight of the course was

“Diving into the rich, lived experiences shared through the narratives of the group. The most powerful moments came from hearing the scholars weave their personal life stories into their visions for the future,” said Aoife Prendergast from the Technical University of the Shannon in Ireland, one of the members of the teaching team. “Watching everyone reflect on what ‘belonging’ truly means both personally and professionally created a deeply collaborative and resonant atmosphere in the room. It is clear that these narratives are shaping some truly inspiring and thoughtful pathways for the future!”

This international teaching team and transatlantic approach to this course allowed scholars to engage with a different set of cultures and a different concept of what education can be. Scholars were able to form deep connections with each other, their teaching team and the course content in ways that encouraged them to apply it to their futures.

“Throughout the three weeks, this class really opened my eyes and drew me to a new perspective of the world,” one scholar said. “We learned about perspectives of the world and how we all see the world differently, and we connected it to AI and how AI picks up on our culture and creates its own perspectives through patterns. The instructors always made me feel like I belong and they allowed me to open my mind and curiosity.”

Another Scholar shared how the course inspired them to see community in a different light.

“This class gave me the opportunity to meet people outside of the country where I live and to see how community can be built in different environments,” another scholar reflected. “Every day was engaging and we were always doing something hands-on that made the course exciting. The instructors all came from different backgrounds, which felt so diverse, and I loved hearing about their cultures. I felt both academically and intellectually challenged in the course, which made me critically think about who I am in this world and how we can connect that to AI.”

Tom Ritchie from the University of Warwick in the UK served as the lead instructor and designed the course in partnership with Evan Small, the �鶹��Ƶ Academy faculty scholar. As a Fulbright Scholar, Ritchie was able to provide �鶹��Ƶ Academy students with an exposure to additional post-graduate international education opportunities.

“This course exemplifies what makes �鶹��Ƶ Academy so special – the willingness of our faculty, partners and supporters to create transformative learning experiences that expand our Scholars’ perspectives and help them see themselves as part of a much larger world,” said Emily Wiersma, director of the �鶹��Ƶ Academy. “Through this collaborative course, our scholars were challenged to think critically, embrace new perspectives, build meaningful connections across cultures, and develop the confidence, curiosity, and global mindset that will serve them well in college, their careers, and their communities.”

The Odyssey Program is a merit-based scholarship that provides students with access to mentorship, community building, leadership development, service learning and more. The program also includes a stipend for books and supplies, and an �鶹��Ƶ Experiences grant, which will be used for global experiences.

Students admitted to the program come from a variety of backgrounds, including first-generation college students, Federal Pell Grant recipients and/or those who have achieved success despite hardship or other challenges. With 76 students in the Class of 2030, it is the largest yet and brings the program closer to its Boldy �鶹��Ƶ goal of 100 Odyssey Program scholars by 2030.

Throughout the week, the students worked on a collaborative project exploring “what it means to thrive as an Odyssey Scholar.” They also participated in sessions focused on academic planning, community building, financial aid, global learning, etc. The week concluded with a block party celebrating their accomplishments with music, lawn games, volleyball, food and more.

Eliza Scott ’30, from Chapel Hill, North Carolina plans to study strategic communications with a minor in poverty and social justice, and says she was nervous coming into the week, but has grown closer to her cohort.

“There’s so much diversity within the group, and it’s so lovely to figure out what things we share and what things we have differences in,” said Scott. “It’s so easy, in the world we live in, to think of someone and generalize and create a wall of division … It’s been so beautiful to connect as a cohort and a family.”

On Thursday, July 16, the cohort came together with �鶹��Ƶ faculty and staff for “Pizza with the Pros,” an opportunity to network and also hear from and ask questions of a professional panel. Panelists included Luis Garay, director of the Gender and LGBTQIA Center; Brandy Propst, director of �鶹��Ƶ 1010; Abdul-Malik Harrison ’21, assistant director in the Center for Race, Ethnicity and Diversity Education; Alaina Mills, community director for the Historic Neighborhood; John Moses Brownson, associate director of career advising pre-professional health; and Stephanie Baker, associate professor of public health studies.

The panelists gave a range of advice on topics including what they would tell their past self in college, how to build relationships with faculty/staff and how to manage social and academic life in college. They all emphasized that students should use the resources available to them at the university.

