����app�ٷ���վ�� student Rony Dahdal ’26, and his brother, alumnus��Rafi Dahdal ’24 G’24��were highlighted in a The Assembly article chronicling their family’s journey from war-torn Syria to North Carolina in search of educational opportunity.

The story, details how the Dahdal family’s commitment to learning endured despite the dangers of civil war and the challenges of rebuilding their lives in the United States.��

After fleeing Damascus in 2012 amid escalating violence, the Dahdal family settled in North Carolina, where education remained central to their long-term goals.��Rafi Dahdal is��an Elon graduate through the Accelerated 3+1 Dual Degree Program in business administration and business analytics. He has gone on to serve as a Youth Trustee for the university.

At Elon, Rony Dahdal has distinguished himself as a Lumen Scholar and Goldwater Scholar, conducting innovative research using LiDAR technology to explore noninvasive ways to detect vital signs — work aimed at improving health outcomes through emerging technologies.

“I felt so encouraged to continue research because I’ve seen my parents value higher education,” said Rony. “It was very hard to deal with as a little kid, but I look back on it now, and I’m grateful.”

The Unreal Academic Partner is an initiative by Epic Games that recognizes universities committed to providing ongoing, high-quality educational opportunities through experienced faculty and well-developed curricula. It highlights programs that create meaningful learning experiences and prepare students for professional opportunities in interactive game media.

“This recognition reflects the overall strength of our curriculum, our development philosophy and the opportunities we create for students,” said Pratheep Paranthaman, associate professor of computer science. “It speaks to the way our minor is structured from teaching core design systems to offering studio-based capstone courses where students work in cross-disciplinary teams and experience a production pipeline similar to what they would encounter in professional studios.”

Unreal Engine, a game engine and software used to develop video games and real-time 3D creation, is used as a development tool for building games, studying core game systems and exploring professional production workflows within the minor.

Paranthaman sees Unreal Engine not just as a software tool, but a platform where students can practice core concepts and apply the knowledge they gain across the program’s courses.

The recognition follows an application process in which Paranthaman submitted details on curriculum structure, facilities, hardware resources, faculty qualifications and examples of student work that met standards for integrating Unreal Engine into the program.

Students and faculty can now gain access to learning resources, development tools and creative assets at no additional cost, including training opportunities, digital production resources, professional subscriptions and more.

“The partnership broadens learning opportunities, strengthens industry awareness and equips students with tools that support both creative development and long-term professional growth,” Paranthaman said.

Access to high-quality 3D assets and portfolio platforms will allow students to elevate what they are able to create and present.

“When they have access to broader tools and professional platforms, it not only supports their development process but also gives them opportunities to document and share their thought process during the development cycle,” Paranthaman said. “Through portfolios, they can showcase how they approached a problem, iterated on solutions and shaped their creative vision.”

The goal of the partnership is not to follow or react to trends, but to support and complement the foundations the program has already built, explained Paranthaman. The recognition reflects the work of ����app�ٷ���վ�� students, whose capstone projects and creative work were essential to the application.

“While the partnership provides important resources, what truly defines our game design program is the community and interdisciplinary collaboration, our students, our faculty, participating departments and the broader university support,” Paranthaman said.

Since his 2023 arrival at Elon, Kelly has hosted a ‘listening tour’ and spent time with each department to hear directly from faculty and staff about what they value. Kelly said that common themes soon emerged from those conversations and the new statement reflects dozens of discussions.

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

The mission statement then declares:

“Upholding the centrality of the liberal arts, we explore and apply disciplinary and interdisciplinary knowledge for inquiry, creativity, discovery and problem solving in a complex and changing world.”

The statement lists core values that include accessibility, belonging, critical thinking, diversity, equity and inclusion, integrity, intellectual curiosity, problem-posing and respect for human dignity.

