Classical studies faculty members Kristina Meinking, Tedd Wimperis, and Brandon Baker hosted the festivities, which featured student-designed commemorative t-shirts, gift bags for attending alumni and a cake celebrating 10 years of the Classical Studies major. Current majors and minors, including members of the Eta Sigma Phi honor society, contributed to planning the event and welcoming the alumni back to campus.

Classical Studies was inaugurated聽as an interdisciplinary minor by Rosemary Haskell and the late Russ Gill in 2000, housed within the Department of World Languages and Cultures. Megan Sweeney 鈥�16 was awarded the university’s first Bachelor of Arts in Classical Studies through the independent major program; she was soon followed by several other students who sought to foreground the study of antiquity in their 麻豆视频 education. A dedicated major and revised minor were successfully proposed and approved in 2020-21, and first appeared in the 2021-22 academic catalogue.

The visiting alumni have gone on to a wide range of career paths after 麻豆视频, including accounting, operations, software engineering, medicine, marine research, university advancement and graduate study in chemistry, communications, library science and public history. For all the diverse post-graduation journeys these alumni have taken, they will always have a home under the oaks.

“The Classical Studies program helped me decide what I want to do with the rest of my life, and will always be a part of me,” said Ash Crouse 鈥�26

And that was a challenge. Because I entered college in 2003, at the beginning of the war in Iraq, when everyone and their grandmother was convinced that learning Arabic was the ticket to getting a job in government. At the school I went to, all students were preregistered for classes with the exception of first-year students and graduate students, who had to attend classes before they could register. All classes were required to leave three seats open for first years and graduate students. So, I showed up to the first day of Beginning I Arabic along with 70 other students, all hoping to get one of those three seats. The instructor announced that he would not allow anyone to register for those three seats until there were only three students left in the class who wanted them. And so I proceeded to wait the rest of them out. I came to every class and did all the work in the class, without any guarantee that I would get in officially or get credit for it until enough people gave up that I was offered the slot. So the first thing I learned in my college career was that I would have to fight for the Humanities and they were worth fighting for. I am still doing that work today.

But aside from Arabic, I really didn鈥檛 know what else I wanted to study. So I started off by studying everything. I took classes in history, and political science, and anthropology, and comparative literature. And calculus, and biology, and Religious Studies. And they were all great classes, but I found that I had a particular love of that place where religion, history, literature, and philosophy met and connected. Those classes lit a fire in me. Because they showed me that in places and periods and languages that were wholly different from my own people had grappled with the questions that provoked and haunted me, questions of deep existential meaning and ongoing political urgency 鈥� and that they had expressed their answers in language that was profoundly beautiful. When I studied those answers, I found myself connected to peoples, movements, and cultures larger myself. 聽And as I went deeper and deeper into my studies, I found that they were changing me. Once I learned how to read deeply, I found that I could read anything, including the social and political institutions in which I was embedded. I learned to question everything, and to produce my own critical answers. I put myself to work imagining other, better worlds.

The period that I grew up in was really not perfect. I went to college 鈥� and then lived in the Middle East – during the Iraq War. A war of choice, when the President decided to invade a country that posed no threat to the United States, largely to secure access to vast oil resources. I then graduated from college into a massive financial disaster caused by the loosening of banking regulations so that very rich people could become even richer. So I can鈥檛 say that it was an easy time to be a young person 鈥� if there is ever an easy time to be a young person.

But I do think that it is much harder to be a young person today. I went through college at a time when few students had personal laptops, before the invention of the smart phone or the ipad or the rise of social media. The students I went to school with didn鈥檛 all like me 鈥� but they were all really present along with me in the spaces we shared. The political culture at the time seemed divisive, but it was nothing in comparison to the chaos and fury of the current age. It鈥檚 hard right now y鈥檃ll.

