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.”

The workshop marked the official start of the program’s first cohort year and brought together 21 departmental teams and 88 individual faculty to begin the work they will carry through the 2026-27 academic year. FIELDS is co-supported by CATL, the AI Hub, the Love School of Business and the Office of the Provost, and offers an exciting opportunity of various departments and centers across the campus to create a space for deep engagement around teaching and learning in the context of AI.

“The FIELDS initiative has provided me and the department with the opportunity to consider our values as teacher-scholar-mentors in the context of new AI products,” said Emma Mossewilde, assistant professor of history. “More than anything, the dedicated time and support from CATL to pay attention to this issue has highlighted the importance of the humanities and the humans who practice them at �鶹��Ƶ.”

Each participating department formed a team of three to five faculty members, with one member serving as the department’s FIELDS fellow for the project. Those fellows spent the summer working through preparatory readings and reflections before stepping into their leadership role this fall, and will act as a project guide, meeting monthly with CATL and other fellows while also supporting their team’s progress.

This initiative responds to a moment CATL describes as an inflection point for higher education, as AI reshapes how students learn and how knowledge is produced both inside and outside the classroom. The idea for FIELDS grew out of departmental listening sessions CATL co-facilitated last spring and fall with partners from Teaching and Learning Technologies (TLT), along with this spring’s AI Journal Club community of practice, both of which surfaced a shared desire among faculty for structured, evidence-based conversations with their own departmental colleagues.

Rather than pushing every department toward the same response to AI, FIELDS is designed to let teams define their own path. Some departments may focus on redesigning assessments and classroom activities to highlight learning that happens without technological support, while others build AI literacy into their curriculum, helping students think critically about where AI-assisted work fits, and where it falls short, within their discipline.

Brandon Sheridan, associate professor of economics and CATL Pedagogy Fellow, is leading the initiative and will facilitate monthly cohort meetings with the FIELDS Departmental Fellows throughout the year. Beyond the August kick-off, participating teams will reconvene in May 2027 for a showcase to share what they have learned, tested, and built within their departments.

“In conversations with faculty, it became clear to me that we were all thinking deeply about how AI interacts with learning, but those efforts were disconnected, leaving people feeling like they were on an island,” Sheridan said. “FIELDS was a response to give people a shared space, structure, and time to design strategies that are resilient to the evolution of AI.”

As the first FIELDS cohort begins its year of collaborative work, CATL hopes the initiative will grow into a lasting campus community, one where curriculum and classroom experiments feed into broader, department-wide approaches to teaching and learning in an AI-influenced world.

“It is clear that AI is here to stay and will necessitate ongoing learning and adaption from faculty, to ensure we are properly supporting the learning experience of our students. My hope is that this can become an ongoing initiative,” said Sheridan.

Questions and updates about FIELDS can be sent to Sheridan (bsheridan4@elon.edu) or visit CATL’s website for updates.

This August, �鶹��Ƶ hosted university and college educators from across the region and around the world for the 22nd Annual Teaching and Learning Conference. A free, hybrid event sponsored jointly by the Center for the Advancement of Teaching and Learning (�䴡�ճ�),��Teaching and Learning Technologies (TLT), and the Office of the Provost.

Nearly 70 educators attended the conference on �鶹��Ƶ’s campus, including faculty from Queens University of Charlotte, providing an opportunity for educators to connect and exchange ideas. Hundreds more participated virtually from institutions across the country and beyond.

Rather than simply streaming the in-person conference, the fully hybrid format offered distinct programming for virtual and on-campus participants throughout the day. The two groups came together virtually for the conference’s keynote, while other sessions were designed specifically for each mode of participation.

This year’s conference, themed “Teaching for Tomorrow: Building Transferable Skills and Lifelong Learners,” encouraged attendees to reflect on how today’s teaching practices shape students’ abilities to adapt, think critically and thrive in the future. Presentation submissions addressed one of four related sub-themes: Technology and the Future of Learning, Foundations for the Future, Building Transferable Skills for Tomorrow, and Teaching Innovations.

The keynote address was given by director for curriculum transformation initiatives at , titled “Boldness by Design: Reimagining our University from the Classroom Out.” McGowan shared how universities might move from preserving tradition to designing new models, structures, and pathways toward the learning outcomes they seek for students, drawing on her experience leading institution-wide educational transformation initiatives.

Following the keynote, McGowan and Jill McSweeney, assistant director of CATL, led an in-person workshop for on-campus attendees, “Envisioning Structures of the Possible,” which invited participants to imagine a new, fully experiential core curriculum requirement for the year 2032. The workshop asked educators to consider experiential learning as a holistic, emergent and relational response to the complexities of higher education today.

