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’t 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 – 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.  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 – 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’t say that it was an easy time to be a young person – 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’t all like me – 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’s hard right now y’all.

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 – are also selling us a particular approach to knowledge. This approach is, “the extractive attitude.” It is based on the idea that the purpose of knowledge is to extract resources from the environment and money from the economy – 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 “useless.” 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.  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.

Those questions were at the center of �鶹��Ƶ Associate Professor of Philosophy Ryan Johnson’s Distinguished Scholar Lecture in LaRose Digital Theatre on Oct. 7, which explored the life and legacy of abolitionist John Brown through the lens of ancient philosophy, racial justice and sacrifice.

Johnson, the recipient of �鶹��Ƶ’s Distinguished Scholar Award, examined the connections between Brown, a 19th-century abolitionist executed for his efforts to end slavery, and the ancient Greek philosopher Socrates, who was sentenced to death for his philosophical teachings.

“Many scholars read the four dialogues of Socrates’ final days as an extended argument for the good life, centered on the question … what is life worth living for?” Johnson said. “In many senses, that is true. But when placed in conversation with John Brown, the question turns upside down, becoming, what is worth dying for?”

The Distinguished Scholar Award is �鶹��Ƶ’s top research award presented annually to recognize a faculty member whose scholarship has earned distinction both within the university and in the broader academic community. Johnson is the 27^th recipient of the award.

Introducing Johnson, Anne Cahill, professor of philosophy, Distinguished University Professor and director of the National and International Fellowships Office, highlighted his remarkable scholarly productivity since joining �鶹��Ƶ in 2015.

During that time, Johnson has published four books, five edited collections, one edited journal issue, 15 book chapters and 14 journal articles. This is the equivalent of 5.4 peer-reviewed chapters per year, over three times the amount of scholarship expected at an R1 institution.

“Ryan is an unusually original and authentic philosophical thinker,” Cahill said. “Working from a set of seemingly disparate interests, ancient philosophy, continental philosophy, Black thought, and music, he has a talent for putting not only individual thinkers, but entire fields into conversation with each other.”

A philosophical journey

Johnson began his lecture by reflecting on his academic journey and the experiences that reshaped his approach to philosophy.

While pursuing his doctorate at Duquesne University in Pittsburgh, Johnson developed an interest in European philosophers.

“I became enamored by the delicious difficulty of canonical thinkers like Spinoza, Kant, Kierkegaard and especially 20^th-century French readings of ancient Epicureans and Stoics, as well as the German monster himself, Hegel,” Johnson said.

A pivotal encounter with philosopher George Yancy, however, introduced him to new perspectives on Black philosophical thought. Johnson invited Yancy to spend the day at �鶹��Ƶ and says he encouraged the university to “do everything to keep me.”d

“My colleagues listened,” said Johnson. “They fought for me. Before the end of that first year, they had somehow convinced the Dean to turn my postdoc into a tenure track line. Now, a decade later, having just submitted my application for full, I remain eternally grateful. Without them, I’d be surely out of the game.”

Yancy inspired Johnson to examine the intersections of European philosophy and Black intellectual traditions, culminating in his collaboration with philosopher Biko Mandela Gray on the book “Phenomenology of Black Spirit.”

The book explores a central question: “What if the protagonist of Hegel’s foundational texts were Black?”

Johnson described the project as an intellectual collaboration rooted in friendship and conversations about race, identity and philosophy.

Examining the meaning of sacrifice

Johnson’s latest research brings those philosophical interests together in a forthcoming book project examining John Brown, who led an unsuccessful 1859 raid on the federal armory at Harpers Ferry, Virginia, in an effort to challenge slavery.

Titled “A John Brown Suite,” the project is organized around the four movements of John Coltrane’s jazz composition “A Love Supreme,” incorporating music, history and philosophy to examine Brown’s life.

Johnson devoted much of his lecture to the project’s final section, comparing Brown’s final days with those of Socrates.

Central to his analysis was the concept of thanatoethics, which explores the ethical significance of death and sacrifice.

Johnson argued that Brown understood the value society placed on his life as a white man and deliberately used that privilege to challenge slavery.

“To say he knew how to die, and to die multiply, is to say that he knew how to sacrifice himself for Black life and liberation,” Johnson said.

He pointed to Brown’s refusal to escape imprisonment before his execution, recalling the abolitionist’s declaration: “I am worth more now to die than to live.”

For Johnson, Brown’s actions raise profound questions about the responsibilities individuals have to confront injustice, even at great personal cost.

Questions without easy answers

Before discussing Brown’s death and opening up the floor for questions, Johnson examined Brown’s final written words before his execution on Dec. 2, 1859. He compared them to Socrates’ final wish of sacrificing a rooster, and encouraged the audience to consider their meaning rather than search for definitive interpretations.

I John Brown am now quite certain that
the crimes of this guilty, land: will never be
purged away; but with Blood. I had as I now
think: vainly flattered myself that without verry
much bloodshed; it might be done

“Don’t seek your answer. Hold the answer. Turn with the words. Just ruminate for a while,” Johnson said. “John Brown is not an answer. He’s a question. The sharp, unrelenting embodiment of a question, pointed like a pike pressing on the back of the American conscience.”