Community Reflections

• “There were several opportunities for different groups, departments, branches, interdisciplinary programs, to discuss versions on the table. It was in those conversations where we might learn how a word or phrase was heard within and across disciplines; where we found convergence, deeper awareness, and respect. The both-and of this process modeled what we value and genuinely captures our shared identity as Elon College.” – Caroline Ketcham, associate dean of Elon College, the College of Arts and Sciences and a professor of exercise science
• “It was always important to us that this wasn’t a process where faculty were just asked to weigh in at the end, after the real decisions had already been made. From start to finish, it was grounded in listening to what faculty across the college say we do well and what values they believe guide our shared work. Our task wasn’t to invent a mission, vision and values, but to clearly articulate what faculty are already living and leading with. I think that’s why faculty can so readily see themselves and their departments represented in the final statements.” – David Buck, associate dean of Elon College, the College of Arts and Sciences and an associate professor of psychology
• “Having shared goals and articulated values helps everyone in the college feel connected as a community, value each other’s work and prioritize our energies on initiatives that matter to us.” – Shannon Duvall, interim associate dean of Elon College, the College of Arts and Sciences and professor of computer science
• “I appreciated the collaborative nature of it all, not just between the dean’s office and department chairs, but also extending to faculty members across Elon College, the College of Arts and Sciences. It really did involve all of us. What particularly stood out to me were the conversations in our chairs’ meetings with the dean where we came to agreements on core values. It’s inspiring to see that distinctly different types of disciplines uphold the same core values.” – Joel Karty, chair of the Department of Chemistry and ����app�ٷ���վ��’s Sydney F. & Kathleen E. Jackson Professor of chemistry
• “I appreciated being part of a process that felt genuinely collaborative. Our participation was not merely symbolic. It felt meaningful, and I experienced the dean’s office as truly listening. The process itself was also inspirational, and I feel bolstered in leading my own department through similar work. It was powerful to see such a broad, collective effort take shape into something tangible.” – Samantha DiRosa, chair of the Department of Art and a professor of art and environmental studies
• “The process of creating a new vision statement, mission statement and core values for Elon College, the College of Arts and Sciences was both thoughtful and deeply collaborative. Over many months, department chairs worked together to reflect on what makes us distinctive and how best to express those qualities in guiding statements. The process intentionally sought input from across departments, ensuring that everyone in the college had the opportunity to contribute their perspectives. Personally, the time spent reflecting with fellow chairs on what makes each of our departments special fostered a deeper sense of shared purpose and collective commitment.” – Carrie Eaves, chair of the Department of Political Science and Public Policy and associate professor of political science and public policy

Kelly said he was pleased the final language resonated with the faculty in the college.

“The true measure of a successful attempt to lead a group or an organization towards a renewed vision, mission and core values is whether the words and sentiments ‘sound like us’,” he said. “When I heard that some faculty believed my presentation of our vision, mission and core values at our spring faculty meeting ‘sound like us,’ I knew that our work together in small and large group settings was a huge success. It means that stakeholders were heard and that the words resonate so much so that the tune or melody is familiar. The vision, mission and core values reflect truly who we are and where we are going with much intention.”

Registration is now open for “AI Play” set for June 15-19, 2026, in Lindner Hall on ����app�ٷ���վ�� campus in Alamance County. The program will be led by faculty in the Department of Computer Science with assistance from ����app�ٷ���վ�� students, in collaboration with the Office of the Provost, Elon College, the College of Arts and Sciences and the Department of Computer Science.

Scheduled daily from 8:45 a.m. – 3:30 p.m., AI Play invites curious middle school students to explore the fundamentals of artificial intelligence while building confidence in operating, designing and creating with emerging technologies.

Throughout the week, campers will learn how artificial intelligence is used in digital game design, combining creativity with coding and problem-solving skills.

Each day of the camp will focus on a different AI principle, allowing students to play, create and develop their own projects and gain hands-on experience with AI concepts.

The fee for the week is $500 and includes lunch and snacks. Limited seats are available. The program will be hosted inside Lindner Hall in the Lambert Academic Village with group visits to other campus locations.

“AI Play is a fun, engaging summer camp designed with several hands-on, unplugged, playful activities for students to learn AI concepts,” said Alexis Goslen, assistant professor of computer science. “Students will learn how robots interpret their environment with a robot relay, how AI systems make choices by classifying candy, the ethics of using AI and more.”

For more information about AI Play and registration details, visit or contact Alexis Goslen, assistant professor of computer science, at agoslen2@elon.edu.

