SEE is one of the major associations for the experiential education field, and the annual conference brings scholars, practitioners and educators together from across the world.

This year’s conference theme was “Experience Matters: 55 Years of Impact, Innovation, and Community” and focused on how all forms of experiential education continue to drive meaningful, inclusive and innovative learning experiences.

Love and Sanders presented a session titled “What Next? Effective Reflection in Global Education” that encouraged attendees to utilize multi-modal reflective activities to help students more effectively process their study abroad experiences. This session was motivated by Love and Sanders experiences on an �鶹��Ƶ Winter Term program as well as a Semester at Sea journey. They were the only two undergraduate students to present at this national conference.

Attending and presenting at this conference allowed them to network with professionals from across the country while learning more about their field.

You had actress Jennifer Aniston, rock star Gwen Stefani and NASCAR driver Noah Gragson. Then there was celebrity chef Jamie Oliver and NBA legend Earvin “Magic” Johnson.

Even Albert Einstein, Walt Disney and Pablo Picasso made a return visit from the afterlife to the Snow Family Grand Atrium of Schar Hall, along with a dozen other famous figures from throughout history.

Welcome to the first ever Dyslexia Superpower Character Day hosted by the Roberts Academy at �鶹��Ƶ, North Carolina’s only university-based, private elementary school dedicated to helping children with dyslexia learn to read and to thrive.

Nineteen children now enrolled in the third, fourth, and (as of this month) fifth grades wore costumes on Oct. 29, 2026, to introduce themselves to the campus community as individuals with dyslexia whose professional and personal accomplishments are world renowned.

The children’s teachers also wore costumes of event “security” and entertainment “press” to roam the room and ask questions of the students.

Though their normal school day is in a renovated Trollinger House just across the railroad tracks and down the street from the Historic Neighborhood, students that Thursday morning visited the School of Communications to practice their public speaking.

“This is a great opportunity for them to be self-advocates and express to other people how dyslexia may be a challenge but it’s also a gift,” said Alicia Tate, acting director of the Roberts Academy at �鶹��Ƶ. “Though everyone here at �鶹��Ƶ has supported the academy, now they’re seeing its impact in the faces of our children. This makes it real.”

Though everyone here at �鶹��Ƶ has supported the academy, now they’re seeing its impact in the faces of our children. This makes it real.

– Assistant Professor Alicia Tate, Acting Director of the Roberts Academy at �鶹��Ƶ

And the kids? Well, they were one part proud of their work and one part excited for the candy and toys offered to them from visitors.

“Noah Gragson,” known by his classmates on a regular school day as Jace, smiled while discussing the way his mother suggested that he be the famous driver. A toy NASCAR vehicle gift by his grandfather was at Jace’s feet. His only complaint? “I’ve been standing now for an hour!”

“Jamie Oliver,” otherwise known as Finley to her friends, also followed her mother’s character suggestion. Finley loves to cook, she said, and boasts a personal superpower of “resourcefulness.” She, too, was delighted to show off the bag of candy at her feet.

“Pablo Picasso” was the character selected by Lorelei. And just like her two classmates, Lorelei heeded a suggestion from her mother. “I’m a good artist and like to paint and that kind of stuff!” Lorelei exclaimed as she held pink plastic vampire’s teeth given to her by an attendee.

Each student in the room had a story to share. Each story made Tate smile with joy.

“I’m so happy,” she said of the dozens of professors, staff members, and �鶹��Ƶ students who engaged with her elementary school students. “We’ve had such a great turnout today.”

Established in 2025 through the generosity of Marjorie and Hal Roberts, the Roberts Academy at �鶹��Ƶ is the first and only university-based private school in North Carolina for children with dyslexia. The school welcomed its inaugural class in August 2026. 

The academy will expand to serve students in grades one through six in a new school currently planned for East Haggard Avenue, scheduled to open in Fall 2028.

Designed as a transitional school, Roberts Academy serves students for up to three years before they return to their community schools with the skills and confidence to succeed as scholars, entrepreneurs and civic leaders.

The school offers rolling admissions and is still accepting applications for the 2026-27 academic year. Visit the Roberts Academy at �鶹��Ƶ website to learn more.