Organized by �鶹��Ƶ faculty members Archie Crowley (English), Mel Gil (English), Maria Mejia (Philosophy) and Nikita Shepard (History) and funded by the Phi Beta Kappa Fund for Excellence, the event series explores the various forms that care takes and the role it plays across diverse communities.

“Care webs” refer to networks of people and community resources through which people support one another and meet each other’s needs. This framework challenges assumptions of care as something provided only by individuals, institutions, or professionals. Informed by disability studies scholarship, the concept emphasizes the interconnected relationships that sustain communities.

The first event in the series featured a screening of the documentary “Held and Healing,” followed by a Q&A with Kristie Puckett, a formerly incarcerated survivor and advocate for incarcerated mothers. Puckett has successfully lobbied for policies requiring carceral institutions to provide maternal healthcare. Centering Puckett’s experiences, the documentary examines the intersections of race, trauma, addiction, incarceration and Black maternal health. The screening offered an important entry point into the series’ themes, illustrating how care can take the form of collective advocacy, solidarity and efforts to build more responsive systems of support. Organized by Stephanie Baker and Maria Mejia, the event drew more than 50 students for the screening and discussion.

At the official kick-off event for the series, Mutual Aid & Care Mapping, Nikita Shepard opened by facilitating a discussion about how people understand and experience care. Participants reflected on the people, relationships and resources they rely on, as well as the ways they themselves provide care to others.

Local community activist Devin Ceartas spoke about his experiences working with , a grassroots collective that seeks to support projects of interdependence and resource sharing in response to disaster crises, food insecurity, and other needs. He offered reflections on the difference between charity and mutual aid, and answered questions about how mutual aid operates in practice.

“In mutual aid, the worst thing you can do is pay someone the exact amount of what something costs, because that tells me you don’t want a reason to continue being in community with me,” said Ceartas. “You think sharing resources is a debt to be paid, not a relationship to nourish. In mutual aid, I give you bread now, and you give me eggs later.”

The discussion explored how mutual aid centers reciprocity and the idea that communities can work together to meet shared needs, which is not dependent on a person’s beliefs, identities or citizenship status. Finally, through a zine shared with participants, the event introduced care mapping as a way of making visible the community networks of support that already exist, and how to strengthen those relationships.

The series continues this fall with three upcoming events:

• Social Justice Social: Surveillance and Criminalization in North Carolina Today Thursday, Oct. 29 4:30-6 p.m. in LaRose 200
  • A discussion about how local communities are responding to Flock Cameras, ICE enforcement, and youth curfews, and what it means to care for our communities in times of heightened surveillance.
• Language Revitalization as Intergenerational Care Thursday, Nov 12, 4:30-6 p.m. in Lakeside 212
  • A discussion facilitated by �鶹��Ƶ faculty members Archie Crowley and Corey Roberts with intergenerational indigenous community members on how language revitalization is part of cultural and community care.
• The Reynolds Lecture: Alexis Shotwell Thursday, Nov 12, 6:30-8 p.m. in McBride Gathering Space
  • Alexis Shotwell’s new book “Liberation is Other People” explores how we can engage in political struggle while caring for each other to create worlds where everyone can have their needs met and flourish.

With the support of the Departments of Art History, English, History, Philosophy, Religious Studies and World Languages and Cultures, a slate of events from Oct. 5-9, 2026, are intended to communicate the value of the humanistic disciplines in a digital age.

All �鶹��Ƶ community members are welcome to join. Contact Associate Professor Ariela Marcus-Sells (amarcussells@elon.edu) with any questions. 

Monday, October 5

• Trivia Night at 6:30 p.m. at the Oak House

Tuesday, October 6

• Social Media Takeover with Humanities majors

Wednesday, October 7

• Career Paths for Humanities Majors at 6 p.m. in Lakeside 212 and 213

Thursday, October 8

• Being Human Coffee, from 9:50 – 10:20 a.m. in Numen Lumen

Friday, October 9

• Being Human Alumni Reception and Networking from 4:30 – 5:30 p.m. on the Spence Pavilion Patio

Visit the Humanities Week webpage for updated information.

“I’ve always been a writer, but I never believed I could write a whole novel,” said Schramm, who majored in philosophy and journalism in 2008. “But during the pandemic I saw all these people living their dreams and I thought maybe I could do that too. This is when I came up with the idea for my novel and started writing.”

The young adult novel, “,” tells the story of high school senior Sydney Hoffman as she sees pink neon countdown clocks over people’s heads 72 hours before they die. This has left her cynical, closed off and alone until she meets Peter Beckett, who changes everything she believes about life and death. Peter convinces Sydney she does not have to handle the countdowns alone, and together they help strangers live their best final hours.

“It felt like everyone around me had a clock over their head during the pandemic and I was really struggling to figure out how to live a meaningful life with the threat of the world possibly ending at any moment,” said Schramm. “I was sort of learning alongside the main character, Sydney, how to enjoy life and be present.”

