The discussion took place during “Immigration Matters: A Conversation on Policy and Law,” 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 “holistic” approach when evaluating applicants.

“It’s already a murky situation to explain to students and try to educate people on what is ‘good moral character’ 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 ������Ƶ Law’s Humanitarian Immigration Law Clinic, which provides legal services to refugees and asylum seekers in North Carolina. The clinic 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 ������Ƶ Law students hands-on experience representing clients under attorney supervision.

The camp, AI Play, is led by the university’s 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,” 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, 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 written extensively about the importance of relationships and mattering to student success and emphasizes the importance of ensuring that every student feels seen and valued during their college experience.

“Every student can and should feel like they matter in college,” Felten told Inside Higher Ed, noting the difference between “belonging” and “mattering. 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—something that’s theoretically attainable for all students, regardless of age or any other factor that could challenge one’s 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’s “a failure on our part—those of us who teach and work in higher education need to create conditions where all students feel they matter. That’s crucial for student well-being, learning and persistence.”

������Ƶ Assistant Professor of Finance Andrew Schwartz was featured in a recent WalletHub expert panel discussing the benefits of credit cards that do not charge foreign transaction fees and what travelers should consider when choosing a card for international use. The article, “,” brought together financial experts to provide guidance on managing spending while traveling abroad.

In the feature, Schwartz emphasized that foreign transaction fees can quickly add up for travelers, making it important to understand the full cost structure of a credit card before using it internationally. He encouraged consumers to look beyond promotional perks and focus on how a card aligns with their spending habits and financial goals.

“One common pitfall is assuming that “no-foreign-transaction-fee” means there are no additional costs when making purchases abroad,” Schwartz said. “As with any credit card, carrying a balance, missing payments, or incurring cash-advance fees can be very expensive.”

Schwartz also discussed the broader role credit cards can play in personal financial management, noting that the best card is often the one that complements an individual’s financial situation rather than simply offering the most rewards or benefits.

�ճ����Center for the Advancement of Teaching and Learning (CATL) is pleased to announce that Tracey Thurnes, professor and academic operations coordinator of physician assistant studies, has been selected as the inaugural CATL Pedagogy Fellow for Teaching and Learning in Graduate and Professional Programs. Beginning in August 2026, Thurnes will serve a two-year term supporting faculty development and advancing excellence in teaching and learning across ������Ƶ’s graduate and professional programs.

Thurnes brings extensive experience in graduate education, curriculum design, assessment and student mentorship to this new role. Throughout her career in the Department of Physician Assistant Studies, she has designed and led courses focused on clinical medicine, clinical reasoning, and case-based learning while mentoring graduate students through research and capstone projects. Her teaching philosophy emphasizes applied learning, critical thinking, reflection, and professional identity development—key components of effective graduate and professional education. She has been recognized for her commitment to teaching and mentorship through the School of Health Sciences Excellence in Teaching and Mentoring Award. Thurnes recognizes that “Excellence in graduate and professional education is not defined solely by content expertise. It also depends on the ability to design learning environments that challenge and support students as they grow into confident professionals.”

Thurnes has been an active participant and contributor to faculty development initiatives across the university. She has completed CATL’s Inclusive Teaching Certificate program and participated in the Neurodiversity Summer Institute, experiences that have informed her approach to creating inclusive and accessible learning environments. In addition, her work with the Center for Design Thinking as both a Curricular and Research Catalyst has provided opportunities to facilitate workshops and collaborate with faculty from a wide range of disciplines. Through leadership roles including interim director of curriculum and instruction for physician assistant studies, chair of Academic Council, and director of the Accelerated Pathways Program, she has developed a broad perspective on teaching, learning, and student success across the university.

As Pedagogy Fellow, Thurnes will work closely with CATL colleagues to develop workshops, consultations and resources that support faculty teaching graduate and professional students across ������Ƶ. She is particularly interested in expanding support for assessment and feedback practices, case-based and experiential learning, student well-being, professional identity formation and inclusive teaching. Through this work, she hopes to create meaningful opportunities for faculty to share ideas, reflect on their teaching, and implement evidence-based strategies that enhance student learning and success.

Carla Fullwood, director of inclusive excellence education and development, has been selected as one of the

The awards celebrate companies and individuals who have worked to establish and advance diversity and inclusion efforts in their workplaces and communities. The winners will be honored at an event on June 18 at N.C. A&T State University.

