The Roberts Academy will use the multisensory Orton-Gillingham approach to reading instruction once it opens in August for third- and fourth-grade students in a temporary location on West Trollinger Avenue.

The academy will expand to grades 1-6 when a new building opens for the 2028-29 academic year on East Haggard Avenue near the university鈥檚 Danieley Neighborhood. Each classroom will be capped at 12 students.

鈥淲e are excited to have such well-trained, committed teachers join us at Roberts Academy,鈥� said Ann Bullock, dean of the Dr. Jo Watts Williams School of Education. 鈥淭heir dedication to children and their ability to provide an engaged environment for learning will lead to a remarkable growth in confidence for young students.鈥�

The Roberts Academy is also finalizing the recruitment of part-time teachers to provide enrichment instruction in art, music and physical education. The school is led by Acting Director Alicia S. Tate and Tracy Roof, director of business and school operations.

Established in 2025 through a gift from philanthropists Hal and Marjorie Roberts of Lakeland, Florida, the Roberts Academy at 榴莲app官方网站入 will be the fourth in a series of successful university-based private elementary schools the couple established at Vanderbilt University, Mercer University and Florida Southern College.

2026-27 Full-Time Faculty for Roberts Academy at 榴莲app官方网站入

Carrie Whitley

With a bachelor鈥檚 degree in elementary education and a master鈥檚 degree in reading education from Appalachian State University, Carrie Whitley brings three years of experience working closely with elementary-aged students in both classroom and tutoring settings.

Throughout her career, Whitley has focused on providing individualized instruction, collecting and analyzing student data, and creating targeted interventions to support diverse learning needs. Her experience in special education at a private school in Raleigh strengthened her ability to collaborate with multidisciplinary teams, to develop meaningful student goals, and to communicate progress with families.

Whitley is Orton-Gillingham trained and has implemented the method with fidelity in both small-group and one-on-one settings. She said she has seen firsthand the impact that explicit, systematic literacy instruction can have on students with dyslexia in developing reading skills, building confidence and instilling a love of learning.

Kaitlyn Leazer ’25

After serving for a year with the Alamance-Burlington School System as teacher of exceptional children, Kaitlyn Leazer brings experience in designing and implementing differentiated instruction, prioritizing strong relationships with families as essential collaborators in each child鈥檚 success.

Leazer holds a Bachelor of Arts in elementary and special education and is currently pursuing a Master of Education in innovation from the Dr. Jo Watts Williams School of Education. Leazer said she was drawn to the Roberts Academy for its values and evidence-based practices to meet the individual needs of every learner.

In her year with ABSS, Leazer sought to create classrooms where students felt supported through thoughtful differentiation, intentional data collection and Universal Design for Learning. She developed a system for students to track and chart their own IEP goals, fostering both independence and accountability.

Isabella 鈥淏ella鈥� Martino ’26

Isabella “Bella” Martino is a recent 榴莲app官方网站入 graduate with dual licensure in K-6 general education and special education, allowing her to serve students across all domains of learning.

During her work as a student teacher, Martino created structured, predictable learning environments for students with unique behavioral and academic needs. She integrated technology into students鈥� daily routines, leading to increased engagement and improved behavioral outcomes. Martino works in partnership with families and other service providers to holistically meet the needs of students.

Passionate about providing students equal access to the general education curriculum, Martino points to her efforts to align lesson content with grade-level standards whenever possible. She describes herself as driven by a belief that holding students who learn differently to the same social and emotional expectations as their peers is essential to fostering independence and autonomy.

Thirteen students participated in AI Play, held June 15-19 in Lindner Hall on 榴莲app官方网站入 campus, where they learned about artificial intelligence while improving their AI literacy.

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

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

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

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

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

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

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

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

鈥淲e held a workshop where students got to see the Elon robot dog and the campers were amazed by it,鈥� Goslen said. 鈥淭hey had so many questions and their questions were often based on material we had covered in the camp. It was nice to hear their questions because it demonstrated the knowledge they gained from the camp.鈥�

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

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

The campers agreed.

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

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

Krauss serves as 榴莲app官方网站入鈥檚 assistant director of the Gender & LGBTQIA Center for Confidential Advocacy, a role that manages cases and supports the wellbeing of Elon community members who have experienced harms, including sexual assault, relationship abuse, stalking and sexual harassment.

As an advocate, Krauss provides emotional support, connects community members to resources, helps them navigate legal processes and collaborates on safety planning.

