For ������Ƶ student Berenice Sanchez Rosaldo, the event marked a full-circle moment.

Berenice Sanchez Rosaldo ’29, a political science major who is in the ������Ƶ Academy and The Mac Mahon Family Scholar in the Odyssey Program, participated as a first-time presenter. She presented alongside Danielle Lake, director of the Center for Design Thinking, and Shannice Sellars, executive director of the African American Cultural Arts and History Center.

Their presentation, “Participatory Place-shaping: How Community-led Counter Storying Encourages Civic Engagement,” highlighted Sanchez Rosaldo’s work with the Center for Design Thinking. It focused on developing counter-stories that reflect participants’ communities and environments as a form of civic engagement.

Sanchez Rosaldo drew from personal experiences, including her high school, her father’s workplace, and the Dream Center — spaces she identified as influential in her development as a student, athlete and individual.

“Seeing Berenice present her story was such a proud moment,” said Melissa Chacon Villalobos, coordinator for well-being with ������Ƶ Academy. “Watching her grow from a high school freshman to a first-year student at ������Ƶ, and seeing the impact she is already making in Alamance County, is incredibly meaningful.”

Sanchez Rosaldo began this work before enrolling at ������Ƶ, first connecting with Danielle Lake while attending Alamance Burlington Early College at ACC, where she completed a summer internship with local summer camps across Alamance County, creating lesson plans for kids ages 6-12 during her junior year of High School.

She also credits ������Ƶ Academy as instrumental in shaping her college journey.
“������Ƶ Academy opened my eyes to the idea of college and created many opportunities for me,” Sanchez Rosaldo said.

Now an Odyssey Scholar, Sanchez Rosaldo continues her work with the Center for Design Thinking through the Power + Place Collaborative and by leading design thinking workshops across campus.

The Center for Design Thinking focuses on creative, structured approaches to problem-solving. Its Power + Place Collaborative works with Alamance County leaders and community members to document and share stories that reflect the county’s diverse communities.

������Ƶ Academy supports academically promising, limited-income, and first-generation students, while the Odyssey Program provides merit-based scholarships and enrichment opportunities for students with demonstrated financial need.

“What Berenice represents is exactly why ������Ƶ Academy exists – talented students who, with the right support and opportunities, go on to lead, contribute, and create change in their communities,” said Emily Wiersma, director of the ������Ƶ Academy.

Together, the ������Ƶ Academy and Odyssey Scholars Program reflect ������Ƶ’s commitment to civic engagement and to supporting students and communities in Alamance County.

For Sanchez Rosaldo, the experience also carried personal and generational significance. Her mother attended the presentation, marking a milestone as she watched her daughter present at her first conference.

Her story reflects the broader impact of ������Ƶ’s programs on students, their families, and their communities.

It also mirrors a larger, statewide commitment to civic engagement, as institutions across North Carolina continue this work through initiatives like the , which will take place in June 2026 and is hosted by North Carolina Campus Engagement. Together, these efforts highlight how experiences like the PACE conference are not just singular moments, but part of an ongoing cycle of learning, leadership and community impact.

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.

• 136 college acceptances from 38 different universities
• $2.5 million in merit scholarships and grants awarded to scholars
• Seven will join the Class of 2030 this fall at ������Ƶ, three are headed to UNC Chapel Hill, and three more to UNC Charlotte, among other top schools
• Several earned some of the most competitive and prestigious scholarships North Carolina offers, including a Carolina Covenant Scholar at UNC Chapel Hill, an ������Ƶ Teaching Fellow, and a North Carolina Teaching Fellow

And for ������Ƶ President Connie Book, who addressed the 17th class of the ������Ƶ Academy at a recent dinner reception to recognize graduates of the university’s college access and success program, scholarships and college acceptances are more than a reflection of academic achievement. They’re a harbinger of future success.

“These accomplishments, impressive as they are, are only a glimpse of the bright path that lies ahead of you,” Book said. “The ������Ƶ Academy was founded on a simple and powerful belief — that talent and potential exist in every community, and when that talent is matched with opportunity and support, there is no limit to what a young person can achieve. Each of you is living proof of that belief.”