But one of the things that is making it even harder is that the institutions and entities who are invested in dividing us from each other, in fracturing our attention and undermining our interpersonal relationships 鈥� are also selling us a particular approach to knowledge. This approach is, 鈥渢he extractive attitude.鈥� It is based on the idea that the purpose of knowledge is to extract resources from the environment and money from the economy 鈥� which ultimately means from consumers. This attitude is not new. I know from my own field of African history that the European governments who colonized various territories sent scholars out in the wake of the armies, geographers and engineers to survey and map the land, and linguists and anthropologists to learn languages, and catalogue customs. The purpose of these colonial scholar-soldiers was to facilitate the pacification of the population and the extraction of natural resources. Knowledge has always been a form of power. And then, just as now, deep engagement in storytelling, religious worldviews, and philosophy was disregarded and rejected as impractical. Education, according to the extractive attitude, is a product whose value measured as a return on investment. This attitude invites us to use learning to maintain a position in cultural and class warfare.

The opposite of the extractive attitude is a humanistic attitude. A humanistic attitude values knowledge for its ability to bring meaning and joy into our lives and our communities. A humanistic attitude evaluates our present relative to both our past and our vision of the future. A humanistic attitude is an approach that finds richness and complexity in things that seem simple. And it does those things through a deep engagement with the ideas and the art that have been produced by humans through the ages.

When I went to college I had to fight for a seat in a language class against the forces of opportunism. And I want you to fight for humanism, too. And it is a fight sometimes. A fight to maintain vision and resolve in the face of a thousand messages that tell us that the humanistic attitude is 鈥渦seless.鈥� The makers and marketers of new technological products are trying to convince us to give up our capacity for deep engagement. To give up our ability to generate ideas, to read literature, to think about the past, to make and appreciate art and culture, and to communicate with each other. To convince us to give up on humanism they threaten us with catastrophe and apocalypse. They warn that their products will change society so deeply that it will be unrecognizable, or that they might destroy humanity entirely. But I have my own message. For anyone who is worried about understanding these forces, or who is struggling to make sense of the world right now – the Humanities can help.

Those of us in Religious Studies have studied apocalyptic predictions, we know the distance between what they promise and what they deliver. Those of us in History have studied revolutions and know how politics and new forms of media align. Those of us in World Languages and Cultures know that our understanding of the world is shaped by language and how to connect with people across cultural differences. Those of us in Philosophy know that the potential for meaningful change is rooted in examination and reflection. 聽And those of us in English know (to paraphrase James Baldwin), that it is literature that teaches us that the things that torment us the most are the very things that connect us with all the people who are alive, or who have ever lived. The Humanities are a repository of our shared humanity and the heart of our capacity to be, not just human, but better humans. More than ever, humanity needs the Humanities. And right now, the Humanities needs you.

鈥淥dyssey鈥� Book Club

Young鈥檚 book club is currently reading Homer鈥檚 鈥淥dyssey鈥�, a well-known ancient Greek epic poem about Odysseus, an Achaean warlord on a long, tumultuous journey to his home in Ithaca after plundering Troy. Over the course of a decade, Odysseus encounters both incredible and dangerous things as his ship loses its way time and time again. Young explains how the epic goes beyond detailing the many obstacles Odysseus and his crew encounter on the trip. The story also delves into the protagonist鈥檚 personal journey toward moral and intellectual self-discovery, which connects to how many of the students in Young鈥檚 book club are set to graduate from 麻豆视频 at the end of the semester.

鈥淥dysseus is changed through this journey of discovery,鈥� Young said. 鈥淭hat’s the story I hope stays with my students as they set sail on their next adventures.

Young explained that this book club was started because of his students. Toward the end of fall semester, many asked if he鈥檇 like to read a book with them during the upcoming spring semester while on teaching sabbatical. Young quickly agreed.

Since many of these students had enjoyed reading Homer’s 鈥淚liad鈥� while taking his course, Democracy and Its Critics, 鈥淥dyssey鈥� seemed like the perfect choice. It also coincided with student interest in Christopher Nolan’s upcoming film adaptation of the epic poem.

In addition to Young, there are nine students in the book club this semester, and the group meets every other week. While most participants are students in 麻豆视频 College, the College of Arts and Sciences, Young noted that the group is not off-limits to students outside of it. He also explained that he doesn鈥檛 show up to each meeting with an agenda for students to follow, instead allowing for open discussion on any confusing or interesting segments of the epic.