“My work is grounded in the belief that inclusive excellence is not just an ideal, but a practice. It requires ongoing learning, unlearning and accountability,” Fullwood told the Triad Business Journal. “I’m inspired by possibility. The idea that unfair systems can evolve, that people can grow, and that we can create environments where more people feel a true sense of belonging. That is what keeps me committed to this work every day.”

At ������Ƶ, Fullwood leads initiatives on inclusive excellence and is a certified coach. She is a contributor to the Carolinas chapter of the National Association of Diversity Officers in Higher Education. She was the closing speaker at NASPA Region III 2024 Summer Symposium, a featured guest on the web series “Good Trouble: Inclusive Pedagogy” and a guest on the podcast “Limed: Teaching with a Twist.” She also co-authored the article “Amplifying Student Viewpoints on Inclusive Student Experiences for Inclusive Excellence in Kinesiology.”

In her nomination, it was noted that Fullwood is consistently recognized by faculty and staff for her “highly effective and learning-centered approaches to expanding perspectives related to diversity and inclusion and developing skills for equitable practices.”

“Carla demonstrates her commitment to building capacity for empathetic human connections,” said Randy Williams, vice president for inclusive excellence. “She deliberately creates learning conditions that help people see the world through others’ eyes and act thoughtfully with kindness, regardless of identities. The Triad Business Journal wisely recognized Carla for her leadership at ������Ƶ and in the region.”

More information on the June 18 celebration is available .

Crowley’s research focuses on queer and trans communities, particularly in the U.S. South, and the ways language evolves. Over the past several years, trans people have gained greater public visibility, which, Crowley says, has sparked debates about language.

“How do trans people want people to refer to us?” Crowley asks. “What are the ‘correct’ ways to talk about transness?”

While many people look to Crowley for answers to these questions, Crowley is not interested in coining new terms. Through interviews with members of queer and trans communities, Crowley has found that people navigate the ever-changing landscape of gender and language in different ways.

“One interviewee said that if you’re about to say ‘thank you, sir’ or ‘thank you, ma’am’ to be polite, you could choose another phrase that conveys the same respect,” Crowley said. “Something like ‘thank you so much.’”

At ������Ƶ, mentorship takes many forms. Before arriving at the university, Crowley found mentorship through Professor of Art History Kirstin Ringelberg.

During the interview process, Crowley was asked whether there was anyone on campus they would like to meet. They requested a conversation with a trans faculty member to gain insight into that experience at ������Ƶ.

Ringelberg, who has been a member of the ������Ƶ faculty for more than 20 years, became an important resource.

“Knowing that they’ve been here so long and have so much institutional memory has been a great fountain of knowledge for me, especially navigating this campus as a trans person,” Crowley said.

Next year, Crowley will serve as coordinator of the Women’s, Gender and Sexualities Studies program. As they prepare for that role, they have looked to colleagues such as Ringelberg for guidance on creating spaces where queer and trans students, faculty and staff can thrive.

“Hiring Archie has helped with mentorship across campus,” said Ringelberg, “Archie is an incredible mentor, to our students and the way that Archie models positive but critical transness to our students is transformative .”

Like many ������Ƶ faculty members, Crowley has also become a mentor to students.

During their first year of teaching at ������Ƶ, Crowley taught Azul Bellot ’26 in an introductory linguistics course. Bellot entered the class as a psychology major but became interested in linguistics through the course. With Crowley’s guidance, Bellot designed an independent major in sociolinguistics.

Then, for an independent research project, Bellot interviewed trans women and collected stories about their health care experiences. Bellot later presented the research at the Student Undergraduate Research Forum, the Summer Undergraduate Research Experience and the Women’s and Gender Studies South Conference.

“It’s really gratifying to be able to guide someone through that process and see them get excited,” Crowley said.

For Crowley, Pride is more than a month-long celebration. Through their research, mentorship and work with the Women’s, Gender and Sexualities Studies program, they are helping build community where people feel seen, supported and heard.

Crowley keeps reminders of Pride’s history throughout their office, from a small brick they received at a Pride event in Alamance County to a poster commemorating the 1966 Compton’s Cafeteria Riot.

“The history of Pride is rooted in confrontation,” Crowle said. “It’s a celebration in the confrontation.”

������Ƶ honors Pride Month stories

As part of LGBTQ+ Pride Month, ������Ƶ is sharing stories through Today at ������Ƶ 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, ������Ƶ also offers resources and events to support the LGBTQ+ community.