Jayla Martin 鈥�25, student manager for the GLC, described Krauss as the embodiment of an advocate and friend and someone who has a 鈥渟trong sense of justice and a depth of empathy and compassion that has made countless lives better.鈥�

鈥淲hen I was going through my silly, twenty-something problems as a student, AK was always ready to lend an ear and listen without judgment,鈥� Martin said. 鈥淎s a staff member now, they are always able to give me a balanced, realistic perspective on a problem, and still make me laugh afterwards.鈥�

The work, while rewarding, can be challenging and emotionally taxing. Krauss and other partners on campus offer awareness and preventative programs, trainings and events to stop sexual harm on campus. To destress away from work, Krauss takes boxing lessons, enjoys nature and enjoys connections with their chosen family.

鈥淚 bought a punching bag for my house for $40 from somebody who was moving,鈥� Krauss said. 鈥淚 thought, 鈥業 will absolutely invest in that!鈥欌�� A few trial classes at a gym turned into a beloved hobby.

鈥淏oxing helps me get out of my head,鈥� Krauss said. 鈥淚t helps me release the physical energy that comes with living in a high-stress world and working in a high-stress position.鈥�

Krauss also enjoys being in nature. They have a tattoo of a sleeping fox, as well as a cluster of fairy inkcap mushrooms.

鈥淭he mushroom tattoo reminds me of the bigger connections and pictures in life: connection to community, connection to chosen family and all the different ways to build networks with each other that are maybe seen or unseen, recognized or unrecognized,鈥� Krauss said.

Krauss said that advocacy work is innately diverse across multiple identities and experiences. Almost everyone who serves in the role of an advocate has experienced the challenge of navigating support systems after harmful experiences.

鈥淲e understand it personally,鈥� Krauss said. 鈥淲e bring that tenacity into the work and that’s the part of advocacy that I really love and vibe with and identify with.鈥�

At work, Krauss is grateful to work in a space that feels safe, where they can focus on the work at hand.

鈥淚 love and appreciate that we have queer folks in leadership on campus who are blazing the trail so that I can just be here and do the work that I鈥檓 here to do,鈥� they said. “I don鈥檛 need to worry about protecting myself or my identities 鈥揑 can focus on being here for the students. That鈥檚 really what I want to do.鈥�

Elon honors Pride Month stories

As part of LGBTQ+ Pride Month, 榴莲app官方网站入 is sharing stories through Today at Elon that highlight students, faculty and staff who contribute to a campus environment where cultural identities and experiences are celebrated year-round. Throughout the month and year, Elon also offers聽resources and events聽to support the LGBTQ+ community.

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

Signature features in the report include an in-depth look at the way 榴莲app官方网站入:

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

The report also includes shorter profiles drawn from each of 榴莲app官方网站入’s six schools/college that represent the innovative spirit faculty and staff bring to the community every day.

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

Hosted by the Office of the President, the annual picnic celebrates vibrant connections among students, faculty, staff, families, and neighbors of 榴莲app官方网站入.

Featured live music will be presented by the NC Brass Band. Lunch and entertainment聽are free聽for registered attendees.聽During the event, guests are invited to explore an historical exhibit, hosted by the North Carolina State Archives in recognition of the 250th anniversary of the United States. The exhibit will be displayed in Belk Library.

Event Address:
306 N. O鈥橩elly Avenue
Elon, NC 27244

Parking is available at the McMichael Science Center and Innovation Lot.

Honoring 250 Years of the American Spirit: 1776鈥�2026

Throughout 2026, the university will host a range of events as part of 鈥淗onoring 250 Years of the American Spirit: 1776鈥�2026,鈥� which blends civic engagement, historical exploration and cultural expression. Programs will highlight voices from across disciplines and communities, emphasizing inclusive dialogue and meaningful participation.

His chapter appears in “The Elgar Companion to Freedom of Speech and Expression,” edited by Ashutosh Bhagwat and Alan K. Chen and published by Edward Elgar Publishing.

Armijo’s chapter, “Online Must-Carry in Comparative Perspective,” draws on an international freedom of expression course he taught in The Hague through 榴莲app官方网站入 School of Law’s global study partnership with Stetson University College of Law. In it, he examines how different countries balance the rights of online platforms to moderate content with growing recognition of those platforms as primary forums for public discourse.