During this time writing the novel became cathartic for her.

“My classes at �鶹��Ƶ influenced my writing so much,” said Schramm. “This book is very philosophical and so many of the ideas in there are from my time eating bread around the fireplace in the philosophy building talking about existentialism and what it means to live an examined life. One of the teachers in the book is named in honor of one of my favorite philosophy professors, Dr. Jegstrup. She pushed me harder than any teacher ever has, and I owe so much to her and her classes.”

Schramm was originally only a journalism major, but that all changed after she took a philosophy class taught by Associate Professor Elsebet Jegstrup.

“After the first class, I walked directly to the registrar’s office and immediately changed my major to philosophy,” Schramm said. “I only needed one day for it to change everything.

Publishing a novel was not exactly what she thought it would be. While writing her debut novel, Schramm learned from other authors how the publishing world worked.

“One of the things I didn’t realize was how long publishing takes,” Schramm said. “My auction for “72 Hours of You” happened in early 2024 and it just recently came out.”

Life as a debut author has been a dream come true for Schramm. She has had the opportunity to meet many creative colleagues and visit stores to sign copies of her book.

“I feel wildly lucky that this is my job,” Schramm said. “To see my debut novel translated into so many different languages has been such an incredible gift.”

Now working on her second young adult novel, “Kiss Me Like the Last Time,” about a girl who kisses someone for the first time while also experiencing her last kiss with them at the same time, which is set to publish in 2027.

Schramm is also publishing her first debut adult novel in 2028 titled “The Eternal Deaths of Hattie Gold,” about a woman who is training to become Gen-Z Death.

While at �鶹��Ƶ, Schramm participated in Greek Life and developed strong relationships with faculty.

“I loved attending �鶹��Ƶ and being in the Department of Philosophy,” Schramm said. “The philosophy department was such a special tight-knot space, and I am forever grateful that I changed my major to philosophy.”

Schramm is earning her PhD in creative writing.

Recipients of the annual awards are nominated by their colleagues and selected by the College’s dean and associate deans.

“Each of these award recipients demonstrate dedication to their students and colleagues,” said Hilton Kelly, dean of �鶹��Ƶ College, the College of Arts and Sciences. “I am so pleased to recognize each of these faculty and staff members for all of their work and contributions to supporting the mission of the College.”

The 2026 College Excellence Award recipients:

Excellence in Teaching Award

Kristen Mazur

Associate Professor of Mathematics and Statistics

Associate Professor Kristen Mazur builds her classrooms around the idea that students learn best when they are encouraged to take intellectual risks, embrace productive struggles and grow through challenges. She was the leader in the development of �鶹��Ƶ’s Precalculus program and co-creator of the Mathematics and Statistics Learning Assistant Program, helping strengthen pathways into science, technology, engineering and mathematics fields. She received the Trevor Evans Award, established by the Mathematical Association of America, for scholarship of an exceptional mathematics article that is accessible to undergraduates which was published in “Math Horizons.” Mazur also has multiple publications with undergraduate co-authors.

Excellence in Scholarship

Yanica Faustin

Assistant Professor of Public Health

Assistant Professor Yanica Faustin’s work focuses on health equity and understanding and dismantling the systemic and structural barriers that shape health and well-being for marginalized communities. Faustin was �鶹��Ƶ’s first recipient of the Robert Wood Johnson Foundation Health Equity Scholars for Action award, a national grant supporting groundbreaking scholarship that advances health equity. This award helped position �鶹��Ƶ on a national stage in public health research. In addition to peer-reviewed publications, invited presentations and public scholarship, she has built a research program committed to developing future scholars. Faustin has also advanced national conversations around maternal and reproductive health, racial inequities in birth outcomes, severe maternal morbidity and the health experiences of Black communities across the diaspora.

Excellence in Service-Leadership Award

Corey Roberts

Assistant Professor of Native American and Indigenous Studies

Assistant Professor Corey Roberts’ service has been defined by a commitment to collaboration and community engagement. Through leadership of the Occaneechi Band of the Saponi Nation (OBSN) Heritage Language and Learning Working Group, Roberts helped secure multiple grants, develop educational initiatives, organize conferences and workshops and deepens the partnership between �鶹��Ƶ and the OBSN. These efforts brought together students, faculty, staff, tribal leaders and community members in meaningful and lasting ways. He helped to lead the creation and installation of a historic marker at The Oaks that includes Yesa:sahí language and a land acknowledgment, along with coordinating signage on OBSN tribal grounds. The dedication brought more than 120 members of the �鶹��Ƶ and tribal communities together. Roberts also helped organize the Undergraduate Conference on Languages and Cultures, coordinated Polyglot Lunches, co-advises the Native American Student Association and delivered guest lectures that embody language, culture, community and belonging.