Held June 12-14 at the historic Coleman Theatre in Miami, Oklahoma, the festival recognized “Forward” with awards for Best Documentary, Best Director and Best Inspirational Film. The festival coincided with Route 66’s centennial celebration, drawing filmmakers and audiences from across the country.

“Forward” follows U.S. Marine Corps Maj. Ashley Christman as she navigates a stage 4 neuroendocrine cancer diagnosis while continuing to serve in the Marine Corps and remain fully present for her wife and young son. The documentary takes viewers inside Christman’s search for healing through medical treatment, physical training and surf therapy, highlighting both the challenges she faces and the hope that carries her forward. Since the film’s release, Christman has retired from the Marine Corps.

The latest honors build on the film’s momentum following its Audience Choice Award at the 2026 Beaufort International Film Festival and recognition in the 2026 BEA Festival of Media Arts.

“The recognition at Sunny Side Up is especially meaningful because it reflects how deeply audiences continue to connect with Ashley’s story,” Luchsinger said. “Her determination, resilience and commitment to living fully in the face of extraordinary challenges are what make ‘Forward’ resonate. I’m grateful that the film continues to create opportunities for people to engage with those themes of service, hope and perseverance.”

Luchsinger spent more than a year documenting Christman’s experience, working closely with her family to ensure the story was told with authenticity and compassion. The project also brought together a collaborative production team that included Assistant Professor of Cinema and Television Arts Max Negin and cinematographer Drew Glickman. Since its release, the film has continued to find audiences through festival screenings and awards recognition across the country.

For more information about the film “Forward,” .

������Ƶ and the School of Communications will welcome its fifth Emerging Journalists Program Immersion cohort to campus on Monday, June 15, to kick off 12 days of hands-on journalism instruction. The 18 high school students will arrive to ������Ƶ from eight states.

“At a moment when trust, information and news literacy feel more important than ever, it’s encouraging to spend time with students who care deeply about reporting and serving their communities,” said Kelly Furnas, EJP curriculum coordinator and associate teaching professor of journalism. “Every year, this program leaves me optimistic about the future of journalism.”

The university is funding the program, allowing another group of students to develop and enhance their skills in reporting, writing, multimedia storytelling, leadership and media management. Beyond instruction, the students will collaborate as members of a working newsroom, producing professional web content, a newspaper and a television news broadcast, as well as tracking audience engagement metrics.

The Immersion experience also features several off-campus activities. The students’ schedule includes media tours of WUNC News and WTVD-TV in Durham. They will meet with state Rep. Jay Jeffers at the North Carolina State Capitol, visit the International Civil Rights Center & Museum in Greensboro, and enjoy a Winston-Salem Dash baseball game.

“One of the most encouraging parts of leading the Emerging Journalists Program is getting to work with students who care deeply about thoughtful and ethical storytelling,” said Colin Donohue, EJP program director and an assistant professor of journalism. “It’s rewarding to watch them grow as journalists and collaborators, and their enthusiasm reminds me why this work matters.”

Students will earn four hours of college credit for completing the Immersion experience and be paired with an ������Ƶ student mentor, who will offer guidance and assistance as students work on their own projects back home and prepare their college applications.

The program, established in 2021, is designed to educate high school students who are interested in pursuing careers in journalism and the media industry. This year, 192 high schoolers from across the country applied to the program – a record number – and all were invited to participate in the virtual Exposure experience in the spring.

“The students who apply to EJP are already asking thoughtful questions about journalism and impact,” Furnas said. “Our goal is to give them the foundational tools, mentorship and newsroom experience to start answering those questions in their own work.”

This spring, members of the ������Ƶ Academy team traveled to schools across Alamance County to celebrate the milestone moment with 30 ninth-grade students: their admission into ������Ƶ Academy’s newest cohort. Gathered alongside family members, teachers, counselors, and school advocates who had supported them throughout their educational journeys, students learned they had been selected to join the largest incoming class in ������Ƶ Academy’s nearly 20-year history.

The celebrations marked the culmination of a redesigned recruitment and selection process that emphasized accessibility, family engagement, collaboration, and student-centered experiences. As ������Ƶ Academy enters its twentieth year, the expanded cohort reflects both the program’s continued growth and its enduring commitment to creating pathways to college access and success for students across Alamance County.

Led by Assistant Director Briston Whitt, ������Ƶ Academy’s revised recruitment and selection model introduced several significant enhancements, including a streamlined application process, redesigned group interview experiences, expanded family engagement opportunities, and increased collaboration with school, university, and community partners.