Book was joined by family members, mentors, program alumni and other university leaders on May 28, 2026, in celebration of the Sigma Class during the ������Ƶ Academy’s annual President’s Reception.

The ������Ƶ Academy is an intensive, comprehensive opportunity for academically promising high school students in Alamance County with a financial need and/or no family history of college. The ������Ƶ Academy Summer Academy program includes three consecutive summer residential experiences prior to the sophomore, junior and senior years, as well as year-round Saturday Academy programs for students and families.

As part of the ceremony in the Lakeside Meeting Rooms, Shawn Means, a member of the Alamance Burlington Early College Class of 2026, delivered the Sigma Scholar Speech to his 24 classmates. Means reflected at length on the ways ������Ƶ Academy shaped their development beyond academics.

“When people talk about ������Ƶ Academy, they’d most likely give you a polished answer,” Means said. “They talk about college preparation, leadership, and academic growth. All the things you can put on paper. And they wouldn’t be wrong. But they wouldn’t be telling the whole story.”

Means emphasized how the program transformed participants not only as students but as people. “Now we understand responsibility. Now we understand balance,” he said. “Now we understand that freedom isn’t just given, it’s something you learn how to handle.”

The reception was also the first in the ������Ƶ Academy’s nearly two decades of operation where alumni returned to be honored for their own graduations from college. Four ������Ƶ Academy College Scholars were applauded and presented with certificates commemorating their own recent college graduations.

Reception guests heard from Shiv Patel, a member of the Xi Class that graduated from high school in 2022. Now a graduate of UNC Chapel Hill, Patel encouraged members of the Sigma Class to stay true to themselves as they head to college.

“Someone told me that I did college right, and while I appreciated the notion, it’s not that I did college right, it’s that I led with my values,” Patel said. “I wanted the choices I made in college to be choices that reflected who I was and the background I came from. I never wanted to pretend to be someone I was not or do things that went against who I was.”

The program concluded with another first for the ������Ƶ Academy – a presentation of scholarships to four Sigma Class graduates made possible through the philanthropy of those who recognized the power of the academy to change lives.

Mariam Rosales ‘17, a member of the Delta Class and an ������Ƶ graduate who today works in real estate, joined with Julio Santiago to create the awards. Honored in 2026 were:

• Lexie Bennett, River Mill Academy
• Jaime Carranza-Navarrete, Graham High School
• Shawn Means, Alamance Burlington Early College
• Naje Gray, Walter M. Williams High School

The reception was a final opportunity for scholars before leaving high school to be encouraged with support from mentors who have been with them over the past three years.

“As you step into this next chapter, know this: you are ready,” said ������Ƶ Academy Director Emily Wiersma. “You have the tools, the resilience, and the heart to thrive. Life will bring challenges, yes, but it will also bring new mentors, new questions, and new opportunities to grow. Embrace it all. Stay curious. Stay connected to this community. Support from the ������Ƶ Academy does not end here today … most of all, continue to believe in yourself as fiercely as we believe in you.”

������Ƶ Academy Assistant Director of College Success Manny Campos emphasized the same point in closing the program.

“Believe in yourself. Believe that all the struggles you’ve faced prepared you and taught you what you need to succeed,” he said. “Your college acceptances and your college degrees were no mistakes, you did that. Now let’s be real. It may get difficult. Life won’t always be rainbows and butterflies.

“On those days that feel heavy and you feel like giving up, because those days will come, remember everyone here, remember the journey, and remember why you stayed. You did the work and you are more than capable of succeeding.”

As ������Ƶ honored its first-generation graduates during the annual stole ceremony on May 20 in McKinnon Hall, Assistant Director of First-Generation Student Support Services Kenneth Brown Jr. ’19 turned to the words of American poet Lucille Clifton to capture the significance of the moment.

“‘Won’t you celebrate with me what I have shaped into a kind of life? I had no model,’” Brown recited from Clifton’s poem, “Won’t you celebrate with me,” using the passage to reflect on the journeys of the 70 students – including 10 graduate students – recognized during this year’s ceremony.

In his welcome, Brown explained to the soon-to-be graduates that the university was honoring not only their academic accomplishments, but also their spirit, commitment and resiliency.