Excellence in Mentoring Award

Lauren Guilmette

Associate Professor of Philosophy

Associate Professor Lauren Guilmette has created numerous opportunities for students to connect their academic work with the wider world. From mentoring independent research projects, Honors students, Summer Undergraduate Research Experience scholars and graduate school applicants, to creating programs that connect students with faculty mentors, community partners and scholars across the country, Guilmette bands the horizons of what mentoring can be. As an advisor to the Gender & Sexuality Living Learning Community, Guilmette has cultivated spaces where students find community, leadership opportunities and a sense of belonging. Through partnerships with local organizations, grassroots initiatives, and community leaders, students have been encouraged to see themselves not simply as learners, but as engaged citizens capable of making a difference in the world. She also has a gift for connecting people, students with mentors, students with communities, students with one another and students with a deeper sense of purpose.

Staff Excellence Award

Beth DeFord

Program Assistant for Psychology, Human Service Studies and Public Health

Program Assistant Beth DeFord has spent more than two decades tracking down the right answer, identifying a potential problem before it arises, navigating a complicated process, helping a colleague meet a deadline and working behind the scenes to ensure things run smoothly. Known for approaching tasks with professionalism, precision, kindness and a desire to help others succeed, faculty trust her expertise, students benefit from her support and colleagues rely on her wisdom and institutional knowledge. DeFord supports three academic departments, Psychology, Human Service Studies and Public Health, to provide assistance to faculty, supervise student employees, support hundreds of students and manages a building. One nominator described DeFord as a superhero who manages an enormous workload, yet somehow makes it all look effortless.

�鶹��Ƶ faculty and staff members gathered in Alumni Gym for the event, which also included recognition of employees for years-of-service milestones and special recognitions of faculty and staff members who are retiring this academic year. Thirty-one employees who were recognized for 20, 25, 30, 35, 40 and 45 years of service have served a collective 2,810 years at �鶹��Ƶ.

�鶹��Ƶ President Connie Ledoux Book opened the ceremony with highlights and successes from the 2025-26 academic year and encouraged the audience to pause and take pride in their work.

“Thank you for the work you’ve done to strengthen our community and our mission and thank you for all you do to ensure that students succeed when they choose �鶹��Ƶ,” said Book.

During the ceremony, Book also announced the appointment of Katy Rouse, professor of economics, as the trustee chair for excellence in undergraduate teaching for 2026-2029. This three-year chair was developed by the Board of Trustees in 2023 to honor a faculty member who exemplifies �鶹��Ƶ’s teacher-scholar-mentor model and contributes to the broader scholarship of teaching and learning. Rouse was praised for her impact on student learning and mentoring both in and beyond the classroom and for advancing the scholarship of teaching and learning through publications in leading economics education journals.

The ceremony concluded with a celebration of faculty and staff who were honored with awards from the university this year: Associate Professor and Chair of English Scott Proudfit, Associate Professor and Chair of Philosophy Ryan Johnson, Associate Professor of Geography Sandy Marshall and Associate Teaching Professor of Human Service Studies Sandra Reid.

Daniels-Danieley Excellence in Teaching Award

Associate Professor and Chair of English Scott Proudfit

Described as a mentor and teacher who “persuades his students to be incisive and critical thinkers,” Scott Proudfit, associate professor and chair of English, is the 54th recipient of the Daniels-Danieley Excellence in Teaching Award. The award was established by President Emeritus J. Earl Danieley ’46 and his wife, Verona Daniels Danieley, in honor of their parents.

Megan Isaac, professor of English, and Rosemary Haskell, professor of English, said in their joint nomination, “Our decision to elect Scott to the position of chair two years ago was not rooted in his organizational skills, kindness, or vision (although he has all of those qualities), but because he models and supports our central mission-teaching.”

Dinidu Karunanayake, assistant professor of English, praised the “Scott-standard,” which he says undoubtedly enriches and emboldens �鶹��Ƶ core values. “Scott is an exemplary embodiment of the teacher-scholar-mentor model,” said Karunanayake in his nomination letter. “His ability to effortlessly (and synchronously) straddle many paths as a tireless and gifted teacher, top-notch researcher, big-hearted mentor, daring advisor, generous colleague and above all, a truly remarkable human being puts him at the height of the teaching profession.”

In addition to teaching core English courses, Proudfit redeveloped the drama curriculum through courses exploring dramatic styles, literary theory and contemporary social themes. The courses are now core components of the English major and the drama & theatre studies major and are routine choices for students in acting, arts administration and theatrical design & technology majors.

The award was presented by Book, who, in her prepared speech, said, “This combination of rigor and care is a hallmark of an �鶹��Ƶ education – rooted in relationships shaped by intellectual curiosity, and leaving a legacy long after graduation. And boy, does [Proudfit] have it!”

“Scott’s energy and love for the literature that he teaches is apparent in every second of his lessons, and it rubs off on his students. The discussions that he leads are student-centered, each one opening with one or two students bringing in prepared questions to kick off the day. ”

– Annaliese Jaffe ’18, high school English teacher and former student

Upon receiving the award, Proudfit told the crowd that he worries those who distrust higher education may have never had a good relationship with a teacher.

“It’s too bad,” he said. “Because for me, the relationship between a teacher and a student is one of the most central relationships for a good life.”

And, he noted, “I have been lucky enough to have these kinds of relationships with students over and over again at �鶹��Ƶ.”