“Stargazing for Mental Health” is an event held each semester as part of �鶹��Ƶ’s NatureRx program, and is a collaboration between Counseling Services, the Office of Sustainability, and the Dr. Jo Watts Williams School of Education. NatureRx focuses on the mental, emotional and social benefits that can be gained through a more mindful and intentional connection with the natural world. Since its inception at �鶹��Ƶ, NatureRx has engaged thousands of students, staff, and faculty through monthly events, workshops, class lectures, and other forms of programming.

The ‘Stargazing’ program partners with Danieley Neighborhood, Historic Neighborhood, the Physics Department, and the Astronomy Club to introduce students to a different way to engage with the outdoors. Over 100 students attend the event each semester and are able to learn about light pollution, engage in mindfulness activities, and explore the night sky.

This award highlights the RCS annual conference theme: “Radical Collaboration: The Role of Residential Colleges in 21st Century Higher Education.” This collaborative program engages students from across campus and helps them build skills for their wellness journeys.

Here we learn, here we grow. 
Every day there’s more to know. 
We are thinkers, we are strong,
And at Roberts we belong.
Dream big, shine bright, as a Phoenix we take flight.
Side by side, here we say, we can learn in our own way. 
This is our school, this is our day.
We are Roberts, hip hip hooray!

Such was the energy and emotion on display at an official ribbon-cutting ceremony for the Roberts Academy at �鶹��Ƶ, a new elementary school made possible through a transformational gift to the university by a Florida couple that has made the education of children with dyslexia the focus of their philanthropy.

The school was established in 2025 by the generosity of Marjorie and Hal Roberts, who witnessed firsthand the transformative power a multisensory approach to reading education can have for children with dyslexia. Their gift supports both the Roberts Academy and the Roberts Center for Dyslexia and Engaged Learning within �鶹��Ƶ’s Dr. Jo Watts Williams School of Education.

The Roberts Academy at �鶹��Ƶ is the fourth private school established by the couple, joining , , and in a network of programs committed to the advancement of education for children with dyslexia and related conditions.

The school opened this fall in a temporary location on Trollinger Avenue for third and fourth graders. Plans are unforlding for a new 30,000-square-foot building that will eventually host students in the first through sixth grade. Roberts Academy teachers use the Orton-Gillingham method of instruction, considered one of the most effective approaches to helping students develop strategies for overcoming their reading difficulties.

The ribbon-cutting on Oct. 2, 2026, featured an invocation by the Rev. Kirstin Boswell, �鶹��Ƶ’s chaplain, followed with remarks of reflection and gratitude by:

• �鶹��Ƶ President Connie Ledoux Book
• Philanthropist Marjie Roberts
• Ann Bullock, dean of the Dr. Jo Watts Williams School of Education
• Alicia Tate, acting director of the Roberts Academy at �鶹��Ƶ
• Tait Arend, senior philanthropic adviser at �鶹��Ƶ

Book recounted for those in attendance how �鶹��Ƶ made a promise to children with dyslexia that a learning difference would not be a limitation – and a promise to parents that they would not be alone in their journey to understand their children’s learning needs. Book then delivered a charge to the students seated before her.

“I want you to know that �鶹��Ƶ is a Hebrew word for ‘oak,’” she said. “What’s unique about oak trees is they grow the best in groves, and their root systems connect, and they become stronger as a team of trees. I charge you, as little Phoenix, to act like a grove of oak trees and to support each other and to help each other be successful as classmates.”

In her own remarks, Marjie Roberts thanked parents for placing their trust in �鶹��Ƶ and the Roberts Academy.

“This academy has the ability to restart the educational experience of young students and make the experience successful and rewarding,” she said. “It will rebuild their self confidence, enrich their minds and be a source of pride. It will change the lives of students by setting them on a trajectory of achievement and success.

“This is a celebration of what the academy will mean for the 16 children who are now enrolled, what it will mean for their families, and to the thousands of others who will follow.”

This is a celebration of what the academy will mean for the 16 children who are now enrolled, what it will mean for their families, and to the thousands of others who will follow.

– Philanthropist Marjorie Roberts

Tate introduced members of the Roberts Academy faculty and staff and Arend thanked members of the implementation team that worked to launch the academy, with Bullock serving as host and emcee of the afternoon program in the parking lot of Trollinger House.

And then there was the student cheer and the presentation of a personalized gift to the Roberts family: framed artwork featuring paper hearts with the names of each child who is part of the charter class of students.