“Today, we celebrate the paths each of these students has created – a path that took shape as they walked on it,” he said. “We celebrate the legacy they are leaving on this campus as remarkable leaders and scholars, a beacon of light in a dark world. We celebrate all they have given to ������Ƶ and how they have made us a stronger, more inclusive institution.”

Organized by First-Generation Student Support Services, an initiative within the Center for Access and Success, the ceremony marked the largest group recognized since the stole ceremony was established in 2020. The milestone served as a point of pride for participants, their families and the university.

Brown thanked gathered faculty, staff, mentors, family members and friends for supporting the students throughout their ������Ƶ journeys, emphasizing that the celebration reflected a shared commitment to first-generation student success.

Following Brown’s introduction, the ceremony transitioned to reflections from student keynote speaker Asia Green ’26, a presentation of the first-generation stoles, a charge from Luis H. Garay, director of the Gender and LGBTQIA Center, and the announcement of this year’s 1891 Awards recipients.

Finding the perseverance

During her keynote remarks, Green reminded fellow first-generation graduates that every student’s route to Commencement looked different – and that those differences deserved to be celebrated.

“Every person in this room has a different story, a different struggle, and a different journey that brought them to this moment,” said the exercise science major. “Some of us barely made it through certain courses. Well, we’re here today! No matter what your journey looked like, you made it here, and that alone is something to be proud of.”

The La Crosse, Virginia, native spoke candidly about overcoming fear and uncertainty throughout her college experience, urging students to move forward with confidence even when the future feels intimidating.

“To be a first-generation student means more to me than I can fully explain because it’s more than receiving a degree – it’s about traveling without a road map,” she said.

Despite moments of self-doubt, Green flourished at ������Ƶ, carving her own way. She built an impressive record of academic achievement and campus involvement while pursuing undergraduate research opportunities, leadership roles, and a study abroad experience in Costa Rica. Following graduation, Green said she will continue her education after being accepted into a doctoral occupational therapy program in Florida.

“Success does not always require knowing all the answers or having everything planned,” Green said. “For me, it often meant intentionally choosing to stay despite significant challenges. Many of us have experienced times of uncertainty when giving up felt easier than continuing. However, by persevering through these difficult moments, we find new opportunities and directions that redefine our paths.”

“My time at ������Ƶ taught me that where you come from does not define where you are going.”

After Green’s keynote, graduates crossed the stage to receive their first-generation stoles from mentors, family members and supporters who shaped their ������Ƶ experiences.

Fittingly, the stole was designed by first-generation student Daisy Martinez-Jimenez ’26, and “symbolizes the unique and complex journey that you all have taken to be in this moment,” Brown said.

Along with the stole, students received an ������Ƶ lapel pin, sponsored by the Office of Alumni Engagement, signifying their entry into the ������Ƶ alumni family.

Pay it forward

The event continued with an inspirational charge from Garay, drawing from their own experiences as a first-generation college student and current doctoral student.

Garay reflected on the significance of the moment not only for the students being recognized, but also for the families and communities who supported them along the way.

“My cultural roots are in the ranchos of Zacatecas, Mexico,” Garay said. “My family, like many immigrants, came to this country for the opportunity and a better life for their kids. So, my college graduation was not only mine but my parents’ and my family’s graduation, too. Maybe this is something some of you relate to as well.”

Garay structured their remarks around three invitations for graduates as they move into the next chapter of their lives: honoring mentors, sharing knowledge, and paying it forward.

As part of their remarks, Garay encouraged graduates to recognize the mentors who helped them reach Commencement. Garay recalled a former supervisor who encouraged them early in their career and challenged graduates to think about the people whose support and encouragement sustained them throughout college. Garay even paused their remarks to invite graduates to send a text message thanking a mentor, family member or friend who helped guide them to graduation day.

“My last invitation to you all … take the knowledge you have gained and pay it forward,” Garay said. “By paying it forward, I mean using your knowledge, skills, expertise, social connections, or financial means to shift the reality for someone. As you go and leave ������Ƶ and enter your careers, I want to encourage you to find ways to give back to those who are coming after you.”