Proudfit ended his speech by naming former students who shaped his �鶹��Ƶ experience.

Proudfit earned a Ph.D. in English from Northwestern University in 2008, where his major field of study was drama in English. He earned Bachelor of Arts degrees in English and theater, cum laude, from Columbia University in 1993 and joined �鶹��Ƶ in 2010. Before completing his doctorate, Proudfit worked with theater groups in Los Angeles and New York, covered theater scenes in both cities as an editor for Back Stage and Back Stage West and worked as an assistant editor for a division of Marvel Comics. He has served as associate editor and co-editor on multiple publications and published multiple essays. Proudfit is the recipient of the Inspirational Ally Award (2017) and the �鶹��Ƶ College, the College of Arts and Sciences Excellence in Teaching Award (2019).

Distinguished Scholar Award

Associate Professor and Chair of Philosophy Ryan Johnson

Described as an “unstoppable force when it comes to research publications,” Ryan Johnson produces the equivalent of 5.4 peer-reviewed articles or book chapters per year – over three times the amount of scholarship expected by a philosopher at an R1 institution. Johnson, associate professor and chair of philosophy, is the 27th recipient of the of the Distinguished Scholar Award, �鶹��Ƶ’s top faculty research award, which recognizes a faculty member whose research has earned peer commendation and respect and who has made significant contributions to his or her field of study.

When Johnson arrived at �鶹��Ƶ in 2015, his research brought together 20th-century French philosophy and ancient Hellenistic thought, of which he has several publications. Soon after, he grappled with what it meant to be a white man in the American South and began seeing his subject position and scholarship through new eyes.

“All of this traced back to lessons I learned from my former teacher, George Yancy,” said Johnson. “Soon I realized how canonical European philosophers, especially Hegel and Nietzsche, must reckon with challenges posed by thinkers such as W.E.B. Du Bois and Audre Lorde.”

Johnson’s research focuses on continental philosophy, African American philosophy and the history of philosophy, with particular attention to questions of race, liberation, democracy and the relationship between philosophy and everyday life. His scholarship explores thinkers including Hegel, Deleuze and the Stoics while examining how philosophical ideas shape contemporary political, cultural and ethical questions.

Rebecca E. Kohn, provost and vice president of academic affairs and professor of biology, who presented the award, described Johnson as a model of sustained intellectual engagement whose work “has defined major segments of the discussions in current literature,” noting that research is not insulated from teaching – it is deeply integrated with it.

Addressing the crowd, Johnson expressed gratitude to his wife and colleagues. He alluded to the uniqueness of his research and said �鶹��Ƶ is the only place he can imagine himself doing this work.

In a nomination letter, Thomas Nail, professor and chair of philosophy at Denver University, said that he continues to be impressed by Johnson’s work due to his originality and enthusiasm for new and experimental directions in research and teaching.

“I can honestly say with no hesitation that I do not know anyone else in our field who is as adventurous and forward looking as Ryan.”

– Thomas Nail, professor and chair of philosophy at Denver University 

Johnson has published nine books, with three others in various states of completion. He has also contributed 24 peer-reviewed journal articles, 15 book chapters and edited a special issue of a professional journal, in addition to 58 conference presentations. Johnson is the author or co-author of several books, including Phenomenology of Black Spirit (2022), Deleuze, A Stoic (2020) and The Deleuze-Lucretius Encounter (2017), and has edited multiple scholarly collections in philosophy.

Stephen Bloch-Schulman, professor of philosophy at �鶹��Ƶ, said about Johnson, “He recognizes and deepens the ways that scholarship, university service and teaching are necessarily interwoven practices that, for him, are united by the twin ethical demands of living life as a philosopher and creating community and connections around fighting racism.”

Praising Johnson for his ongoing engagement to learn more about the African American philosophical tradition and the ways he inspires his students to think intensively and critically to the history of philosophy, Stephen C. Ferguson, associate professor of philosophy and religious studies at North Carolina State University said, “By combining a creative impulse with a historically grounded approach to intellectual thought, Ryan’s work provides a window into what it means to be a great interdisciplinary scholar and thinker.”

Johnson earned his Ph.D. in philosophy from Duquesne University in 2014 and joined �鶹��Ƶ in 2015. He served as an associate professor and chair of philosophy at �鶹��Ƶ. He is the recipient of the Excellence in Scholarship Award (2020), four Faculty Research and Development Summer Research Fellowships and external awards including a National Endowment for the Humanities Summer Stipend and the John William Miller Fellowship.

Steven and Patricia House Excellence in Mentoring Award

Associate Professor of Geography Sandy Marshall

Sandy Marshall, associate professor of geography, has built a career at �鶹��Ƶ defined by a sustained commitment to student mentoring, undergraduate research and community-engaged learning. Since joining the university in 2017, he has mentored students across disciplines and guided research exploring global regions, migration and lived experiences, helping students connect academic work with complex social and cultural contexts.

Marshall received the Steven and Patricia House Excellence in Mentoring Award, which was endowed in 2020 by Provost Emeritus Steven House and Patricia House to honor faculty and staff who excel in student mentoring and reflect �鶹��Ƶ’s national recognition as a leader in engaged, experiential learning.