“To our first families, thank you for believing in our school before the school even existed,” Arend said. “You all believed in us not only before the first stapler was purchased, but before the first staple was purchased. You trusted us with the children you love more than anything. And while there will be many, many children who walk through those doors, there will only ever be one first day, and there will only ever be these first 16 students.”

“It’s just common humanity that we’re all going to struggle with well-being across our lifetime,” Iselin said. “It’s allowing that shared experience of struggle and being able to bounce back, reconnect and reorient.”

This perspective has shaped Iselin’s approach to teaching and caring for the whole student. Now, as the Faculty Fellow for Wellness and Well-Being, she is exploring how faculty can integrate well-being into their teaching while also caring for themselves.

Putting the person first

Growing up, Iselin spent time with peers whom others viewed as the “wrong crowd.” However, she saw them first as people and became interested in working with adolescents facing challenges. That interest became her entry into mental health, eventually leading her to work with youth who were in trouble with the law, including beginning as a live-in manager of a group home.

These experiences shaped Iselin’s life philosophy, which still guides her today: putting the person first.

“Trying to understand that person holistically before focusing on perhaps something that’s not going so well,” Iselin said. “The student before the concern. The student before the missed assignment. The adolescent before the criminal behavior.”

The commitment to understanding the whole person continued throughout Iselin’s academic journey. She studied psychology, social welfare and criminal justice at the University of Wisconsin–Madison before completing her Ph.D. in Clinical Child Psychology at the University of Alabama at Tuscaloosa and postdoctoral work at the University of Pittsburgh Medical Center. Her career later took her to Duke University and the University of North Carolina at Wilmington before a family move to the Triangle and time away from full-time academia brought �鶹��Ƶ onto her radar.

“�鶹��Ƶ felt like a unicorn,” Iselin said. “It was this perfect way of integrating everything that I love, from my research questions to how I live my life and the ways that I care for students in the classroom.”

Iselin joined �鶹��Ƶ as a full-time faculty member the semester before the COVID-19 pandemic and began integrating wellness practices, such as deep breathing and values affirmation exercises, into her classroom. Once the pandemic began, she became even more intentional about incorporating wellness practices, drawing on her clinical psychology background.

“I realized I could bring my clinical self into the classroom,” Iselin said. “Not as a clinician, but as little healthy strategies that people can pull into their lives. Part of effective teaching at �鶹��Ƶ is caring for the whole student.”

This realization led Iselin to implement what she calls “well-being rituals” into each class, giving students a few moments to reflect, reset or reconnect with themselves.

For Iselin’s students, these small practices have made a meaningful difference in the classroom. Anna Grace Gilbert ’27, who took a class with Iselin and now serves as her teaching and learning assistant, has experienced that approach firsthand. She believes Iselin’s care extends beyond the “well-being rituals” and is an important part of how Iselin supports her students.

“At our very first meeting, I made name tags for everyone in the class. After I finished writing their names, she wrote a personalized note of encouragement on the back of each one,” Gilbert said. “I think that just demonstrates how much Anne-Marie cares about her students before she even meets them.”

Iselin’s commitment to integrating wellness practices into the classroom and caring for the whole student ultimately drew her to the Faculty Fellow for Wellness and Well-Being role, allowing her to expand that work beyond her own classroom.

Wellness as part of effective teaching

Central to Iselin’s work as the Faculty Fellow for Wellness and Well-Being is exploring what she calls the “mutuality” of pedagogical wellness, where supporting student and faculty well-being can work together.

“Anne-Marie brings a thoughtful combination of expertise, care and collaboration to this role,” said Marna Winter, associate director for the Center for the Advancement of Teaching & Learning, and Teaching Professor of Education at the Dr. Jo Watts Williams School of Education. “She understands wellness not as an additional task faculty must take on, but as something that can be meaningfully integrated into pedagogy and course design.”

Jill McSweeney, assistant director of CATL, explained how that integration can create an environment where students can learn effectively.

“When a classroom is attentive to how students are doing physically, mentally and socially, it becomes a space that invites them to show up fully and take the risks that deep and meaningful learning requires,” McSweeney said.

Gilbert has experienced the connection between well-being and effectiveness in her role as Iselin’s Teaching and Learning Assistant (TLA).

“In the beginning, she set very clear expectations and made sure that I continued to put my well-being first,” Gilbert said. “She has been an incredible support system for me this semester. This has allowed me to be fully present as her TLA and do my job effectively.”