Recognizing this year’s 1891 Awards recipients

Following the stole presentations, organizers recognized the recipients of the 2026 1891 Awards, honoring individuals who have advanced first-generation student success at ������Ƶ.

Named in honor of ������Ƶ’s first graduating class in 1891, the awards celebrate members of the campus community who embody the values of First-Generation Initiatives: empowerment, celebration, community, passion and authenticity.

This year’s recipients included:

• 1891 Award of Community: Emily Menjivar ’26
• 1891 Award of Celebratory: Jana Lynn Patterson, associate vice president for student life/dean of student health and well-being, and Paula DiBiasio, associate professor of physical therapy education
• 1891 Award of Passion: Selma Marić ’26
• 1891 Award of Empowerment: Daniella Alonzo Lopez ’28
• 1891 Award of Authenticity: Jo-Rae Jennings G’26, associate director of communications for Student Professional Development Center

Closing the ceremony, Cici Salazar ’23, G’26, encouraged graduates to reflect on the resilience and determination that carried them throughout their time at ������Ƶ. The graduate apprentice for First-Generation Initiatives reminded students that the challenges they faced throughout college had already prepared them for the uncertainties that lie ahead.

“Take a moment to reflect on how far you’ve come,” Salazar said. “Each challenge, setback and moment of uncertainty has shaped the strength and resilience that you brought to the stage today.”

Salazar emphasized that graduates’ journeys at ������Ƶ were marked not only by personal achievement, but also by resilience, community and the responsibility to support future generations.

“As first-generation students, we have already proven that we can do hard things,” Salazar said. “We’ve broken barriers, created opportunities, and paved the paths for ourselves and those who will follow after us. More now than ever, we must continue showing up for one another with compassion, strength and authenticity.”

Supported by a grant from Alamance Arts, CREATE (Cultivating Rhythm, Expression, Art, Theatre and Engagement) launched its pilot program this spring with weekly sessions hosted on ������Ƶ’s campus. Over the course of nine weeks, students in second through fifth grade rotated through three artistic disciplines: theatre arts, dance and visual arts. Each discipline was led by experienced instructors who developed an engaging curriculum designed to encourage creativity, collaboration and self-expression.

Briston Whitt ’23 led theatre arts instruction throughout the semester. Whitt, who earned a Bachelor of Arts in acting from ������Ƶ, introduced students to physical expression, improvisation and scene work. By the end of the semester, students could perform short scenes that showcased the skills and confidence they developed throughout the program.

“I absolutely enjoyed working with CREATE as a drama instructor this spring. My favorite part was watching students step further and further out of their comfort zones each week and truly begin to see themselves as actors and performers. Each week they committed to stepping into the imaginary world and embodying the courage to try new things no matter how new and silly they felt. It was also really cool to see how involved the volunteers became throughout the process. They fully committed to the activities as well and modeled the same courage and energy we were looking for in the students,” said Whitt.

“Seeing how immersed everyone became in the experience was such a reminder of the timelessness and magic of theatre,” Whitt said. “It reaches people of every age and has a unique way of bringing us all together. For the students, it created a space to be creative, build confidence, and step outside the box. For the volunteers and myself, it was a reminder of the power of play even in seasons of life that can feel more serious.”

Kate Gunter, an art teacher at Woodlawn Middle School, led visual arts instruction for the program. Through lessons inspired by artists including Frank Stella, Claude Monet and Minnie Evans, students explored a variety of artistic concepts and mediums. Activities focused on geometry, symmetry and watercolor painting left students with an improved understanding of how they can advance their artistic skillset.

“Students loved learning about different artists and how they were inspired to create. These insights encouraged our young artists to discover their own inspirations as they emulated the techniques and styles of established artists,” said Gunther.

Furthermore, the program has been able to provide a mentorship experience for ������Ƶ students. With the opportunity to volunteer with one of the disciplines across nine weeks of programming, volunteers fostered connections with the students and worked alongside them at each session.

“I loved working with the students in CREATE,” said Kennedy Williams, a finance and business analytics major and The Susan scholarship recipient in the Odyssey Program who volunteered with the theatre arts program. “It was so rewarding to watch them grow artistically and open up more as the weeks progressed.”

