With more than 250 clubs and organizations at �鶹��Ƶ, students have countless opportunities to find purpose and meaning in life – and Alexa Nigriny ’28 may be one of the most actively involved in helping classmates do just that.

The psychology and human service studies major is involved in Yarn Arts, the Super Smash Bros. team for Club Esports, Music for Dementia, Psychology Club, �鶹��Ƶ Volunteers, Alpha Phi Omega service fraternity, Sustainability Volunteers, the Student Union Board and even the Milk Club.

Beyond her clubs and organizations, Nigriny is a senior resident assistant in the Historic Neighborhood, a peer educator for �鶹��Ƶ 1010 and a SMART mentor in the Center for Race, Ethnicity & Diversity Education. In each of those jobs, she says, it’s important to build community.

As a senior resident assistant, Nigriny helps first-year students navigate their transition to college. What takes a floor in a residence hall and makes it into a community where all feel welcomed? The short answer: Get to really know the people you live and work next to rather than just passing them by.

“‘You have a place here. We need you here.’ Nurturing that feeling of being needed and being wanted in a place is so important,” Nigriny said. “That’s what makes and breaks a community. If you know you belong and that you were needed, you will stay.”

For Nigriny, community is about more than making connections. It’s about finding a place and purpose within those relationships. At �鶹��Ƶ, students take on many roles, from friends and classmates to mentors and leaders, each contributing to their sense of belonging.

“It is through the positions that we have here that give us our place and purposes and is one of the many things that make �鶹��Ƶ feel like home,” Nigriny said. “When you take time to get to know someone and realize how much you have in common or how similar you are, human connection is forged and community is built.”

But what Nigriny finds most rewarding is watching others discover where they belong. She sees a change in her friends, residents and classmates as they find their passions and begin to understand what they want from their college experience.

And in helping others find their place, Nigriny has discovered something about herself.

“For me being able to play even a small role in that is what makes me feel like I’m doing exactly what I’m meant to do,” she said, “helping people find their purposes, and helping people discover who they want to be – that is one of my purposes.”

Alexa Nigriny ’28 is part of Huemanity of People, a series by the Division of Inclusive Excellence highlighting the people, paradigms and praxis of inclusive excellence that shape �鶹��Ƶ’s community. Learn more on the Inclusive Excellence website.

This 150-minute session, titled “Deepening Equitable and Community-Centered Models of Assessment: Practices, Models and Networks,” featured moderated workshopping and extensive discussion related to ethical practices in the assessment of community-engaged learning programs that emphasize the evaluation of outcomes for community partners. Along with Gendle, this session was co-led by:

• Amanda Wittman, assistant teaching professor in the Department of Global and Integrative Studies at Worcester Polytechnic Institute
• Sarah Stanlick, associate dean of the Global School and Associate Professor, Worcester Polytechnic Institute
• Mike Bishop, managing director of the Community-Based Global Learning Collaborative

Their chapter, titled , is intended to serve as a comprehensive guide and “how to” resource for academics seeking to engage in partnerships with community organizations in international settings, using the principles of Fair Trade Learning as a lodestar. The abstract for their chapter is as follows:

This chapter explores the complexities and ethical considerations of international community-engaged learning, highlighting the experiences of sustained partnerships between �鶹��Ƶ and two international organizations (the Comprehensive Rural Health Project in Jamkhed, India and Sarvodaya in Sri Lanka). Drawing on the Fair Trade Learning (FTL) model, the authors emphasize core principles such as cultural humility, reciprocity, and critical global citizenship, while addressing challenges unique to international contexts including positionality, narrative humility, accessibility and sustainability.

Through practical guidance and case examples, the chapter conveys the importance of co-creating community-engaged learning programs with community partners, prioritizing mutual benefit, and avoiding exploitative or colonialist dynamics. The chapter highlights various assessment tools to measure community impact. By integrating the UN Sustainable Development Goals and engaging with students’ identities and motivations, this chapter advocates for intentional, transformative community-engaged learning programs that support student, university, organization, and community development and global equity.

Julie Thoman remembers CJ Fleming’s first baby steps years ago, and the large pink letters with Fleming’s initials mounted over her crib. In July, the two lifelong friends became colleagues.