鈥淚 organize our meetings, but I’m not in charge of leading the discussion to some pre-established conclusion,鈥� Young said. 鈥淢y favorite moments are those where others are talking back and forth, voices raised, and I can sort of fade into the background.”

When reflecting on all he鈥檚 gained from running this book club, Young described that he鈥檚 continuing to learn more about 鈥淥dyssey鈥�, an epic he鈥檚 already read several times and knows very well. He appreciates the opportunity to read a book with a group of students outside of a formal classroom setting.

鈥淚’m heartened to simply sit and read together, without the pressures of grades (for students) or grading (for me),鈥� Young said.

Young also described the sense of community his book club has brought to participants. One student created a group chat, and many members eat dinner together after weekly meetings. Young reflected on a recent dinner and discussion event he hosted at his farm in Chatham County, explaining that he plans to invite students back for a fancy-dress dinner party at the end of the semester to celebrate their achievement.

鈥淲hen I look back to my own time in college, it was those long conversations about books and ideas, over and after dinner with friends, that I cherish the most,鈥� Young said.

Looking ahead, Young hopes to continue reading books outside of class time with students, staff, and faculty members. While he can鈥檛 confirm anything yet, classic works he鈥檇 like his book club to read next include Dante鈥檚 鈥淚nferno鈥� and Frederick Douglass鈥� 鈥淣arrative of the Life of Frederick Douglass鈥�.

鈥淚 said earlier that the 鈥淥dyssey鈥� is a story about a journey of discovery and growth,鈥� Young said. 鈥淚 hope that ten or fifteen years, or forty years, in the future, my students will be well on their own journeys and look back on this semester as a highlight of their time at 麻豆视频. I hope they can sense the respect and appreciation I have for each of them, and the joy I take from their love of learning.鈥�

鈥淭he Penelopiad鈥� Book Club

Meinking鈥檚 book club is currently reading Margaret Atwood鈥檚 鈥淭he Penelopiad鈥�. Meinking explained that during the fall semester, her Classical Mythology course read and discussed Homer鈥檚 鈥淥dyssey鈥�. Because the class was working with Emily Wilson鈥檚 translated version of the epic, topics of discussion kept returning to questions of gender, translation and society.

Meinking expressed how focusing on these themes made her think even more deeply about retellings of classical myths. Upon receiving the Read On, 麻豆视频 invitation to submit toward the end of fall semester, she jumped at the chance to investigate another retelling.

Wilson鈥檚 translation of 鈥淥dyssey鈥� was also Meinking鈥檚 inspiration to choose 鈥淭he Penelopiad鈥� for her book club. This text retells the story of Penelope, Odysseus鈥� wife, and her slave girls, who are atrociously mistreated in 鈥淥dyssey鈥�. Other reasons for her choice were the novel鈥檚 accessibility to non-experts and manageability for a semester-long time frame.

Meinking鈥檚 book club currently has 17 members, consisting of 15 students, one faculty member, and herself. The group is currently about halfway through the book, and discussions have circulated around Penelope鈥檚 character, comparisons to Homer鈥檚 鈥淥dyssey鈥�, the juxtaposition of Homer and Penelope, family structures and dynamics, how to depict the past, what ancient people would say about themselves 2,000 years later, and more.

鈥淥ur lively conversations so far have been driven by student observations, comments, and questions,鈥� Meinking said. 鈥淚鈥檝e been so impressed by how carefully and thoughtfully everyone has engaged with the book!”

Meetings are held once a month, and there will be four total over the course of the semester. Read On, 麻豆视频 sponsored the book club, and the Classical Studies program will provide refreshments for the last meeting. While the group covers themes in classical mythology, it is open to everyone at 麻豆视频. Meinking hopes to host another bookclub during the upcoming fall semester, and encourages anyone who missed this semester to join.

Meinking also reflected on how her book club has fostered community among members, noting how it has helped both faculty and students connect with one another.