“Ask for help, even when it’s the most difficult thing for you to do; make sure you reach out to all the resources that we’re sharing with you,” Probst said.

The panelists advised the students that, while structure is important, college is also meant to be a time for exploration, and you shouldn’t be so strict that you miss out. Harrison, who graduated from �鶹��Ƶ in 2021, noted that it’s important to be flexible and also accept failure as a learning opportunity.

“You’re going to fall flat on your face a couple of times, but it’s how you get back up,” Harrison said. “You have this plan, either written down, physically or in your head. Take it, ball it up, throw it away because it’s not going to necessarily turn out like that. Now, the end goal might look kind of like what you wanted it to be, but how you got there, it’s not going to look like that.”

Brandy Davis ’30, from Charlotte, North Carolina, plans to study accounting and says she’s enjoyed meeting new people and “creating a sense of community and family” throughout Odyssey Week.

“Even though we have differences, everyone respects each other and, if anything happens at the end of the day, I can always come back to Odyssey,” said Davis.

To kick off the summer, Beyond 12 welcomed 50 rising sixth, seventh, and eighth-grade students to �鶹��Ƶ for a hands-on exploration of career pathways and interests. Throughout two days, students traveled across campus, participated in interactive learning experiences, and engaged with �鶹��Ƶ faculty, staff, and community members representing a variety of professional fields.

Each session offered a unique learning experience for the students. During an introduction to cinema and television arts led by Bryan Baker, director of technology, operations and multimedia projects in the School of Communications, students explored the university’s live television studio and viewed student made productions. Participants also gained hands-on experience such as with �鶹��Ƶ’s Interprofessional Simulation Center, where Nita Skillman, director of the ISC, and Bethany Fearnow, simulation coordinator, introduced students to using healthcare simulation technology. In addition to exploring careers, students were able to observe different facilities on �鶹��Ƶ’s campus. During a sports management session led by Jenn Strawley, director of athletics, participants stepped into the world of collegiate athletics with a visit to the Schar Center, where they got a behind the scenes look at �鶹��Ƶ Athletics.

“Spending time with the Beyond 12 program was such a rewarding experience. I appreciated their curiosity and loved their questions,” said Strawley. “I hope that hearing about my journey and learning about career pathways in college athletics opened their minds to new possibilities and inspired them to continue to dream.”

Students also had the opportunity to engage in thoughtful conversations with presenters, asking questions, and gaining deeper insight into different fields.

“I spoke with the students about what finance, corporate finance, and investment really are, and I was genuinely surprised by how interested they were,” said Feng Dong, director of the Reed Finance Center. “Many asked great questions, and even the teachers were engaged. Beyond 12 gives students an early, hands-on look at fields they may not have considered, exactly the kind of exposure that can shape where they go next.”

The program had an equally meaningful impact on the presenters involved. Dr. Janine A. Scott, founder of TriUnity Healthcare Inc., shared her story of overcoming adversity and creating positive change through her work in healthcare, and found herself thinking about the impact of programs such as Beyond 12.

“I really enjoyed myself during my interaction with both the students and staff,” Scott said. “Just hearing what they were doing prior to coming to our session made me wish I was a student again and able to participate.”

Through experiences like these, Beyond 12 is helping students recognize a wide range of opportunities within their reach.

“I remarked to someone that I wish I had the opportunity to attend a program like this back in my day. I truly believe that exposure and representation matters, and that is exactly what these students gained from being part of the Beyond 12 program,” said Scott.

Following the summer session, participating students from Turrentine Middle School and Broadview Middle School will attend monthly Beyond 12 sessions throughout the academic year, where they will continue to focus on career readiness and developing essential life skills. Beyond 12 programming is made possible through the generous support of NC Glaxo Smith Kline.

�鶹��Ƶ Academy, housed in �鶹��Ƶ’s Center for Access and Success, is a multi-phase program for academically promising high school students in Alamance County with a financial need and/or no family history of college. The Summer Academy, happening now, includes three consecutive summer residential experiences before the sophomore, junior and senior years of high school, as well as year-round Saturday programs for students and families.

The program is now entering its 20th year and welcoming the largest cohort in its history: the Phi cohort. 