Thoman is now an associate director of online communications for �鶹��Ƶ, based in Charlotte, where for four years she has maintained the website for Queens.

Fleming is an associate professor of psychology, associate director of undergraduate research, chair of the Department of Human Service Studies and the faculty administrative fellow at �鶹��Ƶ. As a fellow, Fleming is supporting the merger of Queens and �鶹��Ƶ by reviewing graduate policies, processes and procedures to assure the university grows its graduate degree portfolio strategically and intentionally.

Both Thoman and Fleming lived briefly in New Bern, North Carolina, before their parents’ careers took them to Okinawa, Japan, and Morehead City, North Carolina, respectively. Thoman’s father flew C-130 planes for the U.S. Marine Corps and Fleming’s father served as an administrator for various North Carolina school systems.

When military assignments and careers separated the young friends, Thoman’s family letters — notably their popular Christmas cards — kept everyone together.

Every year the Thomans created a themed holiday message with a photo and handwritten letters.

“Julie’s parents were content creators before content creators were a thing,” Fleming said.

Distance was no barrier for the families to stay in touch long before the days of social media and email.

“CJ and I both experienced a ‘nomadic’ childhood,” Thoman said. “While some childhood friendships continue into adulthood from in-person bonding, we never lost that bond despite our distances.”

The Thomans eventually moved back to North Carolina in 1993. They reside today in Jacksonville, while Fleming’s parents make their home in Durham. Over the years, the families have enjoyed getting together at cultural and sporting events, among other activities that nurture their friendship.

Individually, Thoman and Fleming regularly text and find time to see each other in person, including a recent show at the Durham Performing Arts Center and a Durham Bulls game.

“Our parents built a great foundation between CJ and I,” Thoman said.

Fleming said she is excited that the merger will create a blended family. “Julie and her family are effectively my family,” she said.

“There’s a whole school full of Julies that are now a part of �鶹��Ƶ’s blended family, and the opportunity for us to all be a team together is the most exciting part,” said Fleming. “One of the things I love about Queens is that we all know each other,” Thoman said. She said that she always knows who to go to for questions. “I love the relationships here and I’m excited to expand this relationship further with colleagues from �鶹��Ƶ.”

The transformative program is designed to support scholars at multiple points in their undergraduate years and early career. Renewable for up to two years, the UGSP provides:

• $20,000 per academic year to support undergraduate education expenses
• A 10-week full-time summer internship at the NIH immediately following the year of scholarship support
• One year of full-time employment with the NIH post-graduation

Because Barnes and Sterling have won the award as juniors, they are eligible to receive up to $40,000 in scholarship support, two paid summer internships (one between their junior and senior years, and another following graduation) and two years of employment upon graduation.

Approximately 15 scholars are selected each year from a nationwide pool of hundreds of applicants, and �鶹��Ƶ students have been remarkably successful in this competition in recent years. The federally-funded program was on pause last year, but Samantha Hinton ’25 was selected in 2024, and three seniors—Genesis Tolbert ’24, Christopher D’Inzeo ’24 and Samuel Ramirez ’24—were selected in 2023. The addition of Barnes and Sterling to the list means that �鶹��Ƶ has been represented in the three most recent cohorts of this highly selective program.

The next application cycle for the NIH UGSP will open in Spring 2027. Interested students should contact the National and International Fellowships Office to learn more.

Sofia Barnes ’28

Sofia Barnes is a chemistry and psychology double major from Port Washington, New York. At �鶹��Ƶ, Barnes has worked under the mentorship of Dan Wright, associate professor of chemistry, on an analysis of toxic metal concentration in medicinal herbs and spices in the United States. The research aims to fill the knowledge gap around potential contamination of medicinal herbs and spices by creating a nationwide catalog outlining the metal accumulation in numerous medical herbs and spices. This experience helped foster Barnes’ love of research and pushed her to seek out external opportunities like the NIH UGSP.

Thanks to the robust structure of the award, Barnes will be freer to deepen her research impact at �鶹��Ƶ and the NIH.