Iselin also emphasizes that supporting student well-being requires clarity about the faculty role, understanding meaningful ways faculty can support students, and recognizing when to connect students with other university resources.

“With students, I can empathize. I can affirm. I can support. I can reach out,” Iselin said. “But I don’t have to be a counselor. That’s not my role. That’s not my scope of practice.”

Rather than seeing role clarity as separate from care, Iselin views it as part of creating healthy and sustainable relationships with students. Being transparent about what faculty can offer and connecting students with others when different expertise is needed allows faculty to remain caring and responsive without assuming responsibilities that belong to mental health professionals.

Iselin is bringing these approaches to faculty and staff through the Kindness Pedagogy Community of Practice, workshops and one-on-one consultations.

Looking ahead, Iselin hopes that creating multiple entry points through the Kindness Pedagogy Community of Practice, workshops and one-on-one consultations with faculty and staff will help strengthen the culture of well-being at �鶹��Ƶ, where pedagogical wellness is recognized as part of effective teaching and learning.

“If faculty want to build their teaching effectiveness, this is another pathway for them to do so,” Iselin said. “To learn how to conceptualize it, implement it effectively and recognize the positive impact that it might have.”

by the , a UK-based group that advocates for research, policy, and practice initiatives to support belonging across all learning environments. Sharing his research with an international audience means that Jackson is able to impact teaching practice on a broader scale.

Laing describes the process as a rewarding experience: “As an education major, I want to become the best teacher I can be. Having a chance to dive into hands-on classroom observations, conduct interviews, and experience different teaching styles, has given me tools that I can use in my future classrooms. Beyond that, coming up with a list of specific things that teachers can do in their classroom to help the students adjust, belong, and feel comfortable has been really rewarding, and I hope that my research can help other teachers as well.”

Laing’s findings are published in the Practice arm of the Centre for Belonging in Education which emphasizes his goal to connect his research to classroom experiences and, ultimately, to improve student learning. Importantly, his findings will also impact his experience as a teacher.

“I am taking away a newfound respect for doing the little things in a classroom,” Laing said. “A lot of my findings weren’t giant acts or moves to entirely change a classroom, but simple, day-to-day things to help build a strong culture and community. In the end, I really appreciate these little things, and plan on doing them consistently in my classrooms.”

This research project was mentored by Evan Small, who also serves as a Founding Fellow for the Centre for Belonging in Education.

Less than a year after the release of “Shaking the Table,” Stephanie Hernandez Rivera, assistant professor in the Master of Higher Education Program and Dr. Jo Watts Williams School of Education Emerging Professor, and Jonathan A. McElderry, dean of Student Inclusive Excellence and assistant professor, are continuing their work to amplify the voices of identity center practitioners in higher education with the release of “Still Shaking the Table.” The second volume builds on the strong response from identity center practitioners to their initial call for contributions to “Shaking the Table.”

“It was clear to us after receiving the overwhelming response that the first volume would be a starting place,” Hernandez Rivera said. “There were definitely more stories and insights to share.”

“Shaking the Table” created space for identity center practitioners to speak their truth and share their experiences. “Still Shaking the Table” builds upon those conversations, focusing on how practitioners advocate, build community, navigate change and show up for students.

“To release a second book less than a year later speaks to the urgency of these conversations and the generosity of practitioners willing to share their stories,” McElderry said. “These books are about more than publications—they are about community, visibility, and affirming that this work and the people doing it continue to matter.”

Like volume one, “Shaking the Table,” the mission of “Still Shaking the Table” is to help identity center practitioners feel affirmed and empowered to continue engaging in culture and identity work, with support from institutional leaders and colleagues who will champion them.

Both Hernandez Rivera and McElderry hope readers can see themselves in these stories throughout volume two. However, they also hope for something even more transformative.

“I also hope the book pushes institutions to think differently,” McElderry said. “We cannot simply celebrate practitioners for being resilient. We have to create environments where they can thrive.”

Hernandez Rivera echoed McElderry’s hope, stating the stories reveal the realities practitioners experience in their campus communities, and how they navigate them with care, strength, dedication and strategy.

“To me, this text reflects the continued evolution of that commitment and how we have remained grounded in our initial intention,” she said.