As students mingled with �鶹��Ƶ faculty, staff and friends of the university, they reflected on their experiences on campus and in the �鶹��Ƶ Academy program.

Jeffrey Johnson

North Carolina School of Science and Mathematics / �鶹��Ƶ Academy Upsilon cohort

“If I wasn’t here, I would not be talking to this many people. (The program) forces you to, in the best way possible, foster relationships with people and get to know one another,” Johnson said. “I think my favorite part is the support systems that it offers you because when I applied, I knew I wanted to go to college, but I didn’t know if it would be as easy as it would be. Even though it’ll probably still be hard, working with �鶹��Ƶ Academy makes it feel possible.”

Jean Carlos

Western High School / �鶹��Ƶ Academy Phi Cohort

“My favorite part is definitely the community. I’ve made so many friends just in the first week here, and everyone is so supportive. I have so many resources here, so I feel like that’s definitely the best part of being in �鶹��Ƶ Academy,” Carlos said. “My favorite part of the programming is all the collaborative activities they have us doing. They usually have us do something that involves all of us together, and that really helps with involvement. No one gets left out.”

Dylan Giordano

River Mill Academy / �鶹��Ƶ Academy Phi Cohort

“My cohort is full of really great people. They’re all here for a reason, and everybody I interact with makes it a really good experience,” Giordano said. “There’s a lot of collaboration between different cohorts, staff and mentors. It feels like everybody is equal and we’re all working toward preparing us for college. It doesn’t feel like the teachers are above us. They’re supportive instead of authoritative.”

Xavier Chavez

River Mill Academy / �鶹��Ƶ Academy Phi cohort

“Everyone here is amazing. It’s not just our cohort. It’s the staff, the mentors — they do an amazing job, and it’s truly amazing. We all work together. We’re all in this together,” Chavez said. “My favorite part of the programming is the EA 101 class. It’s not just about preparing us for college. It’s helping us find ourselves — our values, our purpose, our likes and dislikes. I like how they help us find ourselves before they put us out into the real world.”

Alexa DeAlto

Clover Garden School / �鶹��Ƶ Academy Upsilon cohort

“My favorite part is the opportunities, both with school and meeting people. I wouldn’t have met the people I’ve met if it wasn’t for �鶹��Ƶ,” DeAlton said. “My favorite part of �鶹��Ƶ Academy is how much we’re able to give back to the community through community service and the resources we have. It shows people that we’re thankful for what they do for us.”

Zipporah Freeman

Southeast Alamance High School / �鶹��Ƶ Academy Tau cohort

“My favorite part of �鶹��Ƶ Academy right now is seeing our cohort come together. We struggled with that during the first two years, but this year everybody is communicating and working together,” Freeman said. “I’m a very extroverted person, so I love talking to people and meeting new people in the community.”

Ruby Elgin

Clover Garden Charter School / �鶹��Ƶ Academy Tau cohort

“Being here on campus is great because it’s such a beautiful campus. I love getting the opportunity to explore all the amenities and see what the campus has to offer. Every year feels like a new tour because I get to see different buildings and learn something new,” said Elgin. “My favorite part of �鶹��Ƶ Academy is being able to expand socially and academically at the same time. We get to do community service, network with people and get a jump start on the college process. Not everybody gets an opportunity like this, so I’m really thankful to be able to take advantage of a program like this.”

Alongside this infographic, these stories highlight some of the positive impact across campus through community partnerships during the past academic year:

• �鶹��Ƶ receives Carnegie classification for community engagement
• �鶹��Ƶ recognized for advancing nonpartisan student civic engagement
• �鶹��Ƶ creates community through Special Olympics and �鶹��Ƶ Athletics partnership
• Turning service into impact: How an �鶹��Ƶ alumna is bringing Alamance County together
• Literary Journalism class engages Town of �鶹��Ƶ mayor in civic dialogue
• Writing for Impact students secure funding for local nonprofit
• Showing up, growing together: Inside KING/PINK Academy’s power of mentorship
• Students reflect on service, community and connection during Fall Break
• New HealthEU course encourages students to go ‘beyond the �鶹��Ƶ bubble’
• �鶹��Ƶ empowers staff to make an impact in the community through paid volunteer leave

For �鶹��Ƶ student Berenice Sanchez Rosaldo, the event marked a full-circle moment.