Throughout the day, presenters shared research, practices, and teaching strategies aligned with the conference’s themes, creating opportunities for both virtual and in-person participants to connect with colleagues and exchange ideas about the future of teaching and learning.

The Teaching and Learning Conference is held annually at �鶹��Ƶ and remains free for registrants. Information about the 2026 conference schedule, past conferences and future calls for proposals is available on the CATL and TLT websites.

Together with AJ Smith ’29 and Sam McCusker Alvarez ’26, the team launched a uniquely creative approach to combining fun engagement with memorable safety info and prizes. The sponsoring staff member for �鶹��Ƶ’s first time participating was the new Environmental Health and Safety Specialist for Academic Affairs, Melinda Box, who contributed funding and coordination.

The sponsoring association, CSHEMA, supports this nationwide event in February of each year by providing the theme, resources and professional community support. Participants include students and lab safety professionals on campuses of all sizes across the nation. Participants submit summaries of what they rolled out and are judged based on clarity, originality, creativity, quality, messaging, marketing, branding and impact. �鶹��Ƶ competed against five other entrants in the small institution category and won first prize. Winners were announced on July 19 at the award ceremony that was part of the annual CSHEMA conference.

To win, the team of students at �鶹��Ƶ went above and beyond the resources CSHEMA provided in their event organization. They put together a film festival, website, bingo night, tabling event with hands-on activities, scavenger hunt, and a lab mystery game night. They also created collectable prizes including hazard symbol dice, buttons, plaques, and parody-labeled Flubber. In addition, they contributed to International Coffee with safety-themed cookies and film festival discussion. For this major undertaking, they were also awarded a Residential Campus Advisory Committee Living & Learning Grant and received funding from �鶹��Ƶ’s Belk Library.

“I’m so proud of all the phenomenally creative ideas this team generated and made happen,” said Box. “They poured their hearts and souls into something they value greatly, generating and sustaining a culture of safety in their community.”

Twenty-six students participated in Phoenix Summer, held July 6-17 on �鶹��Ƶ’s campus, where they immersed themselves in hands-on, college-style academics while fostering curiosity, community and independence.

“The transition from high school to college is one of the biggest milestones in a student’s life, and after working with first-year students for many years, I’ve learned that one of the most common things they say is ‘I wish I had known what to expect,’” said Theresa Higgins, academic coordinator for alternative start programs. “Phoenix Summer gives students the opportunity to experience college before they get here full time.”

Students lived in the residence halls, navigated campus, ate in the dining hall, learned from �鶹��Ƶ faculty, connected with staff and explored the academic and social opportunities �鶹��Ƶ has to offer.

Students selected two courses to take throughout the camp, including Order in the court!, An introduction to law and justice, taught by Shilanka Lewis, assistant professor of law; Chemistry in the kitchen, taught by Mary McManamy, associate teaching professor of chemistry; Exploring astronomical and poetic light, taught by Claudine Moreau, assistant teaching professor of physics; and Start-up Spring: concept to creation, taught by Elena Kennedy, associate professor of entrepreneurship and Dan Reis, assistant director of creative learning technologies.

“The Phoenix Summer faculty were truly the highlight of this pre-college experience,” Higgins said. “Their enthusiasm, passion and genuine engagement with their subject matter inspired students to see college as a place to explore their interests and discover new possibilities.”

Each day the students spent time learning and engaging in the classroom through a variety of hands-on lessons.

“The law class was my favorite part of the camp,” said Ava Hendricks, an eleventh grade student from Raleigh, North Carolina. “I have always been interested in law and what we have been doing in the class to prepare for a mock trial has been so cool. Phoenix Summer gave me the opportunity to picture college. I would never have known what college would be like without this possibility.”

During the day, students participated in their courses, while evenings and weekends were filled with social events, activities, several off-campus excursions and signature �鶹��Ƶ experiences to help students build community. Activities students participated in included a trivia night, human bingo, s’more making, karaoke, a water balloon fight and a sip and paint.

“My favorite parts of the camp were meeting new people, living in a dorm and attending the classes,” said Sienna Rohan, a twelfth grade student from Greensboro, Georgia. “It’s been nice meeting new people, and I’ve learned a lot about �鶹��Ƶ.”

Higgins’ hope is that students left the camp with not only a greater appreciation for �鶹��Ƶ, but also a renewed excitement about the possibilities that lie ahead as the students transition from high school to college.

“The primary goal of Phoenix Summer is to provide high school students with an authentic college experience that builds confidence, independence and a sense of belonging before they begin their college journey,” Higgins said. “The most exciting part of the camp was watching the students truly thrive in the experiences we intentionally designed for them.