Additionally, several ������Ƶ student organizations partnered with CREATE throughout the semester by leading activities connected to their organization’s mission and artistic focus. Participating groups included Divine Embers, Muses Show Choir, Dance Lab, Alpha Xi Delta, Colonnades Literary and Art Journal, WSOE 89.3 FM, NewWorks and the Yarn Arts Club. Student organizations introduced students to a variety of artistic experiences, from crochet lessons to choreography workshops, and built upon the foundations of the curriculum.

Natalie Dixon ’26, a senior double majoring in dance science and dance

performance and choreography, had the opportunity to lead dance instruction through her involvement with Dance Lab, a student organization focused on integrating dance and STEM disciplines. Through a collaboration with CREATE, Dixon applied her undergraduate research during the session to assist students with understanding different ways they can move.

“I really enjoyed working with the kids through the CREATE program,” Dixon said. “They were all very enthusiastic and open to learning new things, which made the experience especially rewarding. You could tell that the program created a very positive and encouraging environment for them, and it was great to see everyone engaged and excited to participate.”

The CREATE program reflects the Village Project’s mission of strengthening connections between Alamance-Burlington families and ������Ƶ through collaborative learning experiences. The initiative will continue expanding in the coming academic year through a $5,000 Community Grant from the Alamance Community Foundation, which will support future CREATE programming and continue to broaden access to arts education for local students.

Interested in joining the impact? Help support future Village programming .

Gabriela Maldonado Alvarez ’28 built her ������Ƶ experience around connection, opportunity and identity. As a first-generation college student, she has embraced campus communities that strengthen her character while also discovering her passion for strategic communications.

In her junior year of high school in Westchester, New York, Maldonado Alvarez signed up for the Immersion experience through the Emerging Journalists Program at ������Ƶ, where she was flown to ������Ƶ for a week to gain experience in her passion for news and broadcasting. Before the program, ������Ƶ had not been on Maldonado Alvarez’s radar.

“The program changed my view of ������Ƶ. I had a really good time and connected with the professors and the cohort I was in. So, I decided to come see ������Ƶ as a result,” said Maldonado Alvarez, who notes communications faculty Colin Donohue, Kelly Furnas and Israel Balderas were influential in her experience.

Her campus tour was on Homecoming & Reunion weekend, where she spoke up about her interest in journalism, which resulted in the tour guide encouraging her to explore the newsroom. There, she was able to chat with alumni from the School of Communications, who shared their positive experiences from their time at ������Ƶ.

After touring the communications facilities and connecting with these alumni, she knew ������Ƶ was the place for her.

Her first year here, Maldonado Alvarez was a journalism major, and joining Live Oak Communications Agency became a turning point in her communications career. After contributing to the agency, Maldonado Alvarez realized her passions aligned more with the strategic communications major.

“I fell in love with agency life. I liked strategic communications better because there was more creative freedom for me. I enjoy helping businesses that are someone’s life’s work, blossom even further,” she said.

As a part of the Communications Fellows cohort, Maldonado Alvarez was able to attend a Winter Term Florida trip in her first year. She notes that this trip gave her the opportunity to explore different fields within communications, which reinforced her passion for strategic communications.

“I think the Fellows is an amazing program. It’s given me some of my best friends, and it opened doors for me to connect with professors,” said Maldonado Alvarez. “I’m so glad I met Professor (Vanessa) Bravo through a Communications Fellows networking event because, like me, she is Hispanic, and that’s very important to my identity. I connected with her, and I joined the Unity in Communications club that helped me connect with other people who are interested in diversity in the communications world.”

Maldonado Alvarez is also a proud first-generation college student. As the secretary for ������Ƶ’s First-Generation Society, she is consistently making the most out of the opportunities offered to her.

“I really love being first-generation,” she said. “It’s a big part of my identity. I try to do as much as I can to make my parents proud and make their sacrifices worth it.”

In addition, she is also a Bill and Sue Smith Odyssey Scholar. Through attending workshops on financial literacy, discussions on how to stay motivated, and even mental health checks.

“Odyssey has pushed me to be a better person and a better leader who is not afraid to ask for help or try new things. I’ve become more aware of how to succeed in the future, and I feel prepared for post-graduate,” she said.