“This award will not only give me the opportunity to further my career as a researcher and give me the chance to connect with mentors and peers to help push and encourage me,” she explained. “It has also provided me with the support to be able to lessen the monetary stress that comes with my undergraduate degree, which allows me to focus more on making the most out of my time in undergrad. It allows me to expand my reach with my post-grad options and where I may go after �鶹��Ƶ which before felt more limited.”

In addition to her research, Barnes is active across campus. She is a service ambassador in the Kernodle Center for Civic Life, a member of Chi Upsilon Sigma National Latin Sorority Incorporated, a chemistry tutor, and has previously served as a SMART mentor and Peer Educator. Her constellation of �鶹��Ƶ mentors includes Andrew Moffa, assistant Director for the Kernodle Center for Civic Life, Justin Clar, associate professor of chemistry and director of �鶹��Ƶ’s Undergraduate Research Program, and Dr. Dan Wright, associate professor of chemistry.

Parker Sterling ’28

Parker Sterling is a double major in biology and history with minors in chemistry, neuroscience, and peace & conflict studies from Randleman, North Carolina. As an �鶹��Ƶ College Fellow, Sterling is working under the mentorship of Jonathan Su, associate professor of engineering and chair of the Department of Engineering, to test the feasibility of a dual-drug intravaginal ring for menstrual pain. She’s supplemented her ECF research experience by assisting with data collection and processing in the �鶹��Ƶ Physical Therapy Department’s Glen Raven Biomechanics Lab.

The NIH UGSP will be a critical step in Sterling’s development as a research scientist. While she remains committed to STEM research on her journey towards medical school, Sterling is equally committed to earning her master’s in history while working at the NIH. She seeks to understand not only the science, but also the historical and social contexts that have shaped scientific inquiry and advancement.

Sterling is highly engaged on campus outside of her research and academics. She is the Business Lead (and former President) for the Phoenix Racing Team, a physics TA, a senior resident assistant in the Global Neighborhood and a Leadership Ambassador with the Center for Leadership. As a reflection of her wide breadth of involvement, Sterling’s �鶹��Ƶ mentors span disciplines and departments; the list includes Jonathan Su, associate professor of engineering and chair of the Department of Engineering, Andresa Bresler Bezerra, assistant teaching professor of chemistry, Efrain Rivera-Serrano, assistant professor of biology, Amanda Kleintop, assistant professor of history, and Matthew Banks, engineering lab manager and advisor for the Phoenix Racing Team.

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.

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As the Class of 2030 arrives on campus and begins their four years at �鶹��Ƶ, current �鶹��Ƶ students offer their advice to the incoming class.

�鶹��Ƶ will welcome more than 1,600 new students for the 2026-27 academic year, with the Class of 2030 moving to campus on Friday, Aug. 21.

Parker Sterling ’28

Major(s): Biology and History
�Ѿ��Դǰ���:��Chemistry, Neuroscience, and Peace and Conflict Studies
Hometown: Randleman, North Carolina
Campus Involvement: Phoenix Racing Team (Business Lead), Residence Life (Senior RA), Center for Leadership (Leadership Ambassador), Glen Raven Biomechanics Lab (Lab Assistant)

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because I knew after the first tour that I couldn’t imagine myself anywhere else. I loved being able to have majors across disciplines, the campus, the dorms and all of the people I met.”

What did you wish you knew as a first-year student?

“I wish I knew how common it is to gain and lose friends in the first year. Everyone is discovering who they are and who they want to be, so it may take a while to find friends that you can rely on.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“Take every opportunity that presents itself; you never know who you will meet or what doors it will open.”

What surprised you most about college?

“I was most surprised by the bonds I’ve built with faculty and staff. I didn’t have a high school teacher I felt was truly a mentor, but �鶹��Ƶ has given me so many people that I feel confident going to for advice.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is the people. I am forever grateful to the amazing friends who have supported me and cared about me to no end. I don’t want to imagine what college would be like without them.”

Ari Verinder ’28

Major(s): Biology (Concentration: Biotechnology/Molecular Biotechnology)
�Ѿ��Դǰ���:��Chemistry and Food Studies
Hometown: Chapel Hill, North Carolina
Campus Involvement: Residence Life, Club Climbing and The Writing Center

Why did you choose �鶹��Ƶ?

What did you wish you knew as a first-year student?