Berenice Sanchez Rosaldo ’29, a political science major who is in the �鶹��Ƶ Academy and The Mac Mahon Family Scholar in the Odyssey Program, participated as a first-time presenter. She presented alongside Danielle Lake, director of the Center for Design Thinking, and Shannice Sellars, executive director of the African American Cultural Arts and History Center.

Their presentation, “Participatory Place-shaping: How Community-led Counter Storying Encourages Civic Engagement,” highlighted Sanchez Rosaldo’s work with the Center for Design Thinking. It focused on developing counter-stories that reflect participants’ communities and environments as a form of civic engagement.

Sanchez Rosaldo drew from personal experiences, including her high school, her father’s workplace, and the Dream Center — spaces she identified as influential in her development as a student, athlete and individual.

“Seeing Berenice present her story was such a proud moment,” said Melissa Chacon Villalobos, coordinator for well-being with �鶹��Ƶ Academy. “Watching her grow from a high school freshman to a first-year student at �鶹��Ƶ, and seeing the impact she is already making in Alamance County, is incredibly meaningful.”

Sanchez Rosaldo began this work before enrolling at �鶹��Ƶ, first connecting with Danielle Lake while attending Alamance Burlington Early College at ACC, where she completed a summer internship with local summer camps across Alamance County, creating lesson plans for kids ages 6-12 during her junior year of High School.

She also credits �鶹��Ƶ Academy as instrumental in shaping her college journey.
“�鶹��Ƶ Academy opened my eyes to the idea of college and created many opportunities for me,” Sanchez Rosaldo said.

Now an Odyssey Scholar, Sanchez Rosaldo continues her work with the Center for Design Thinking through the Power + Place Collaborative and by leading design thinking workshops across campus.

The Center for Design Thinking focuses on creative, structured approaches to problem-solving. Its Power + Place Collaborative works with Alamance County leaders and community members to document and share stories that reflect the county’s diverse communities.

�鶹��Ƶ Academy supports academically promising, limited-income, and first-generation students, while the Odyssey Program provides merit-based scholarships and enrichment opportunities for students with demonstrated financial need.

“What Berenice represents is exactly why �鶹��Ƶ Academy exists – talented students who, with the right support and opportunities, go on to lead, contribute, and create change in their communities,” said Emily Wiersma, director of the �鶹��Ƶ Academy.

Together, the �鶹��Ƶ Academy and Odyssey Scholars Program reflect �鶹��Ƶ’s commitment to civic engagement and to supporting students and communities in Alamance County.

For Sanchez Rosaldo, the experience also carried personal and generational significance. Her mother attended the presentation, marking a milestone as she watched her daughter present at her first conference.

Her story reflects the broader impact of �鶹��Ƶ’s programs on students, their families, and their communities.

It also mirrors a larger, statewide commitment to civic engagement, as institutions across North Carolina continue this work through initiatives like the , which will take place in June 2026 and is hosted by North Carolina Campus Engagement. Together, these efforts highlight how experiences like the PACE conference are not just singular moments, but part of an ongoing cycle of learning, leadership and community impact.

This spring, members of the �鶹��Ƶ Academy team traveled to schools across Alamance County to celebrate the milestone moment with 30 ninth-grade students: their admission into �鶹��Ƶ Academy’s newest cohort. Gathered alongside family members, teachers, counselors, and school advocates who had supported them throughout their educational journeys, students learned they had been selected to join the largest incoming class in �鶹��Ƶ Academy’s nearly 20-year history.

The celebrations marked the culmination of a redesigned recruitment and selection process that emphasized accessibility, family engagement, collaboration, and student-centered experiences. As �鶹��Ƶ Academy enters its twentieth year, the expanded cohort reflects both the program’s continued growth and its enduring commitment to creating pathways to college access and success for students across Alamance County.

Led by Assistant Director Briston Whitt, �鶹��Ƶ Academy’s revised recruitment and selection model introduced several significant enhancements, including a streamlined application process, redesigned group interview experiences, expanded family engagement opportunities, and increased collaboration with school, university, and community partners.

“Every aspect of the process was designed to create a more meaningful experience for students and families while ensuring we were able to identify Scholars who would really benefit from and thrive in the �鶹��Ƶ Academy community,” said Whitt. “We wanted students and their families to feel seen, supported, and connected to the program from their very first interaction with us.”