Through the many communities and cohorts Maldonado Alvarez is committed to, she has found belonging and purpose on ������Ƶ’s campus.

“I think being a part of these communities, like Odyssey, First Phoenix and Unity in Communications, is a way for me to stay true to myself,” she explained. “I grew up in a Hispanic-centered community, so coming to a predominantly white institution was a bit intimidating, but joining these communities helped me connect to others who have similar backgrounds and qualities as me. It’s important to stay true to the characteristics that are important to you and what makes you, you.”

Her scholarships have been a “weight off her shoulders” throughout her experience at ������Ƶ, allowing her the opportunity to see her dreams realized.

“Being able to tell my family they don’t have to worry so much about me and that I’ve worked hard in school and will continue to work hard is very rewarding. I’m very proud of myself. I’m proud to make my parents happy,” Maldonado Alvarez said. “I’m willing to fight for dreams and fight for what I’m passionate about, and my scholarships have made that possible for me.”

“Everything Sad Is Untrue” by Daniel Nayeri. It’s a family history novel rooted in the folktales of “One Thousand and One Nights” and explains how his family became refugees. It’s a really engaging novel with tales of heartbreak and resilience.

What is your favorite phone app?

Threads. I enjoy never knowing what you’ll find and getting to read people’s stories. One recent Thread was about a family group chat that exploded over wedding invitations — a cousin didn’t invite one relative’s partner of eight years but did invite another’s partner of six months. The Thread chronicled the tense family meeting that followed, and the eventual group chat meltdown. The most jaw-dropping fact: It was all a promotional moment for the author’s book. You never know.

If you could invite someone from history to dinner, who would it be?

I would invite two people — Langston Hughes and Zora Neale Hurston. They were friends but had a messy friendship breakup, chronicled in the podcast “Our Ancestors Were Messy.” I would like to have dinner, just to see or get the gist of what happened and why their friendship ended.

What is your favorite place on campus?

The bench outside of Powell that looks straight across the fountain in front of Alamance. I’ve sat there on stressful days and sunny days, and in shared moments with students to talk about some hard things related to academics. It’s also a peaceful spot where you can sit, see the trees and listen to the water in the fountain.

When first-gen students leave ������Ƶ, what do you hope they carry with them — not just professionally, but personally?

I hope they leave with a sense of community. It might be two people; it might be one. But I want them to understand what community looks like and how to build it as they move through life. A job, diploma, paycheck or whatever material things we use to measure “status” won’t keep you grounded when life gets hard or offer a warm meal or a hug when you need it. Community will. Yes, I want them to graduate and accomplish amazing things, but more than anything, I hope they value building and sustaining community.

The Expo is one of the largest cross-campus collaborations in the spring. Representatives from the Student Professional Development Center, Undergraduate Research, the Global Education Center, and many more showcased resources and information on how they can help students develop meaningful relationships and achieve their goals.

“These departments actually like to communicate with you and tell you what opportunities they have and how they’re all connected,” said Melanie Alcaron ’29.

Students were able to see the connections through a pathway card that guided them to resources around personal, professional, and academic development. The pathways were designed to align with functions and characteristics of supportive relationships during college, based on research from Director of the Center for Engaged Learning Jessie Moore, Senior Associate Provost Emeritus Tim Peeples and Professor of Psychology Maureen Vandermaas-Peeler. Their work draws on a comprehensive study of mentoring constellations at ������Ƶ and national surveys.

Event planners collaborated with the Maker Hub to create interactive versions of the Relationship Rich Map, which is a tool developed by the team of mentoring scholars above. Sabrina Perkins, associate professor of psychology, has collaborated with the Center for Access & Success to plan and coordinate this event since its inception in 2022. Perkins led student attendees through mapping their supportive relationships using the boards.

“When students are encouraged to map their supportive relationships in tandem, they may be better able to recognize where in their lives connections are flourishing, while also noticing what types of supports they are missing, or want to deepen,” said Perkins.

Berenice Sanchez-Rosaldo ’29 found the maps to be an eye-opening experience.