“I wish I had known to get more involved in my specific interests on campus sooner. There really is something for everybody at �鶹��Ƶ; you just have to find it, get involved, and, best of all, enjoy it!”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

What surprised you most about college?

What is your favorite part about �鶹��Ƶ?

“Don’t be afraid to meet new people. �鶹��Ƶ is small enough that it’s easy to just stick with who and what you already know, so push yourself outside of your comfort zone.”

-Ari Verinder ’28

Ella Stewart ’27

Major(s): Dance Performance & Choreography, English (Concentration in Creative Writing)
Hometown: Columbia, South Carolina
Campus Involvement: Student Union Board (Brand Engagement Chair), New Student Orientation (Student Coordinator), Kappa Delta member and The Writing Center.

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because I knew I wanted to make close connections with my professors and classmates, which made the small class sizes very appealing, and �鶹��Ƶ has a strong Performing Arts department, which aligns with my future career goals of being a professional dancer. I also knew I wanted to study abroad and �鶹��Ƶ offers so many opportunities to study around the world. Additionally, I was drawn to the College Fellows program, which is a scholarship program where I conduct a research project within my major throughout my time at �鶹��Ƶ.”

What did you wish you knew as a first-year student?

“I wish I had known that not every moment of college is going to be absolutely perfect. It’s easy to have high expectations that everything will go smoothly all the time, and while there will be plenty of great experiences and memories, there will also be challenges. It’s completely normal to struggle sometimes, and you shouldn’t be afraid to ask for help when you need it.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“My biggest piece of advice is to put yourself out there! I made my closest friends at �鶹��Ƶ by just inviting myself to hang out with them. It can feel awkward and scary at first to ask people to hang out with you, but it really makes a difference. If there is someone in your class who you think you’d get along with, ask them to lunch or coffee! You can also meet people by getting involved in clubs and organizations, so sign up for what interests you. Getting involved helped me find my place on campus, so be open to trying everything, because that is how you can find your community.”

What surprised you most about college?

“I was most surprised by the amount of independence and freedom I suddenly had. It can be hard to adjust to being away from your family and the comfort of home, but you also start learning how to manage your own time and responsibilities. My schedule looked a lot different than it did in high school, and I became the one in charge of how to spend my time. This shift surprised me at first, but overall it helped me grow into my independence and become more confident doing things on my own.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is the people I’ve met through my majors and leadership experiences, especially the mentors who have supported me along the way. The staff and faculty here are so kind and encouraging to each individual student, and their guidance has helped me grow in my academics and in my leadership. �鶹��Ƶ has given me a tight-knit community of peers and mentors I can rely on, and I have met so many people who have shaped me into who I am today.”

---

Lealand Oakes ’27

Major(s): Psychology
Hometown: Winston-Salem, North Carolina
Campus Involvement: New Student Programs, Women’s Club Rugby
Sigma Kappa, �鶹��Ƶ 1010 Peer Educator, Psi Chi and Psychology Honor Society

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because they genuinely care about every student, even if they haven’t fully invested in �鶹��Ƶ yet. They put so much care into just the admissions process and first-year experience to ensure people feel cared about and seen. Of course, it doesn’t stop there; professors are always there to help and support their students, get to know them beyond the surface level, and truly want to see them succeed.”

What did you wish you knew as a first-year student?

“I wish I knew that sometimes the hard parts of transitioning to college don’t hit you immediately. They look different for everyone and can range anywhere from after the first month has passed to the start of the second semester and beyond. Everyone has their own experiences, so it is important to know your resources on campus and have people you can go to when those bumps in the road happen.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“Get out of your room, do new things, be involved. This can look different for everyone, but it’s so helpful for finding your people in this new chapter. I would also say that taking care of yourself is so important. Holistic wellness goes a long way in college. If you are taking care of one aspect of wellness that can bleed into another area. Do things that make you happy, take care of your body and use your resources.”

What surprised you most about college?

“I was surprised that I was still able to get the same support in class and out of class that I had the opportunity to receive in high school. I was worried that as soon as I got to college, everything would be on me. I can say with full confidence that I have not needed to shoulder everything all on my own. �鶹��Ƶ has so many resources that cover a wide range of aspects of college life.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is that there are so many people from so many different places. Coming to �鶹��Ƶ, I didn’t really know many people, and I am so happy that was the case. It was nerve-racking for sure, but it meant that I have learned so much and met so many people I wouldn’t have met otherwise.”