Fulbright grantees are not just funded to teach or research—they are expected to serve as valuable cultural ambassadors in their respective host countries, both representing the United States and learning about their new communities.

Fulbright grants are awarded on the basis of academic and professional achievement, as well as demonstrated leadership potential in their fields. As semifinalists, these ����app�ٷ���վ�� students and alumni have been recommended by the National Screening Committee of the Institute of International Education for final consideration by review panels in their respective host countries. Semifinalists will be notified of their final award status this spring, beginning in late March, barring any delays or disruptions at the federal level.

This year’s Fulbright semifinalists are:

Azul Bellot ’26

• Psychology and Sociolinguistics
• Semifinalist for a Fulbright English teaching assistantship to Spain

Jo Bogart ’26

• Creative Writing and Classical Studies
• Semifinalist for a Fulbright study/research grant to the United Kingdom

Anya Bratić ’26

• International & Global Studies and Public Policy
• Semifinalist for a Fulbright English teaching assistantship to Vietnam

Rony Dahdal ’26

• Computer Science, Math, and Philosophy
• Semifinalist for a Fulbright study/research grant to Sweden

Jubitza Figueroa ’21

• Political Science
• Semifinalist for a Fulbright English teaching assistantship to Spain

Alex Fleischmann ’26

• Psychology
• Semifinalist for a Fulbright English teaching assistantship to South Korea

Rebecca Lovasco ’26

• Psychology
• Semifinalist for a Fulbright study/research grant to Taiwan

Caroline Mitchell ’26

• Middle Grades Math and Special Education
• Semifinalist for a Fulbright English teaching assistantship to Bulgaria

Molly Moylan ’26

• Biochemistry
• Semifinalist for a Fulbright English teaching assistantship to Spain

Madison Powers ’25

• Journalism
• Semifinalist for a Fulbright English teaching assistantship to Spain

Aryanna Vindas ’25

• Dance Performance & Choreography
• Semifinalist for a Fulbright English teaching assistantship to South Korea

����app�ٷ���վ�� students and alumni interested in the Fulbright Program or other nationally competitive fellowships are invited to contact the National and International Fellowships Office. To begin the Fulbright application process, please visit the Fulbright Application Process page to register for one of the following virtual Fulbright information sessions during the spring semester:

• Wednesday, March 11 at 4 p.m.
• Thursday, April 9 at 4:30 p.m.
• Thursday, May 21 at 12 p.m.

The students attended a Game Design Capstone course on Jan. 13, 2026, taught by Associate Professor Pratheep Paranthaman in the Department of Computer Science. The visit introduced the visiting teens to the game development process, including trial and error, teamwork and problem solving.

����app�ٷ���վ�� Game Design Capstone course functions as a simulation of a real game studio, with students taking on industry-style roles, such as programmers or product owners.

“At this point in Winter Term, our game design students have developed the core ideas behind their games and are translating them into a first playable prototype,” Paranthaman said. “This is the right moment to have high school students in the classroom, where they can hear directly from game design students about their ideas, their challenges and how they plan to move forward with development.”

A key takeaway for the visiting students was seeing how game design students from different majors bring together skills such as storytelling, programming, level design and art into a single creative process.

“When visiting students see that games are built by people who are learning, experimenting and collaborating, it opens the door for them to imagine themselves in that role someday,” Paranthaman said. “They also experience firsthand what studying game design at ����app�ٷ���վ�� is like. This is a beneficial experience for both groups and fosters a genuine connection that I hope continues.”

Experiences like this extend beyond academics, helping international students develop confidence, global awareness and friendships.

“Given the popularity of esports in South Korea, this course offers especially meaningful and engaging perspectives, and we are grateful to Dr. Paranthaman for providing this valuable opportunity for our visitors,” said Sangho (Sean) Lee, an adjunct professor at ����app�ٷ���վ�� and Sister Cities Youth Immersion program coordinator. “Interacting with ����app�ٷ���վ�� students allows participants to see how collaboration, critical thinking and innovation are applied in a United States university setting, broadening their academic and career perspectives.

“As any of these students consider studying abroad, the experience at ����app�ٷ���վ�� will shape their perspectives and encourage them to pursue global educational opportunities.”