“Still Shaking the Table” is available for , continuing Hernandez Rivera and McElderry’s mission to create space for identity center practitioners to share their stories and experiences.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Nearly 1,600 new students arrived at �鶹��Ƶ on Friday, Aug. 21, as the university welcomed the Class of 2030.

Despite a mix of rain and sunshine, staff members in Student Life and Residence Life worked to make the Move-In Day process as seamless as possible for students and their families. Student organizations and �鶹��Ƶ Athletics teams also lent a hand, helping unload vehicles and carry students’ belongings into their new homes.

Familiar items in a new home

For many members of the Class of 2030, those belongings include more than the essentials for college life. As they begin a new chapter at �鶹��Ƶ, students brought photographs, books, keepsakes and other reminders of the people and places they call home.

Ale Furano ’30 arrived at �鶹��Ƶ from Greenwich, Connecticut, with three Polaroid photos of his family and friends. A Communications Fellow who plans to study sport management, Furano said he is looking forward to the opportunities ahead.

“I’m excited to meet new people and have a great opportunity and a new way of life,” Furano said. “I think the opportunities at �鶹��Ƶ are really great, especially in the sport management field.”

Avery McTigue ’30, who plans to study nursing, is looking forward to joining clubs and organizations and exploring study abroad opportunities. Among the items making her new room feel more like home is an �鶹��Ƶ-themed Jellycat plush toy with a special connection to her friends.

“The special item I brought from home is my �鶹��Ƶ ‘Jellycat,’” said McTigue, who is from Bergen County, New Jersey. “My friends threw a ‘bed party’ for me, and it reminds me of them. Basically, they decorate your whole room, and it’s all �鶹��Ƶ stuff.”

For George Schneider ’30, from Seattle, Washington, the move to �鶹��Ƶ meant finding room for his vinyl collection. Schneider chose �鶹��Ƶ because of its acting program. The Princeton Review recently ranked �鶹��Ƶ No. 1 for Best College Theater, while The Hollywood Reporter included �鶹��Ƶ on its list of the “25 Best Drama Schools in the World.”

“I’m very excited to be independent and expand on my training,” Schneider said. “I brought my record player and about 20 of my records. I knew I wasn’t going to bring a lot for my room, but I wanted to bring something to remember home by.”

An avid reader, Ryan Parker ’30, who plans to study journalism, made sure one of her books made the trip from Dallas, Texas. For Parker, attending �鶹��Ƶ also means experiencing a new part of the country.

“I chose �鶹��Ƶ because I felt it was the best for me, and I felt it would be a good transition as well,” Parker said. “I’m most excited to meet new people, especially being from Texas and being in a different part of the country.”

A class from around the world

The students arriving on campus bring a wide range of backgrounds, experiences and academic interests. Members of the incoming class come from 40 states and Washington, D.C., as well as 19 countries, including Singapore, Spain, Norway, Canada, Serbia, South Korea, China and New Zealand.

The most represented states are North Carolina, Massachusetts, New Jersey, New York, Virginia, Maryland, Connecticut, Pennsylvania, Georgia and Illinois.

Fourteen percent of incoming students are the first in their families to attend college. The class also enters �鶹��Ƶ with a strong academic record, with an average high school GPA of 4.09.

Students are bringing a broad range of academic interests to campus. The 10 most popular intended majors among incoming students are psychology, finance, biology, business analytics & AI, marketing, nursing, exercise science, elementary education, sport management and political science.

Several programs are seeing notable increases in interest compared with last year’s incoming class. The number of new students intending to major in elementary education increased 41%, while finance increased 39% and biology increased 16%.

The community classroom experience

Those statistics are reflected in the individual journeys bringing students to �鶹��Ƶ.

Alexis Jacobs ’30 of Westport, Connecticut, was drawn to the university because of its size and sense of community. To personalize her new space, Jacobs brought handmade frames filled with reminders of the people, places and experiences important to her.

“I made these frames with different prints, photos, places I’ve been and family members,” Jacobs said.

Peter Matijevic ’30, who plans to study business analytics and applied mathematics, brought a reminder of his Massachusetts roots: a Drake Maye NFL jersey.

“It reminds me of Massachusetts and my favorite NFL player,” Matijevic said. “I chose �鶹��Ƶ because it’s a beautiful campus and has small classes, so I could get to know my teachers.”

�鶹��Ƶ’s teacher-scholar-mentor model among its faculty is a touchstone of the university’s academic experience. For five years in a row, �鶹��Ƶ has been ranked best in the nation for undergraduate teaching, and The Princeton Review recently ranked the university as No. 4 Best Classroom Experience.