鈥淢any of the students were in my fall course and some others are senior majors in Classical Studies,鈥� Meinking said. 鈥淲hether or not someone is a major or minor, I think this has been a wonderful opportunity for students to get to know other students who share interests and are in different years of study at 麻豆视频.鈥�

She describes book club meetings as 鈥榩retty informal鈥�, explaining how her role is more of an organizer and occasional facilitator. She does not control where conversations go, instead allowing everyone to share their perspectives outside of a formal classroom setting.

Meinking hopes that students gain either a better understanding of or new perspective on the ancient and modern worlds.

鈥淭he chance to read 鈥淭he Penelopiad鈥� so soon after reading 鈥淥dyssey鈥� really opens up paths of inquiry and discovery, and the camaraderie of the reading group enhances and sustains that intellectual engagement,鈥� Meinking said.

When reflecting on all she鈥檚 gained from this experience, Meinking described how impressed she was by the students in her book club, who have spent many late Friday afternoons talking enthusiastically about the book and the ancient world. Discussing with these students has inspired her to continue hosting book clubs at least once each academic year. She also noted how her book club has given her ideas for potential courses to offer in future years.

While Meinking鈥檚 current book club will end this spring, 麻豆视频鈥檚 Classical Studies program will provide other opportunities in upcoming semesters. Looking ahead to future book clubs, many novels are strong contenders.

鈥淲here to begin? I鈥檓 currently reading 鈥淲ake, Siren: Ovid Resung鈥� by Nina MacLaughlin, which is amazing,鈥� Meinking said. 鈥淎 lot of students I talk with have read or are interested in reading Madeline Miller鈥檚 鈥淪ong of Achilles鈥� or 鈥淐irce鈥�; there鈥檚 鈥淚, Medusa: A Novel鈥� by Ayana Gray, Costanza Casati鈥檚 鈥淐lytemnestra鈥� and 鈥淏abylonia鈥� 鈥� we鈥檒l see what students might like to explore.鈥�

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

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

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

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

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

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

Since his 2023 arrival at 麻豆视频, Kelly has hosted a 鈥榣istening tour鈥� and spent time with each department to hear directly from faculty and staff about what they value. Kelly said that common themes soon emerged from those conversations and the new statement reflects dozens of discussions.

麻豆视频 College, the College of Arts and Sciences new vision statement reads: 鈥淭he Heart of an 麻豆视频 Education: Ignite Curiosity, Engage Challenges, Transform Worlds.鈥�

The mission statement then declares:

鈥淯pholding the centrality of the liberal arts, we explore and apply disciplinary and interdisciplinary knowledge for inquiry, creativity, discovery and problem solving in a complex and changing world.鈥�

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

Community Reflections

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

鈥淚t is 100% achievable for students who want to pursue multiple disciplines at 麻豆视频, and there is a support system in place,鈥� Baker said. 鈥淚f students are creative and possess a willingness to explore new ideas and practices, the faculty at 麻豆视频 have a strong support system in place to make sure the students successful in any enterprise they pursue.鈥�

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

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

This year鈥檚 Fulbright semifinalists are:

Azul Bellot ’26

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

Jo Bogart ’26

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

Anya Brati膰 ’26

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

Rony Dahdal ’26

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

Jubitza Figueroa ’21

• Political Science
• Semifinalist for a Fulbright English teaching assistantship to Spain

Alex Fleischmann ’26

• Psychology
• Semifinalist for a Fulbright English teaching assistantship to South Korea

Rebecca Lovasco ’26

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

Caroline Mitchell ’26

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

Molly Moylan ’26

• Biochemistry
• Semifinalist for a Fulbright English teaching assistantship to Spain

Madison Powers ’25

• Journalism
• Semifinalist for a Fulbright English teaching assistantship to Spain

Aryanna Vindas ’25

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

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

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

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• Jo Bogart 鈥�26 reimagines the classics from the city in which they were born

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

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

Global growth

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

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

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

鈥淭he work I鈥檓 doing this summer is rooted in my being in Rome,鈥� said Bogart, who is also minoring in women, gender and sexualities studies. 鈥淚鈥檓 looking at writing in place and the aspect of writing in the place in which the original author of an ancient text, like the 鈥楢eneid,鈥� was written as I tell it in my own way.鈥�

Hard work paying off

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

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

鈥淚 had two classes with him before I started this project,鈥� said Hayes. 鈥淗e鈥檚 a great guy in terms of, one, letting you do the research yourself, letting you lead your own path; but at the same time, leading you on how to do academic research correctly.鈥�

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

鈥淚t鈥檚 fun to present the hard work you鈥檝e done over the year,鈥� said Hayes, who was presenting for the first time at SURE. 鈥淚t鈥檚 nerve-racking to start, and I鈥檓 working out the kinks in my presentation, but I鈥檓 looking forward to how my research is going to evolve over the next year and how I鈥檓 going to present at other undergraduate research conferences.鈥�

Research across disciplines

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

鈥淚鈥檓 a public health minor and exercise science major, so we talk a lot about the placebo effect, and I wanted to know if expected benefits from specific exercise would increase mood and cognitive function or if just exercise alone would do it,鈥� said Green. 鈥淓veryone is told 鈥楯ust exercise,鈥� but is it the exercise or what we鈥檙e being told about exercise?鈥�

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

Merrie Byers 鈥�26, a cinema and television arts major, didn鈥檛 do what some may consider a traditional research project for SURE, she created a documentary exploring the friendship of two religious leaders whose communities share a complicated past.

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

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

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

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

In June, Bogart studied abroad in Rome, Italy as she worked on a feminist translation and re-vision of Virgil鈥檚 鈥淎eneid,鈥� the Latin epic poem that tells the story of Aeneas, a Trojan who fled the fall of Troy and went to Italy.

鈥淭he work I鈥檓 doing this summer is rooted in my being in Rome,鈥� said Bogart, who is also minoring in women, gender and sexuality studies. 鈥淚鈥檓 looking at writing in place and the aspect of writing in the place in which the original author of an ancient text, like the 鈥楢eneid,鈥� was written as I tell it in my own way.鈥�

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

鈥淲e were studying book four, which is the big Dido chapter and it鈥檚 a tragedy in a lot of ways because Dido does die in the end and her sister is left with the great repercussions of everything that had built up in the book,鈥� Bogart said. 鈥淚鈥檓 a younger sister myself and I see a lot of my own relationship with my sibling reflected in Dido and Anna.鈥�

While Bogart, who is also an 麻豆视频 College Fellow, is doing this work as a Lumen Scholar, 麻豆视频鈥檚 highest undergraduate research award, she will present during the Summer Undergraduate Research Experience (SURE) presentation on July 24 in the Snow Atrium of Schar Hall.

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

鈥淏ecause this has been a new aspect of my Lumen research, it has been so fascinating to be able to do this,鈥� Bogart said. 鈥淚 feel very fortunate that I can be here and do this work and receive a stipend from 麻豆视频. I feel like a very lucky undergraduate student to experience this and I鈥檓 excited to share my work at the poster session.鈥�

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

鈥淥nce I started talking about my interest in classical, feminist retelling in Virgil鈥檚 鈥淎eneid鈥� and the Dido and Anna characters, there was a pretty instant connection where they both were so truly interested in the interdisciplinary work I was seeking between classics and creative writing,鈥� said Bogart. 鈥淭here鈥檚 just this great match of energy when discussing what I鈥檝e been learning and seeing with them.鈥�

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

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

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

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

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

鈥淵ou have the power to make the major work for whatever interests you may have,鈥� Driver said.

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

鈥淏eing in an interdisciplinary major has helped me make connections to other academic subjects and to my peers,鈥� Crawford said.

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

鈥淧erfection is not the goal, learning is,鈥� Myers said.

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

鈥淒r. Tedd led us through the first few lines of the Iliad in the original Greek, and I immediately knew that I wanted more,鈥� Driver said. 鈥淚 approached him after class and asked if there were any Ancient Greek courses at 麻豆视频, and his response was that we could make one.鈥�

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

鈥淚 had met Dr. Meinking when I was here for fellows weekend interviewing for the honors program,鈥� Driver said. 鈥淚t was so funny and so fitting like it was sort of destiny that I’d made it all the way here and into the CLA program.鈥�

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

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