The partnership between the City of Burlington and Gwacheon, South Korea was established in 2011, creating a shared commitment to international friendship, cultural understanding and youth education.

The Sister Cities Youth Immersion program was created in 2012 to provide students from Gwacheon with meaningful exposure to American culture, education and daily life through school visits, community engagement and homestays with local families.

Professor Shannon Duvall in the Department of Computer Science begins her new role on Jan. 2, 2026. Duvall joins an administrative team led by Dean Hilton Kelly that includes Associate Dean Caroline Ketcham and Associate Dean David Buck.

“Dr. Duvall’s institutional knowledge and proven leadership as the former director of Elon College Fellows will serve the College well,” Kelly said. “I am confident she will help us continue our work of fostering excellence in teaching, scholarship and engaged learning.”

Duvall joined Elon faculty in 2003 and has served in numerous leadership and service roles across the university. She currently serves on the Data Nexus advisory committee and previously served on the Quality Enhancement Plan committee for Data Competency.

Duvall helped design ����app�ٷ���վ�� game design minor, a multidisciplinary program that teaches students to study, design and implement computer games, which launched during the 2019-20 academic year. In addition to her service on ����app�ٷ���վ�� AI Advisory Team, Duvall served as director for the Elon College Fellows.

She has published in several venues, received numerous grants and provided undergraduate research mentoring to more than two dozen ����app�ٷ���վ�� students. Her scholarly area of expertise includes assistive technology, which has the goal of making tech solutions for people with disabilities.

Duvall received a CATL Diversity and Inclusion Grant to create, assess and disseminate course materials for the Department of Computer Science that meet the goals of culturally responsive teaching materials. She was also named a CATL Scholar during the 2018-19 and 2019-20 academic year.

In 2018, she received the Elon College, the College of Arts and Sciences, excellence in teaching award, which recognizes outstanding teaching, scholarship, service-leadership, mentorship and staff.

“Serving as a faculty member and as director of the Elon College Fellows has given me a strong appreciation for the work that supports students and faculty in the College of Arts and Sciences,” Duvall said. “With the Computer Science department preparing for the new School of Engineering and Computing, this is an opportunity for me to learn more about how the academic units at Elon collaborate while doing my best to assist the College.”

Duvall joins an Elon College administrative team that recently included Associate Professor Angela Lewellyn, who concluded her service to the college when she was appointed to the role of assistant provost for academic excellence and integrity.

She holds a Ph.D. in Artificial Intelligence and a Master of Science in Computer Science from Duke University and a Bachelor of Arts in Mathematics and Computer Science from East Carolina University.

����app�ٷ���վ�� Elon College, the College of Arts and Sciences

Elon College, the College of Arts and Sciences provides the foundation for the study of the liberal arts and sciences at ����app�ٷ���վ��. The college is comprised of 21 departments and 35interdisciplinary programs across three branches: the arts and humanities; natural, mathematical and computational sciences; and social and behavioral sciences. It hosts ����app�ٷ���վ�� chapter of Phi Beta Kappa, the nation’s oldest honor society celebrating excellence in the liberal arts and sciences.

Committed to the growth of students’ intellectual curiosity, intercultural competence and critical thinking, the college champions disciplinary knowledge and interdisciplinary applications to reflect upon, respond to and offer solutions to complex problems in an interconnected and changing world.

With more than 47 majors and 66 minors, the college is ����app�ٷ���վ��’s largest academic division. Two-thirds of the nearly 1,600 students who graduate from Elon annually do so with at least one major or minor in the college. Within a year, over 90% of college graduates report employment in their chosen field or enrollment in top post-graduate programs.

College faculty are prolific and preeminent scholars and creators in their fields, recognized for expertise at national and international levels. Each year, its more than 300 full-time faculty publish hundreds of articles, chapters, and books, and they present at scores of conferences and events. Their scholarship results in grants and fellowships from the National Science Foundation, National Endowment for the Humanities, National Institutes of Health and other prominent centers of research.

Four ����app�ٷ���վ�� juniors were inducted last spring into Phi Beta Kappa, the oldest and most prestigious honor society, a testament to their academic achievement and an honor that typically occurs during a student’s senior year.