Using recent efforts by Texas and Florida to limit social media companies’ ability to remove content or users, Armijo explores how those laws align with or diverge from international human rights laws protecting the right to receive information. He also compares other countries鈥� efforts to balance the expressive rights of platforms and their users

The volume examines contemporary debates surrounding free speech, including online expression, higher education, the press and related rights. The editors solicited contributions from leading free speech scholars in the United States and around the world, including Armijo.

At Elon Law, Armijo’s scholarship and teaching cover broad areas of the law, including the First Amendment, constitutional law, torts, administrative law, media and internet law, online disinformation, and international freedom of expression. He is also a Fellow at the Yale Law School Information Society Project and the UNC-Chapel Hill Center for Information, Technology and Public Life, and a Faculty Fellow with the George Washington University Institute for Data, Democracy, and Politics.

The Centre for Belonging in Education is a U.K.-based group of researchers and practitioners that advocates for policies and practices to support belonging across educational spaces. The Centre seeks to co-create practical resources, build robust evidence and develop policy recommendations in both the U.K. and the U.S.

Much of Small’s existing scholarship is focused on belonging and mattering in and out of classrooms. In his three year role as founding fellow, Small will deepen this work and examine how educators can facilitate spaces for all students to belong.

The discussion took place during 鈥淚mmigration Matters: A Conversation on Policy and Law,鈥� held June 11 at the in downtown Greensboro. The event was moderated by Omar H. Ali, professor of history and former dean of the Lloyd International Honors College at UNC Greensboro. Reynolds joined fellow panelists Heather Scavone, former associate counsel with U.S. Citizenship and Immigration Services; Abdul Omer, immigration staff attorney at the Center for New North Carolinians; and Kathy Hinshaw, chair of the Latino Community Coalition of Guilford.

Reynolds focused her remarks on recent federal guidance affecting the naturalization process, particularly the “good moral character” requirement for immigrants seeking U.S. citizenship. She explained that while the requirement has long been part of the naturalization process, new guidance encourages immigration officers to take a more 鈥渉olistic鈥� approach when evaluating applicants.

“It’s already a murky situation to explain to students and try to educate people on what is 鈥榞ood moral character鈥� because of this lack of a finite definition,” Reynolds said.

Historically, factors such as criminal history, community involvement, family responsibilities, employment history and tax compliance have been subject to assessment. She questioned how federal officials would interpret new guidance and potentially increase scrutiny across a broader range of factors, such as minor traffic violations.

Reynolds directs Elon Law’s Humanitarian Immigration Law Clinic, which provides legal services to refugees and asylum seekers in North Carolina. The clinic聽assists clients in applying for political asylum, permanent residency, citizenship, and employment authorization, as well as reunifying families separated by war and conflict, while giving Elon Law students hands-on experience representing clients under attorney supervision.

The camp, AI Play, is led by the university鈥檚 computer science department, teaches middle school students about artificial intelligence through hands-on learning and digital game design.

Alexis Goslen, assistant professor of computer science and director of the camp, said it is important to introduce kids to the basics of AI because they are exposed to it in their everyday lives.

“The cool thing is to get them to understand how those technologies are working,鈥� Goslen told WXII. “Then they could maybe decide what they want to do with it and make informed decisions about it.”

Peter Felten, executive director of the Center for Engaged Learning,聽was featured in a recent Inside Higher Ed article about student belonging on campus.

The article, , examines new survey data showing that while many students feel known and valued, a significant minority report feeling invisible or disconnected.

Felten has聽written extensively about the importance of relationships and mattering to student success and emphasizes聽the importance of ensuring that every student feels seen and valued during their college experience.

鈥�Every student can and should feel like they matter in college,鈥� Felten told Inside Higher Ed, noting the difference between 鈥渂elonging鈥� and 鈥渕attering. Unlike belonging, which can depend on feeling that one fits into a particular environment, he said, mattering is rooted in feeling valued and known and having something to contribute within a given context鈥攕omething that鈥檚 theoretically attainable for all students, regardless of age or any other factor that could challenge one鈥檚 sense of fitting in.

He noted that meaningful relationships with faculty, staff and peers are central to helping students develop a sense of purpose, connection and belonging.

The article highlights survey findings indicating that while most students can identify someone on campus who knows them in a meaningful way, nearly one-quarter are unsure whether anyone truly knows them or say they feel invisible.

Of the 9% of students who reported feeling wholly unseen, Felten said that鈥檚 鈥渁 failure on our part鈥攖hose of us who teach and work in higher education need to create conditions where all students feel they matter. That鈥檚 crucial for student well-being, learning and persistence.鈥