Following Move-In Day, students attend New Student Orientation, including New Student Convocation on Saturday, Aug. 22.

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• Visionary investment establishes Roberts Academy at �鶹��Ƶ for children with dyslexia
• First home for Roberts Academy now ‘art in the making’
• Roberts Academy selects inaugural teaching faculty

The Roberts Academy at �鶹��Ƶ, North Carolina’s first and only university-based private school for children with dyslexia, opened its doors to its inaugural class on Tuesday, Aug. 18, marking a milestone in �鶹��Ƶ’s efforts to transform literacy education.

The school, established through the philanthropic vision of Marjorie and Hal Roberts, will serve as a statewide and national model for structured literacy education. The Robertses have witnessed firsthand the transformative power a multisensory approach to reading education can have for children with dyslexia.

“Opening Roberts Academy is more than the start of a new school year — it is the realization of a vision rooted in possibility,” said Alicia Tate, acting director of Roberts Academy at �鶹��Ƶ. “We are honored to welcome our inaugural class and are excited to build a community where every student is known, challenged, encouraged and given the opportunity to thrive. This is only the beginning, and we cannot wait to see where this journey leads our students and their families.”

Students arriving Tuesday were greeted by faculty from the Dr. Jo Watts Williams School of Education, �鶹��Ƶ staff members and members of the university’s dance and cheer teams, creating a celebratory welcome for the academy’s first students.

“I’m most excited to know about my school and the chance to have a brand-new start,” one Roberts Academy student said.

Discover a love of learning

Roberts Academy is initially welcoming students in third and fourth grades at its temporary home on West Trollinger Avenue in �鶹��Ƶ. The academy will eventually expand to serve students in grades one through six in a state-of-the-art facility planned for East Haggard Avenue, scheduled to open in fall 2028.

Designed as a transitional school, Roberts Academy will typically serve students for one to three years before they return to their community schools with the skills and confidence to succeed as scholars, entrepreneurs and civic leaders.

Teachers will use the Orton-Gillingham approach, a structured, multisensory method of literacy instruction designed to help students with dyslexia develop stronger reading and language skills.

For Bella Martino ’26, a Roberts Academy teacher who graduated from �鶹��Ƶ with dual licensure in K-6 general education and special education, the school offers an opportunity to help students develop not only their reading skills but also their enthusiasm for learning.

“I really want to see them enjoy school. I want them to enjoy this as a place. I want them to like learning,” Martino said. “I’m just really looking forward to seeing them grow as learners, especially provided that all of our students are going to have some level of learning difficulties as it relates to reading. I’m really looking forward to helping them rediscover a love of reading.”

That hope is shared by the parents who brought their children to Roberts Academy for the first day.

“The most exciting thing about it is for my son to be excited about school, about learning, about feeling confident, about realizing that it’s OK the way his brain is wired and he’s going to learn how that works, and then he’s going to be able to soar,” one parent said.

Investing in a child’s future

For Donnielle Rome-Martin, finding Roberts Academy followed a long search for the right educational environment for her daughter, whose goal is to become a “bookworm.”

Rome-Martin said she struggled to find the support her daughter needed, with other programs focused on accommodating her dyslexia rather than helping her develop the skills to overcome the challenges she was experiencing.

“My heart breaks when she tells me she’s stupid. She’s not stupid,” Rome-Martin said. “The idea that a young little girl at this small age could think that she’s stupid made me so scared for what the future is going to look like. This cannot happen.”

When Rome-Martin toured Roberts Academy, she said she immediately noticed a different approach, one focused on her daughter’s potential rather than her limitations.

“What I fell in love with was the way the staff spoke about dyslexia and the way they spoke about her future,” Rome-Martin said. “This was a passion, and they were invested in this from day one. That’s all I ever wanted, was someone to invest in my daughter like I do.”

That commitment led Rome-Martin to make a significant commitment of her own. She will travel nearly two hours each way to bring her daughter to Roberts Academy each day, a decision she said was affirmed when she watched her daughter walk into school on the first morning.

“What amazed me is we were walking into the parking lot, and we walked up, and she didn’t look back,” Rome-Martin said. “That made me feel really good that she didn’t look back as she walked off because I think she knows that she is going to be OK.”