Marshall’s mentorship has shaped students who have gone on to careers in public service, law and global development, including a public defense attorney, a Harvard- and Yale-trained criminal justice attorney and a global development consultant who has worked with the United Nations and USAID. His mentees have also earned competitive achievements such as Fulbright fellowships, Critical Language Scholarships and publication in academic journals.

Associate Provost for Faculty Affairs and Professor of English Deandra Little presented the award, saying about Marshall, “Student and alumni representatives consistently describe this awardee as a strong mentor whose guidance has shaped their academic path and broadened their understanding of what meaningful mentorship can look like, and whose mentoring persists long after graduation.”

Marshall encouraged the audience to surround themselves with people who see potential in them beyond what they themselves can see. “That’s what I’ve tried to do for my students, and that’s what so many of you have done for me,” he shared.

Amy Allocco, professor of religious studies, and Brian Pennington, director of the Center for the Study of Religion, Culture, and Society and professor of religious studies, praised Marshall’s mentoring approach, writing that “his patience, kindness and generosity with his time has helped several students find success and feel proud of the work that they had completed by graduation.” They noted that his mentorship is “deep, context-sensitive, and enduring,” often continuing long after students graduate.

Students echoed that impact in their nomination letters. Nicole Plante ’20, now a JD candidate at Yale Law School, wrote that “from the very beginning of our work together, Dr. Marshall served as an amazing resource who gave me a lot of autonomy and encouraged me to take the lead of my project.”

“Dr. Marshall pushed me to go further and put myself in situations that not only stretched my intellectual capacity, but also my moral convictions and future aspirations.”
– Taylor Garner ’20, global development strategist

Kylee Marie Smith ’21, assistant public defender for the Sixth Judicial Circuit of Florida, described the lasting influence of that mentorship, writing, “In my almost five years since graduating from �鶹��Ƶ, I have continuously realized that my road always leads back to Dr. Marshall and the foundations, skills and knowledge that he taught me.”

Marshall’s commitment to students extends beyond the classroom and across the globe. Alyssa Carney ’26, who is double-majoring in international & global studies and history, noted that during her semester abroad, “Dr. Marshall went so far as to travel from North Carolina to Sevilla during his own spring break to meet with me, check in on my research progress and provide guidance while I was in the field.” She added that his mentorship is defined by “his belief in his students’ potential” and his ability to create a space where “curiosity, critical thinking, and genuine exchange thrive.”

In addition to mentoring undergraduate researchers, Marshall has served as interim director of the Multifaith Scholars program and as faculty director in the Global Neighborhood, where he fosters student development through advising, programming and community-building. In 2020, he co-founded the Power and Place Collaborative, partnering with local nonprofits and municipal entities to engage students in oral history and storytelling projects that connect academic inquiry with community experience.

Across these roles, Marshall’s mentorship emphasizes long-term growth, global engagement and meaningful relationships.

Periclean Award for Civic Engagement and Social Responsibility

Associate Teaching Professor of Human Service Studies Sandra Reid ’85

Sandra Reid ’85, senior lecturer in human service studies, is the 24th recipient of the Periclean Award for Civic Engagement and Social Responsibility, which recognizes a member of �鶹��Ƶ’s faculty or staff whose service to the broader community exemplifies the ideals of Project Pericles, a national initiative that advocates for preparing students for socially responsible citizenship.

Through decades of work in juvenile justice, social work and higher education, Reid has built a career defined by civic engagement, community leadership and social responsibility. Her work reflects a deep commitment to helping students become engaged citizens and leaders in their communities.

At �鶹��Ƶ, Reid teaches courses including Juvenile Justice and The Black Family, helping students examine systemic inequalities through civic engagement and social justice frameworks. She also teaches interdisciplinary programs including Poverty and Social Justice and African and African American Studies.

Reid also leads “Disarming Justice,” a Winter Term study away program in Alabama where students visit historic Civil Rights Movement sites and engage in conversations about systemic inequities that persist today.

Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts, presented the award. She described Periclean awardees as “smart service-minded leaders” who use their experiences to leave the world better than they found it.

“Periclean awardees empower others to be engaged citizens and leaders in their communities — the personification of that ideal is Sandra Reid.”

— Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts

Reid expressed surprise and gratitude for the recognition, telling the audience, “I never imagined that I’d be back here teaching after being in juvenile justice, but it’s been one of the best things that I’ve done.”

Faculty members in the Department of Human Service Studies praised Reid’s “gift for facilitating what she calls ‘courageous conversations’ about justice, equity and difference” in their nomination letter. They wrote that Reid encourages students to engage difficult topics thoughtfully and recognize that “learning — and social justice work — is an ongoing process.”

Beyond the classroom, Reid mentors students through programs including the �鶹��Ƶ Academy, Renaissance Scholars and the �鶹��Ƶ chapter of Delta Sigma Theta Sorority, Inc. Her community leadership includes chairing the Alamance County Community Services Agency, training law enforcement in cultural competency and community engagement, and serving on the Alamance County Coalition of Remembrance, helping memorialize local lynching victims.