“Every aspect of the process was designed to create a more meaningful experience for students and families while ensuring we were able to identify Scholars who would really benefit from and thrive in the ������Ƶ Academy community,” said Whitt. “We wanted students and their families to feel seen, supported, and connected to the program from their very first interaction with us.”

The recruitment cycle began with intentional collaboration between ������Ƶ Academy and its network of school-based advocates. Serving as liaisons between the ������Ƶ Academy program and local schools, advocates provided valuable insight into the unique needs of their school communities and helped connect prospective students and families with information, resources and opportunities to learn more about the program.

Building on those partnerships, ������Ƶ Academy launched an extensive outreach effort that included school presentations, family information sessions, community events, social media campaigns and direct outreach to students throughout the Alamance-Burlington School System. The team also participated in events such as the ABSS Options Fair and school-based orientation programs, helping students and families begin exploring college access opportunities early in their high school careers.

The result was a strong and diverse applicant pool representing schools from across Alamance County.

Students advancing in the selection process submitted an essay and teacher recommendation, before participating in a redesigned group interview experience hosted for the first time ever on ������Ƶ’s campus. Over three days, prospective scholars engaged in collaborative activities designed to assess communication, critical thinking, teamwork, problem-solving, and leadership skills while giving students an opportunity to experience ������Ƶ firsthand.

The campus-based format also created new opportunities for family engagement. While students participated in interviews and activities, family members were invited to remain on campus for programming focused on student success, wellbeing, and navigating the college preparation journey. Families learned more about the program’s expectations and connected with ������Ƶ Academy staff in a welcoming and supportive environment.

The redesigned model also expanded participation from university and community partners. Faculty and staff members, ������Ƶ Academy student leaders, College Scholars, and supporters joined the process as evaluators, providing prospective Scholars with meaningful interactions while gaining a firsthand understanding of the intentionality behind the selection process. Following the group interview phase, finalists participated in individual interviews conducted at their schools to complete the selection process.

The result was the selection of 30 exceptional students who will comprise the Phi Cohort, officially making it the largest incoming class in ������Ƶ Academy history.

“Expanding to 30 Scholars represents more than a larger cohort size,” said Director Emily Wiersma. “It represents more students, more families, and more futures that will be impacted through the power of education, mentorship and opportunity. As we approach our twentieth year, it is exciting to see ������Ƶ Academy continuing to grow while remaining deeply committed to the mission that has guided us from the beginning.”

In early May, the newest scholars and their families returned to campus for New Scholar Orientation, an immersive introduction to ������Ƶ Academy and ������Ƶ. Throughout the day, students participated in community-building activities, learned about program expectations, explored campus, connected with peers, and began building relationships that will support them throughout their ������Ƶ Academy journey.

Families participated in their own programming focused on building connections, learning about available resources and hearing directly from current Scholars and families about their experiences in the program. The orientation concluded with ������Ƶ Academy’s traditional Honors Ceremony, during which current ������Ƶ Academy College Scholars led students in formally committing themselves to the values and expectations of the program and received honor coins commemorating their official welcome into the ������Ƶ Academy family.

While orientation marked an important milestone, the Phi Cohort’s journey is just beginning.

Next week, scholars will return to campus for Summer Academy, one of ������Ƶ Academy’s signature experiences. During the program, students will live in residence halls, participate in academic enrichment opportunities, build relationships with mentors and peers and gain firsthand experience navigating a college environment. For many scholars, Summer Academy serves as the moment when ������Ƶ Academy truly comes to life – transforming a group of newly admitted students into a supportive community united by shared goals, aspirations, and opportunity.

Members of the ������Ƶ community will have several opportunities to engage with the newest cohort throughout the summer, including the annual ������Ƶ Academy Ice Cream Social. This beloved tradition brings together scholars, families, alumni, faculty, staff, donors and community supporters to celebrate the beginning of a new chapter and welcome the Phi Cohort into the broader ������Ƶ Academy community. Interested guests can .

As ������Ƶ Academy enters its twentieth year, the Phi Cohort represents more than a record-breaking class size. These 30 students embody the promise, potential, and perseverance that have defined ������Ƶ Academy since its founding. Their journey is just beginning, and the ������Ƶ community is invited to join in celebrating, supporting, and welcoming the newest generation of ������Ƶ Academy Scholars.