The recruitment cycle began with intentional collaboration between �鶹��Ƶ Academy and its network of school-based advocates. Serving as liaisons between the �鶹��Ƶ Academy program and local schools, advocates provided valuable insight into the unique needs of their school communities and helped connect prospective students and families with information, resources and opportunities to learn more about the program.

Building on those partnerships, �鶹��Ƶ Academy launched an extensive outreach effort that included school presentations, family information sessions, community events, social media campaigns and direct outreach to students throughout the Alamance-Burlington School System. The team also participated in events such as the ABSS Options Fair and school-based orientation programs, helping students and families begin exploring college access opportunities early in their high school careers.

The result was a strong and diverse applicant pool representing schools from across Alamance County.

Students advancing in the selection process submitted an essay and teacher recommendation, before participating in a redesigned group interview experience hosted for the first time ever on �鶹��Ƶ’s campus. Over three days, prospective scholars engaged in collaborative activities designed to assess communication, critical thinking, teamwork, problem-solving, and leadership skills while giving students an opportunity to experience �鶹��Ƶ firsthand.

The campus-based format also created new opportunities for family engagement. While students participated in interviews and activities, family members were invited to remain on campus for programming focused on student success, wellbeing, and navigating the college preparation journey. Families learned more about the program’s expectations and connected with �鶹��Ƶ Academy staff in a welcoming and supportive environment.

The redesigned model also expanded participation from university and community partners. Faculty and staff members, �鶹��Ƶ Academy student leaders, College Scholars, and supporters joined the process as evaluators, providing prospective Scholars with meaningful interactions while gaining a firsthand understanding of the intentionality behind the selection process. Following the group interview phase, finalists participated in individual interviews conducted at their schools to complete the selection process.

The result was the selection of 30 exceptional students who will comprise the Phi Cohort, officially making it the largest incoming class in �鶹��Ƶ Academy history.

“Expanding to 30 Scholars represents more than a larger cohort size,” said Director Emily Wiersma. “It represents more students, more families, and more futures that will be impacted through the power of education, mentorship and opportunity. As we approach our twentieth year, it is exciting to see �鶹��Ƶ Academy continuing to grow while remaining deeply committed to the mission that has guided us from the beginning.”

In early May, the newest scholars and their families returned to campus for New Scholar Orientation, an immersive introduction to �鶹��Ƶ Academy and �鶹��Ƶ. Throughout the day, students participated in community-building activities, learned about program expectations, explored campus, connected with peers, and began building relationships that will support them throughout their �鶹��Ƶ Academy journey.

Families participated in their own programming focused on building connections, learning about available resources and hearing directly from current Scholars and families about their experiences in the program. The orientation concluded with �鶹��Ƶ Academy’s traditional Honors Ceremony, during which current �鶹��Ƶ Academy College Scholars led students in formally committing themselves to the values and expectations of the program and received honor coins commemorating their official welcome into the �鶹��Ƶ Academy family.

While orientation marked an important milestone, the Phi Cohort’s journey is just beginning.

Next week, scholars will return to campus for Summer Academy, one of �鶹��Ƶ Academy’s signature experiences. During the program, students will live in residence halls, participate in academic enrichment opportunities, build relationships with mentors and peers and gain firsthand experience navigating a college environment. For many scholars, Summer Academy serves as the moment when �鶹��Ƶ Academy truly comes to life – transforming a group of newly admitted students into a supportive community united by shared goals, aspirations, and opportunity.

Members of the �鶹��Ƶ community will have several opportunities to engage with the newest cohort throughout the summer, including the annual �鶹��Ƶ Academy Ice Cream Social. This beloved tradition brings together scholars, families, alumni, faculty, staff, donors and community supporters to celebrate the beginning of a new chapter and welcome the Phi Cohort into the broader �鶹��Ƶ Academy community. Interested guests can .

As �鶹��Ƶ Academy enters its twentieth year, the Phi Cohort represents more than a record-breaking class size. These 30 students embody the promise, potential, and perseverance that have defined �鶹��Ƶ Academy since its founding. Their journey is just beginning, and the �鶹��Ƶ community is invited to join in celebrating, supporting, and welcoming the newest generation of �鶹��Ƶ Academy Scholars.