Reid’s work in juvenile justice, education and community leadership has shaped generations of students pursuing careers in public service, advocacy and social change.

Six rising juniors have been named members of the tenth class of Multifaith Scholars, a two-year fellows program for juniors and seniors that offers a closely mentored, experientially rich and intellectually rigorous educational opportunity for students with significant potential.

After a highly selective application and interview process, students are awarded $5,000 annually to support research and study in global contexts connected with religious diversity and multi-religious societies. Students who show great potential as academically curious and socially engaged leaders committed to their own ongoing development and the enhancement of their local and global communities are selected each spring.

“I am delighted to welcome these six impressive rising juniors into the Multifaith Scholars program and look forward to supporting their compelling projects over the next two years,” said Amy Allocco, director of the Multifaith Scholars program. “Their research interests include music and Christian religious experience, linguistic anthropology and the vocabulary of faith, religious diversity in clinical settings, gender and religious roles in Asian art, the intersection of biomedicine and traditional healing practices and the history of Black churches here in Alamance County.”

In addition to pursuing their faculty-mentored undergraduate research projects and undertaking academic coursework in religious studies and interreligious studies, the scholars will extend the program’s ongoing community partnership with the Burlington Masjid. Through the partnership, scholars teach English classes, participate in youth and social events with the local Muslim community, join community garden workdays, volunteer with the food pantry and take part in potlucks and iftar meals during Ramadan.

“It is wonderful to welcome such a strong class with such diverse academic interests,” reflected Brian Pennington, director of the Center for the Study of Religion, Culture, and Society, which supports the Multifaith Scholars program. “As we approach the tenth anniversary of the MFS, it is gratifying to see so many clear signs of the program’s maturity and significance: our largest class ever, the inclusion of seven new faculty mentors, and students majoring in three disciplines never before represented in MFS.”

The 2026-2028 Multifaith Scholars

Addison Anderson

Majors: History, Sociology

Minors: Museum Studies, Public History, and Interreligious Studies

Mentor: Amanda Kleintop (History and Geography)

Project Title: History and Memory of Alamance County’s Black Churches

Proposed Research: Examine the relationship between Alamance County African American churches and local politics in North Carolina from Reconstruction through 1900.

Blair Berenson

Major: Anthropology

Minors: Jewish Studies, Sociology, Philosophy and Interreligious Studies

Mentors: Amy Allocco (Religious Studies) and Devin Proctor (Sociology & Anthropology)

Project Title: An Anthropological Approach to Cross-Generational Shifts in Hindu and Jewish Perspectives of Faith in the US

Proposed Research: Conduct fieldwork in Jewish and Hindu communities in Atlanta to understand how different generations articulate the concept of faith.

Katie Castelo

Major: Biochemistry

Minors: Neuroscience, Spanish, and Interreligious Studies

Mentor: Cathy Quay (Nursing)

Project Title: Bridging Faith and Medicine: Improving Cultural Awareness of Religious Practices in the Healthcare System

Proposed Research: Explore the healthcare industry’s approach to death and ways it can be more open to diverse religious practices.

Faith Elliott

Major: Neuroscience

Minors: Expressive Arts and Interreligious Studies

Mentors: Lynn Huber (Religious Studies) and Morgan Patrick (Music Theory)

Project Title: Neurotheology: An Interdisciplinary Study into Sacred Music and Feelings of Well-Being

Proposed Research: Examine the historical significance of music and understand and measure the behavioral impact associated with an emotional, transcendent spiritual experience and the well-being that results from listening.

Mariama Jalloh

Major: Public Health

Minors: Biology and Interreligious Studies

Mentor: Sandra Darfour-Oduro (Public Health)

Project Title: Faith, Healers, and Health: How Religious Beliefs and Community Trust Shape Healthcare Decisions in West African Communities

Proposed Research: Examine how religious leaders and traditional healers influence healthcare decisions in communities in Ghana, and how public health programs can partner with these practitioners to improve health education outcomes.

Ryleigh Rouse

Majors: Art History, Religious Studies

Minors: Museum Studies and Public History and Asian Studies

Mentor: Kirstin Ringelberg (Art History)

Project Title: Religion’s Impact on Japanese Women: Through an Art Historical Lens

Proposed Research: Employ art as a lens to examine how religion shaped gender perceptions and Japanese women’s roles.

Since his 2023 arrival at �鶹��Ƶ, Kelly has hosted a ‘listening tour’ 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.

�鶹��Ƶ College, the College of Arts and Sciences new vision statement reads: “The Heart of an �鶹��Ƶ Education: Ignite Curiosity, Engage Challenges, Transform Worlds.”

The mission statement then declares:

“Upholding 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.”