“I watched them blossom from students who arrived on the first day feeling nervous and uncertain about what to expect into confident, engaged learners — and, in the case of our Order in the Court students, budding lawyers in training. I hope they leave believing in themselves. Whether they ultimately choose �鶹��Ƶ or another institution, I hope �鶹��Ƶ will always hold a special place in their hearts as the place where they first experienced college and began to see themselves as future college students.”

For more information about Phoenix Summer and information about future camps, contact Theresa Higgins, academic coordinator for alternative start programs, at thiggings7@elon.edu.

Thirteen students participated in AI Play, held June 15-19 in Lindner Hall on �鶹��Ƶ’s campus, where they learned about artificial intelligence while improving their AI literacy.

“The camp provides a way for students to get interested in this technology in an unplugged way,” said Alexis Goslen, an assistant professor or computer science. “We used a lot of ‘unplugged’ activities that do not involve computers like ‘Guess Whose Face,’ a game where the students act as the facial recognition system and we introduce the concepts by connecting it to unlocking your phone.”

Students participated in several hands-on learning activities that introduced concepts about pathfinding, perception and machine learning, speech recognition and more.

“We did an activity about facial recognition and that was really cool to see how AI uses facial recognition in our everyday devices and how a few viewpoints can map out entire facial features,” said Trisha Anna, a seventh grader at Durham Academy in Durham, North Carolina.

The camp focused every day on a “big idea” of an artificial intelligence concept. Students learned about concepts and worked in groups to apply the concept before ending with a group discussion on ethics.

“The ethics discussions were my favorite part of camp,” Goslen said. “The students seemed excited to talk about different scenarios using AI and they had really interesting perspectives. The discussions showed how the camp was challenging their thinking and I loved seeing students’ engagement in that.”

The activities throughout the week gave students the opportunity to problem solve, learn the basics of artificial intelligence, coding and ethics.

“I wanted to attend AI Play because I really wanted to learn AI and how to use it without doing anything bad and I also thought it would be a fun experience to try something new and meet new friends,” said Caitlyn Stephens, a seventh grader at Blessed Sacrament School in Burlington, North Carolina.

Throughout the week, Goslen noticed the students’ learning and growing.

“We held a workshop where students got to see the �鶹��Ƶ robot dog and the campers were amazed by it,” Goslen said. “They had so many questions and their questions were often based on material we had covered in the camp. It was nice to hear their questions because it demonstrated the knowledge they gained from the camp.”

As technology and artificial intelligence grow more prevalent in everyday life, it is important for education about these technologies to be introduced earlier, Goslen said.

Goslen said she hopes the camp sparked students’ interest in technology, computer science and engineering and remember the concepts when they interact with technology and choose how to use it.

The campers agreed.

“Some of the new skills I learned at the camp were the proper way to use AI and how it has such a big impact on our everyday lives,” Anna said. “With AI changing so rapidly it is important for all middle schoolers to have somewhat of a grasp on it.”

For more information about AI Play and information about future camps, contact Alexis Goslen, assistant professor of computer science, at agoslen2@elon.edu.

With a theme of “Breaking Through the Ordinary,” the 2025 Provost’s Report emphasizes the role of innovation in teaching today’s students and creating learning opportunities that lead to human transformation. �鶹��Ƶ’s nearly 500 full-time faculty members exemplify an institutional commitment to the teacher-scholar-mentor model that defines the university’s nationally acclaimed approach to higher education.

Signature features in the report include an in-depth look at the way �鶹��Ƶ:

• Approaches the use of artificial intelligence and leads national conversations of its ethical applications
• Works to establish a School of Engineering and Computing that emphasizes the skills, knowledge and global awareness students need to thrive in their careers
• Serves families of children with dyslexia through a new private elementary school like those supported through philanthropy at Vanderbilt, Mercer, and Florida Southern.

The report also includes shorter profiles drawn from each of �鶹��Ƶ’s six schools/college that represent the innovative spirit faculty and staff bring to the community every day.

“As I reflect on these accomplishments, and on the important work that continues across the university, I am inspired by the talent, dedication, and shared purpose of �鶹��Ƶ’s faculty members, staff members, and students,” said Rebecca Kohn, �鶹��Ƶ’s provost and vice president of academic affairs. “Together, we are strengthening the academic life of the university and creating pathways that will sustain �鶹��Ƶ’s ability to provide a valuable and transformative education for generations into the future.”

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 and 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 and 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; and 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.

The Carnegie Community Engagement Classification, awarded to a select group of U.S. colleges and universities, affirms �鶹��Ƶ’s integration of community-based experiences into teaching, research and campus life.

The classification recognizes the university’s deep commitment to community and civic engagement, and it follows a recent U.S. News & World Report ranking naming �鶹��Ƶ second in the nation for service-learning.