Mira Fitch ’26, Daisy Martinez-Jimenez ’26, Sara Fritz ’26 and Rony Dahdal ’26 were selected for early induction based on their academic excellence across a broad liberal arts and sciences curriculum, intellectual maturity, scholarly potential, and accomplishments beyond their major fields.

Early induction also provides opportunities for scholarships and fellowships offered through Phi Beta Kappa, leadership positions within the chapter, and expanded professional and academic networks.

“When evaluating juniors for Phi Beta Kappa induction, we are not solely interested in those who meet the eligibility requirements — we are interested in those who have gone above and beyond to demonstrate ‘breadth and depth’ in their commitment to the liberal arts and sciences,” said Anthony Rizzuto, associate professor of chemistry and president of ����app�ٷ���վ�� Eta Chapter of Phi Beta Kappa. “That means junior inductees typically have multiple majors and minors across Elon College, the College of Arts and Sciences departments, conducted undergraduate research and have completed far beyond the math and foreign language coursework necessary to just make them eligible.”

Sixty-one ����app�ٷ���վ�� students overall were inducted in April into Phi Beta Kappa, which has established over 290 chapters at colleges and universities in the United States. Each year, the top 10% of arts and sciences graduates at these institutions are invited for membership.

“These four students serve as role models on campus, showing what it means to balance intellectual curiosity, academic integrity and service,” Rizzuto said. “Their distinction also brings visibility to the university when they pursue fellowships, graduate programs, or other opportunities that highlight the strength of our community.”

Mira Fitch ‘26

Fitch, a political science and statistics major from Lewisville, North Carolina, and a Lumen Prize recipient, said she was surprised and honored to learn of her induction as a junior.

“It is wonderful that Phi Beta Kappa recognizes intellectual curiosity and desire for learning beyond one’s major, even as a junior,” Fitch said. “Recognition through Phi Beta Kappa feels like an honor for my hard work and dedication to my education. A liberal arts education has been essential to my academic journey. I have a wide variety of intellectual interests and access to in-depth learning about all my interests has only deepened my curiosity.”

Fitch said that she has had several meaningful experiences during her time at Elon, including conducting legal research for her Lumen Prize on juvenile transfer — the process through which youth are tried as adults in the criminal court system — and analyzing the factors that contribute to those decisions. She also studied aboard and sang in the university choir at Deustuko Unibertsitatea in Spain. After graduation, she plans to attend law school.

Daisy Martinez-Jimenez ‘26

Martinez-Jimenez, a public policy and economics major from Burlington, North Carolina, described her induction as a great achievement that allowed her to reflect on her academic journey at Elon.

“After I learned I would be recognized a year early, it made me pause and think about the effort and my success in navigating academics, even with courses I was initially nervous about,” said Martinez-Jimenez, a member of the Odyssey Program and recipient of the Douglas and Edna Truitt Noiles ’44 Scholarship. “I have immense gratitude for my professors who have helped me with this achievement.

“From the Department of Political Science and Public Policy, to the Department of Economics, I have found so many professors that serve as my mentors, who have pushed me towards new opportunities and who encourage me when I am doubtful.”

After graduation, Martinez-Jimenez plans to pursue a career in policy research, analysis and advocacy at a nonprofit before earning a master’s degree in public policy or economics.

Sara Fritz ‘26

Fritz, an international and global studies and economics major from West Hartford, Connecticut, said that Phi Beta Kappa will help her with her career endeavors after graduation.

“A liberal arts education was always important to me since no one truly knows what they can excel in until they try it,” Fritz said. “Coming to college, I didn’t know what I wanted to major in and through our liberal arts education, I was able to figure out I had many interests, and I could explore all of them. Phi Beta Kappa represents a support system with Elon professors that I know believe in me academically and personally.”

She shared that she has made many impactful relationships with her professors while at Elon and Phi Beta Kappa has allowed her to meet more faculty within Elon College, the College of Arts and Sciences.

“At the chapter meeting this fall, I gained insight into what Phi Beta Kappa really values, which is sponsoring education and promoting excellence,” Fritz said. “This also allowed me to meet more professors and create connections with them. I have enjoyed taking classes with every one of my professors I have had, and I owe where I end up to each one of them.”