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

• “There 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 �鶹��Ƶ College.” – Caroline Ketcham, associate dean of �鶹��Ƶ College, the College of Arts and Sciences and a professor of exercise science
• “It was always important to us that this wasn’t 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’t to invent a mission, vision and values, but to clearly articulate what faculty are already living and leading with. I think that’s why faculty can so readily see themselves and their departments represented in the final statements.” – David Buck, associate dean of �鶹��Ƶ College, the College of Arts and Sciences and an associate professor of psychology
• “Having shared goals and articulated values helps everyone in the college feel connected as a community, value each other’s work and prioritize our energies on initiatives that matter to us.” – Shannon Duvall, interim associate dean of �鶹��Ƶ College, the College of Arts and Sciences and professor of computer science
• “I appreciated the collaborative nature of it all, not just between the dean’s office and department chairs, but also extending to faculty members across �鶹��Ƶ 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’ meetings with the dean where we came to agreements on core values. It’s inspiring to see that distinctly different types of disciplines uphold the same core values.” – Joel Karty, chair of the Department of Chemistry and �鶹��Ƶ’s Sydney F. & Kathleen E. Jackson Professor of chemistry
• “I appreciated being part of a process that felt genuinely collaborative. Our participation was not merely symbolic. It felt meaningful, and I experienced the dean’s 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.” – Samantha DiRosa, chair of the Department of Art and a professor of art and environmental studies
• “The process of creating a new vision statement, mission statement and core values for �鶹��Ƶ 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.” – 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.

“The 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 ‘sound like us’,” he said. “When I heard that some faculty believed my presentation of our vision, mission and core values at our spring faculty meeting ‘sound like us,’ 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.”

Community Conversations & Civic Engagement

Deliberative Dialogue – America’s 250: What’s Next America?

Monday, Feb. 23, 4:30 p.m., Lakeside 212

As America marks its 250th year, this dialogue invites reflection on our shared past and the opportunity for diverse voices to share space and ideas to develop a collective vision for the next 250. Sponsored by the Kernodle Center for Civic Life and Political Engagement Work Group

Better Together: Breaking Bread, Building Bridges

Feb. 24 – May 5, every other Tuesday, 12:30-1:45 p.m.

Join us at Better Together this spring for connection and conversation. This time together invites us to live fully in the present and reflect on what makes this moment meaningful. Share stories, explore diverse perspectives, and build community. .

Dr. Habiba Sarabi: Education Rights of Afghan Women

Tuesday, Feb. 24, 4:30-5:30 p.m., Alumni Gym

Join a conversation with Dr. Habiba Sarabi on the global impact of Afghanistan’s ban on women’s education and the fight for educational rights and gender equality. Dr. Sarabi, an Afghan politician, women’s rights activist, and medical doctor made history as the first woman to be appointed a provincial governor in Afghanistan, leading Bamyan Province. She previously served as Minister of Women’s Affairs and Minister of Culture and Education, where she focused on expanding education, protecting the environment and advancing the rights of women.

State of the Union Address Watch Party

Tuesday, Feb. 24, 8-10:30 p.m., Moseley 105

Join us for pizza and a live viewing of President Trump’s first State of the Union address of his second term. Come watch, discuss and stay informed. Sponsored by �鶹��Ƶ Votes!

Love Your Body, Berry Much

Wednesday, Feb. 25, 11:30 a.m. – 1:30 p.m., Lakeside Entrance

Stop by for coconut-lime strawberries and a strawberry mocktail, courtesy of �鶹��Ƶ Dining, while also learning tips for mindful eating. Swing through, grab a treat and discover ways to build healthier habits. Visit the for more information.

Cynthia Miller-Idriss – “Man Up: Understanding Misogyny to Prevent Extremism

Lauren Dunne Astley Memorial Lecture

Thursday, Feb. 26, 4:30 p.m., Numen Lumen Pavilion, McBride Gathering Space

Extremism expert Cynthia Miller-Idriss examines how misogyny – online and off – fuels the rise in far-right and mass violence, and offers strategies for interruption and prevention rooted in everyday life. The Lauren Dunne Astley Memorial Lecture honors Lauren, who was set to join �鶹��Ƶ’s Class of 2015 before her murder by a former boyfriend in July 2011. Established in her memory, the fund educates the �鶹��Ƶ community on healthy relationships and building a culture free from violence. Visit the Spring Cultural Calendar for more information about upcoming events this semester.

Adventure Time with �鶹��Ƶ Outdoors!

Adventures in Leadership Summer Staff Positions Available

Applications are now open for summer Adventures in Leadership staff positions, where you’ll guide incoming first-year students through exciting outdoor experiences. Earn potential internship credit and build leadership skills. Apply today on the �鶹��Ƶ Job Network!

�鶹��Ƶ Challenge

The �鶹��Ƶ Challenge is a great way to help classes, teams, organizations, corporations or cohorts grow through building authentic relationships, learning how to manage resources, developing creative thinking, and applying knowledge in new ways. Visit the �鶹��Ƶ Challenge website to review the options, gather your group, and complete the interest form to schedule a customized, no-cost experience.

Last Chance to Become an Orientation Leader

Application Deadline is Friday, Feb. 27

The Orientation Leader application is still live. As an OL, you are an integral part of the orientation process. You will play a pivotal role in the transition of all the new students to �鶹��Ƶ, serving as a guide and mentor to new students throughout their transition. by this Friday, Feb. 27.