Olivia Guarino ’26, Ella McGlynn ’26, Anna Grace Gilbert ’27 and Jessica Garcia-Bastida ’27 presented their research at the from July 6-9 in Panamá City, Panamá. Attendance at the conference regularly includes over 1,100 attendees and members from various fields such as developmental psychology, cognitive neuroscience, pediatrics and education.

�ճ����, which is directed by Perkins, focuses on understanding the acquisition of motor skills in infancy (such as crawling and walking), and how they relate to other cognitive and social skills.

Guarino and Garcia-Bastida presented a poster titled, ‘’Can you get the toy?: How walking infants use whole-body problem solving during an object retrieval task.” The two have been working on the project over the past year and have contributed meaningfully to data collection appointments with infants and behavioral video coding and analyses.

Gilbert and McGlynn presented a poster titled, “Take a step!: Links between infant play and mother vocalizations as crawling infants learn to walk” and were co-authors on a symposium presentation titled “Tiny hands, big transitions: Analyzing crawling infants’ target interactions during play as they learn to walk,” and presented by Perkins. This work is part of an ongoing collaboration with , who is a professor in the Department of Psychology and Neuroscience at the University of Tennessee, Knoxville. Gilbert has made meaningful contributions to the project for the past two years and presented preliminary findings at a different international conference in Prague, Czech Republic last year. McGlynn’s contributions spanned the past year in behavioral video coding and analyses.

Student members of the Infant Development Lab benefitted from networking and professional development opportunities at the conference, including meeting authors whose work they had read for literature reviews, group discussions, and lab meetings, and participating in an Undergraduate Networking Session designed to help researchers and students in making valuable connections for employment and/or graduate study. A notable event was the civic reception, which is usually themed based on the conference location. This year’s reception was on an outdoor terrace and featured dancers and music in culturally traditional attire.

The group also had opportunities between conference sessions to explore Panamá City,

Student travel to the conference was supported by the Undergraduate Research Program and the Department of Psychology, and Perkins’ travel was supported by Dean’s Office of �鶹��Ƶ College, the College of Arts and Sciences. Mentored students in the Infant Development Lab come from a variety of diverse backgrounds and go on to graduate and professional programs.

Perkins is an active scholar in developmental psychology and mentoring relationships in higher education. Her research has been published in journals such as “Child Development,” “Infancy,” and “Infant Behavior and Development,”  “Scholarship of Teaching and Learning in Psychology,” the “Journal of First-generation Student Success” and “Perspectives on Undergraduate Research Mentoring.” She is currently working on a co-edited book on mentoring and/as meaningful relationships as a high-impact practice published by Routledge, cross-listed in the AAC&U series, and the series on engaged learning and teaching.

The impact of reading

For Lyric Gregory ’28, that impact is measured one child, and one book, at a time.

“It’s amazing. I feel like I’m making such a big difference,” said Gregory. “I feel like I’m actually contributing to making Alamance a little bit better.”

Gregory, a psychology major from Virginia Beach, Virginia, is spending his summer as an intern with Alamance Partnership for Children, a nonprofit organization serving young children and families throughout Alamance County. He supports the organization’s efforts to provide supplies to families in need, advance literacy initiatives and redesign its library and children’s area.

“It’s a really cool feeling to give a child a book and see their eyes light up,” Gregory said. “I never thought kids would be so excited to see books. There was this one kid, just seeing the joy on his face when he asked his mom, ‘Look, they’re going to have books. Can I have one?’ It hit me in the feels.”

Launched in 2021, Campus Alamance connects �鶹��Ƶ students with paid internships throughout Alamance County while helping build a pipeline of talent for local organizations. Since its launch, 97% of participants have reported their internships were valuable to their professional development.

Gregory has long been fascinated by psychology and hopes to become a child therapist. He said the internship has strengthened his passion for helping others.

“I’m already motivated, but it motivated me even more to continue to pursue psychology, because I’m looking at people in this office who still have the same passion as me, and they’re making a difference,” he said.