In her remarks at an afternoon reception in the Koury Athletic Center, �鶹��Ƶ President Connie Book said the Carnegie designation reflects extensive and coordinated effort across disciplines and divisions. She noted that �鶹��Ƶ has expanded community-engaged courses by more than 30% in the past decade, with faculty participation rising nearly 50%, and she highlighted partnerships ranging from local schools and health clinics to nonprofit and civic organizations.

Book described community engagement as “a brave space,” where outcomes are not always predictable, but where collaboration creates meaningful opportunities for students and partners alike.

As the university looks ahead, Book said, the designation sets a new benchmark for impact. “We want to improve the quality of life for all people in our community,” she added.

In welcoming remarks, Vice President for Student Life Jon Dooley labeled the recognition “a reflection of our strong collaboration between Student Life, Academic Affairs and community partners,” and Associate Provost Jen Platania said the honor was one that acknowledges the intentional integration of community engagement into teaching and campus life.

“It reflects the work of faculty who designed meaningful community-based learning experiences,
the staff who support sustaining those efforts, and community partners who collaborate with us in ways that enrich our students and strengthen our shared work,” Platania said. “This recognition belongs to all of you. It affirms the culture of engagement that defines �鶹��Ƶ, where our students connect knowledge and purpose, and develop as thoughtful and engaged citizens.”

At �鶹��Ƶ, the eight graduate students are paired with faculty mentors across disciplines within �鶹��Ƶ College, the College of Arts and Sciences. Throughout the academic year, the graduate students visit campus to observe classes, attend department and faculty meetings, and, in some cases, teach. The goal is to provide a comprehensive view of what it means to be a faculty member at a university like �鶹��Ƶ.

Tedd Wimperis, assistant professor of classical languages, is serving as a mentor to Tara Wells, a Duke University graduate student in classical studies.

“As the PFF program is intended to introduce graduate students into the many roles that faculty have within a university, I see my role as being a guide, a source of examples, and a point of contact for the mentee to experience faculty life at a liberal arts college,” Wimperis said.

Wimperis and Wells typically meet twice a month, sometimes informally over coffee and other times on campus for class visits or meetings. This is the third time Wimperis has served as a PFF mentor.

“I see it especially as a way of giving aspiring faculty a leg up in the transition from a graduate program to a faculty position,” Wimperis said. “I’m able to offer my mentee information and experience that I wish I had when I was in their position; knowing more about the job market, how to combine teaching and research productively, how universities work beyond the classroom and how to contribute to a thriving academic program.”

Preparing graduate students for a broader ecosystem is a central focus of the program. Wimperis hopes Wells leaves the experience with insight into teaching strategies, grant writing, the job market and work-life balance.

“As faculty, you’re responsible for a much wider array of responsibilities,” Wimperis said. “A big point, I think, is the importance of being part of a team. Becoming not only a great teacher, scholar, and mentor of students, but also a supportive colleague, is a recipe for success in the transition to faculty life.”

For Wells, the program has offered both professional insight and meaningful connections.

“The PFF program allows us to learn about what it’s like to be a faculty member at different types of institutions, such as small liberal arts colleges, large research-focused universities, state schools, community colleges and historically black colleges and universities,” Wells said. “Above all else, the most meaningful aspect of the program has been the opportunity to meet people from an unbelievable range of academic backgrounds and positions.”

Participants in the program attend visits to partner institutions, group meetings, a kickoff dinner with deans from participating schools and informal gatherings that allow the graduate students to reflect on their experiences together.

“I cherish the connections the program has made possible for me,” Wells said.

Her mentorship with Wimperis has been particularly impactful.

“Tedd has been great to work with,” Wells said. “He has shared interesting and useful information about his experiences being both part-time and full-time faculty. Tedd also takes particular care in ensuring that I am getting what I want and need as a mentee, which I greatly appreciate.”

Having a mentor in her discipline has allowed Wells to apply broader program lessons to the field of classical studies.

“It’s been nice to have a faculty mentor in my discipline, while also having the balance of meeting many people outside of my area of study,” Wells said.

During the campus visit to �鶹��Ƶ, the graduate students were welcomed by Assistant Provost for Academic Excellence and Integrity Angela Lewellyn and participated in a junior faculty panel featuring faculty in their first or second year at �鶹��Ƶ. The panelists offered advice about the job search process and the early years of faculty life. The graduate students also had the opportunity to meet with �鶹��Ƶ students.

“Hearing directly from students of the same age and level that I would be working with in the next few years gives me a chance to understand their perspectives, which is invaluable for providing the best experience and support for them,” Wells said.

As Wells looks ahead to completing her doctorate in 2027 and entering the faculty job market, she said the program has helped her think intentionally about supporting students, general advice and preparing for interviews.

“My biggest goal in life is to help others,” she said. “I am looking forward to making a difference in my students’ lives.”