Fritz said she hopes to work for a nonprofit as a sustainable economic developer following graduation or receive a Fulbright scholarship to teach in Thailand.

Rony Dahdal ‘26

Dahdal, a triple major in computer science, mathematics and philosophy, from Wake Forest, North Carolina and a Goldwater Scholar and Lumen Scholar, was grateful for the opportunity to be inducted into the chapter as a junior as it was a reminder of the continued support from his mentors at Elon.

“I recall the induction ceremony, and how, now more than ever, the pursuit of knowledge is one of the fundamental ways we can improve the well-being of others,” Dahdal said. “My recognition by Phi Beta Kappa was, and still is, an encouraging push to continue working towards my future as a researcher.”

He noted that the liberal arts exposed him to a variety of subjects at a high-level and allowed him to ask big questions within a diverse set of academic perspectives.

“Phi Beta Kappa’s mission to honor and promote the importance of the liberal arts is aligned with the ‘fully lived life’ they advocate for,” Dahdal said. “It was inspiring to be a part of Phi Beta Kappa as a junior. The honor has helped remind me of the importance within learning and unique truth-seeking that has led to pursue research in the first place.”

After graduation, Dahdal plans to pursue a Ph.D. focused on applied and reliable reasoning agents in fields such as smart healthcare and assisted agriculture.

On a mid-September afternoon in a first-floor classroom in Long Building, students huddled over tables to finish their drone builds, adjusting miniature motors, securing blades and testing their wiring. Occasionally, a tiny screw or component went missing, prompting a frantic search.

The assembly had begun a week earlier in The Maker Hub, but the assignment –��and all its small pieces –��proved too much for a single class period.

Among the students was Ali Steele ’27, a computer science major from rural Heathsville, Virginia, who – thanks to a high school drone program – already has her FAA Part 107 certification. She even spent part of her summer surveying farmland via drone. Most classmates, however, were far greener, with little to no drone experience but plenty of curiosity.

This range of expertise is exactly what Associate Teaching Professor of Communication Design Randy Piland envisioned when he created “Drones and Society: Balancing Innovation and Accountability,” a new COR Capstone course offered for the first time this fall. The class explores the fast-growing world of unmanned aerial systems from multiple angles –��history, technology, ethics, and hands-on flight.

“The need for this course comes from the way drones are now woven into nearly every part of life,” Piland said. “They are delivering goods and medical supplies, aiding search and rescue, supporting first responders, mapping, and producing photography and videography for media, real estate, and advertising –��along with military applications. The growth has been staggering, and it’s clear that our students need to critically examine drones not just as technology, but as a force that shapes society.”

For a closer look at the class, .

The class roster – all seniors –��reflects the wide reach of drone technology, with majors including strategic communications, business analytics, sport management, computer science, nursing, elementary education and others.

While Steele arrived with five years of drone experience, she saw Piland’s class as a way to expand her perspective. “I knew this course would offer a viewpoint that I have not previously studied, which is the more social and economic impact,” she said. “I might know a bit about the physical structure of the drones, but not so much about the impact they’ve had on society.”

Piland brings his own deep background. He earned his FAA Part 107 certification eight years ago and has kept up with the recurrent exams every two years since. He also completed the AUVSI Trusted Operator Program (TOP) Level One Certification two years ago and organizes Elon Drone Day, which attracts more than 200 drone enthusiasts and pilots to campus each fall.

In the first week, students completed the Recreational UAS Safety Test (TRUST) certification, which all recreational pilots are required to pass. Then the hands-on work began. Students built small drones from assembly kits – a task that challenged even those with prior experience.

Borland found the assembly demanding but rewarding. “It was a little more difficult than I originally thought, but it was a great experience getting to figure it out and work with classmates,” he said. “The hardest part were the really tiny screws.”

For Piland, the class exercise is essential. “Building a drone helps the students understand how drones fly and what makes them work,” he said. “Knowing the parts and mechanics translates from small toy drones to commercial-grade systems. It’s hands-on learning that makes the theory click.”

The opening weeks have already sparked new insights. Borland noted that most people typically don’t consider the numerous drone regulations and safety measures, but those rules are critical given the technology’s promise. He pointed to class discussions about medicine delivery as one example of drones’ potential community benefits.