‘Real time’ experience

Like Gregory, McKenna Blount ’27 entered college with an interest in psychology. A psychology major with minors in and criminal justice studies, Blount wanted an internship that combined both fields but initially struggled to find opportunities that fit her interests.

Through the Student Professional Development Center, she connected with the Campus Alamance Program and secured an internship with the Burlington Police Department, where she works with both the Aerial Reconnaissance & Tactical Intelligence Center (ARTIC), and the Crime Scene Investigation unit.

“I’ve had a lot of broad experience in the police department,” said Blount, who is from Raleigh. “They’re super flexible, just letting me have as much experience that I possibly can.”

In ARTIC, a real-time crime center, Blount assists officers by monitoring camera systems and databases during active investigations. In the Crime Scene Investigation unit, she observes investigators and gains firsthand experience with forensic work.

“I didn’t know how interested I was in the law enforcement aspect of things,” said Blount. “I thought I was more interested in the psychology aspect. It’s really nice to meet people outside of the ‘�鶹��Ƶ bubble.’”

Connecting the community and history

Katie Baylett ’27, a strategic communications major from Highlands Ranch, Colorado, is also gaining hands-on professional experience through Campus Alamance as a social media intern for the Alamance Historical Museum.

“The internship has helped me know how to work and navigate in a professional environment,” Baylett said. “I took a class at �鶹��Ƶ where we briefly touched on the local history and the textile industry history of Alamance County specifically, but this has really given me hands-on experience and helped me connect with the local community and also just connect with the local history.”

Baylett develops the museum’s social media content calendar, creates photo and video content, updates the museum’s website and assists with an email marketing campaign. A key part of her role is translating the work of museum staff into engaging, accessible content for the public.

“My classes at �鶹��Ƶ have helped me know how to create a social media calendar and have helped me know how to navigate a wide variety of systems that I am using with my internship,” she said.

Internships are a central part of the �鶹��Ƶ experience. Through the university’s Experiential Learning Requirement, students must complete two of five �鶹��Ƶ Experiences: internships, service, leadership, undergraduate research or global engagement.

For Blount, the internship has also changed how she sees the community surrounding campus.

“You take the same three roads to get where you need to go as an �鶹��Ƶ student, and I had no idea how much more goes on in Burlington,” Blount said. “This internship has really benefited my professional career development.”

Sarah Bunnell, director of �鶹��Ƶ’s Center for the Advancement of Teaching and Learning and associate professor of psychology, and George Talbert, assistant professor of marketing and sales, co-presented “The Power of the Scholarship of Teaching and Learning for Individual and Institutional Transformation, in Business Schools and Beyond.” The online session marked the group’s second community event and drew educators from across Europe and beyond.

Bunnell opened by tracing SoTL’s roots to Ernest Boyer’s influential 1990 framework, which expanded the definition of scholarship to include systematic study of student learning. She then expanded on the field’s history to include later contributions from scholars like �鶹��Ƶ’s Peter Felten, assistant provost for teaching and learning, executive director of the Center for Engaged Learning, and professor of history, whose work has helped establish public dissemination, peer review and collaboration as foundational principles of SoTL practice.

Talbert then offered a personal lens, reflecting on his own transition from a senior marketing and sales career into higher education and how engaging with SoTL has reshaped his approach to teaching and student learning. Rather than focusing solely on content delivery and student satisfaction, he described moving toward deeper questions about how students’ thinking develops and whether his teaching approaches achieve their intended learning outcomes. This personal insight was highlighted by event organizers as a “”, and its accessibility to faculty across disciplines, not just educational researchers.

Bunnell and Talbert’s work is an example of meaningful collaboration between faculty across disciplines who center student learning, professional growth, and development of one’s teaching practice within their work. Their session is a meaningful contribution to the growing international dialogue about SoTL’s role in higher education, which �鶹��Ƶ is increasingly recognized as leading. The invitation for the keynote reflects the continued recognition of �鶹��Ƶ’s leadership in undergraduate teaching and educational development on the global stage. Following the session, Bunnell and Talbert were invited to remain engaged with the international SoTL community, with plans to continue building on the conversation in future collaborations.