The semester will bring additional opportunities. Piland has ordered flight simulators that will allow students to practice on their computers before piloting more advanced drones. Guest speakers – including pilots working in delivery, first response and other commercial applications –��are scheduled, and students can take part in Elon Drone Day.

Throughout the semester, practical skills are paired with critical discussions. Piland said he wants students to walk away with both a solid foundation and a critical lens.

“First, the students will get comfortable with the rules of the road, or in this case, the rules of the air: FAA regulations, safety protocols, and why those matter if you want to fly responsibly,” Piland said. “Beyond that, we’ll dive into the tougher questions –��like what happens when drones push up against issues of privacy, safety, or even warfare. I want them to be able to step back and say, ‘Just because we can fly here, should we?’

“By the time the students leave, they’ll be able to do more than pilot a drone –��they’ll know how to connect that flight to bigger questions about society.”

Hollingsworth is spending the summer working at the Center for the Advancement of Teaching and Learning (CATL), and continuing the project through an independent study. During the spring 2025 semester, Hollingsworth began a 4999 research credit with Jill McSweeney, assistant director of the CATL and assistant professor of wellness, on a project centered around creating a board game that assists first-year students with their transition into university.

First-year undergraduate students experience social (e.g. making friends), academic (e.g. harder subject material), and/or emotional (e.g. loneliness) challenges transitioning to university, which can impact student mental health and lead to a reduction in student success and retention. The project uses game-based learning, which offers a dynamic, interactive and self-directed way to engage first-year students while equipping them with essential skills for navigating social, academic and emotional transitional challenges.

This project was developed in collaboration with faculty members at the , a large public research university.

“Their perspective of the first-year experience is slightly different from ����app�ٷ���վ��, which allows us to test our research in a broader environment,” said Hollingsworth. “For example, the University of Iceland is not a residential university and therefore scenarios regarding living on campus or having a roommate are not applicable. Similarly, a lot of students are not entering their first year right from high school, many having full-time jobs, families, or previous degrees when they come in.”

The game is inspired by games such as “The Game of Life,” where students move around a board representing their first year at university, encountering scenarios depicting common dilemmas or events that they might encounter at real life university.

For example, players may experience an event around completing a roommate agreement, just like students do at Elon; or have to choose between studying or going to a campus event with friends the night before a midterm. By completing dilemmas and events, students are presented with decisions that they will have to make throughout their first year, often around things that they may not have thought about.

These decisions have consequences, sometimes it might be negative and they might increase their stress (a natural response they will have to learn to balance through their first year, and in our game something that students will want to manage through engaging with pathways like taking a yoga class with Elon’s Campus Recreation and Health Promotion), and/or develop a skill (either academic, social, or emotional) allowing them to decide how they might like to personally develop over their first year.

“The game encourages students to reflect on the importance of their first year being much more than just their academic experience,” said Hollingsworth. “Engaging in activities and being accountable for their decisions allows them to grow and complete the goals that they have chosen for themselves, and of course, completing goals allows them to get victory points to win the game. Through the exposure to issues that students might face by playing this game, we hope that they will become more prepared for their transition into university.”

This summer, Hollingswoth has continued the project, spending time refining mechanics and creating a physical version for playtesting. Playtesting is important in game design because it allows the designer to receive important feedback to improve the game. Hollingsworth and her collaborators did an initial playtest with three Elon faculty and staff teaching Elon 1010 in the fall, and from their feedback, they continued to adjust and refine the game in order to have a full prototype to test with our international collaborators from Iceland.

With the help of funding from the Center for Research on Global Engagement (CRGE), Hollingsworth was also able to travel to Iceland to work with her collaborators from the University of Iceland, where they did three rounds of playtesting. First, they playtested with two students, and others from the university then with two groups of four, combining faculty and staff from the university.

“The trip to Iceland was a wonderful experience to improve our research and model international research collaboration, but also to explore Iceland,” said Hollingsworth.

Hollingsworth will continue to edit the game based on feedback and will collect data from having Elon 1010 classes play this game next fall. Similarly, collaborators in Iceland intend to collect data during one of their introductory university courses in the fall.