“I feel like my friends and family have helped me a lot, and a place where I can really grow is with professors. I feel like I could expand my horizons there and really form a stronger connection,” she said. “Overall, this expo has helped me a lot in really going in depth on myself and what I can do better here at ������Ƶ.”

Sanchez-Rosaldo’s main takeaway was to take advantage of everything that’s on campus: “All of the support that you have here. It can be from academic to personal.”

As the event came to a close, participants were treated to a special performance from Melonated Melodies, ������Ƶ’s predominantly Black a cappella group, who talked about the importance of building relationships within student organizations. Through conversations, activities, and shared experiences, students left not only with more connections but also with a deeper understanding of how relationships can shape their success at ������Ƶ

Designed to foster connection, belonging and care, Break Buddies pairs students with ������Ƶ faculty and staff hosts for a shared Thanksgiving meal and experience. The initiative responds to national data and CAS student feedback indicating that feelings of loneliness and isolation often increase during university breaks, particularly for out-of-state students, international students and those without close familial ties.

“These moments of disconnect can significantly impact student well-being and academic persistence,” Collins said. “Break Buddies was created to ensure students feel seen, supported and connected during a time that can be especially difficult.”

Through the program, faculty and staff hosts opened their homes and shared a Thanksgiving meal with matched students, creating space for conversation, mentorship and community during the November break.

The initiative aligns with ������Ƶ’s HealthEU pillars of community and social well-being, as well as Academic Affairs’ commitment to mentoring and relationship-building. By centering relationships and care, Break Buddies reflects a simple but intentional approach to supporting student well-being during vulnerable moments in the academic year.

CAS received strong interest from faculty and staff, while student participation was more limited. In response, CAS plans to modify future iterations of the program by increasing student agency in the matching process, including offering students more choice in selecting hosts. These changes are intended to build trust and increase participation over time.

Matches were made successfully, and hosts and students gathered throughout Thanksgiving week to share meals and meaningful experiences.

Participant feedback highlighted the program’s impact on students’ sense of belonging and connection to the ������Ƶ community. Student reflections, though brief, emphasized feelings of ease, welcome and connection. One student shared, “I had a great time!” after spending Thanksgiving with their faculty host and other students. The experience also created opportunities to connect with faculty mentors and peers, strengthening the student’s sense of belonging at ������Ƶ.

Faculty feedback reflected similar sentiments. One host shared that living abroad had made holidays away from family especially difficult, even when those holidays were not personally celebrated. The host described being able to provide that experience to an international student as meaningful and expressed a desire to continue creating opportunities for connection.

Early reflections suggest the program strengthened relationships across campus while offering students a sense of stability and care during a period that can feel isolating.

Building on the pilot, Chacon Villalobos plans to expand Break Buddies with additional programming and resources.

“I am excited to see Break Buddies grow to include future workshops and events focused on navigating family dynamics, identity-based challenges and self-care during academic breaks,” she said.

Chacon Villalobos also plans to develop a digital toolkit, which may take the form of a newsletter or web-based resource hub. The toolkit will include tips for coping with homesickness and stress, journaling prompts, mental health and academic planning tools, and reflections from CAS staff and peer leaders.

Looking ahead, CAS hopes to increase student participation and expand the number of matches during future breaks, continuing to build a culture of care, trust and connection across the ������Ƶ community. CAS also plans to extend Break Buddies to other academic and holiday breaks.

“Break Buddies reflects our belief that well-being is built through relationships, not just resources,” Collins said. “When we intentionally create spaces for connection, especially when students may feel most alone, we strengthen both individual well-being and our campus community.”

The “It Takes a Village” Project, housed in ������Ƶ’s Center for Access and Success, was built on the foundation of increasing literacy in underrepresented backgrounds, starting by providing free after-school tutoring for Title I Alamance-Burlington schools. Since its initial launch in 2008, the Village has expanded beyond its initial vision, serving more than 1,000 students each year with a variety of programming offered. Extending its impact beyond the classroom, parent workshops and weekly ESL classes are also available to support the families of Village students.

“Our whole motto is ‘it takes a village,’ and the center of that village is the child, but one of those big contact points is the parents, too,” said Sydney Gilbert ‘24, an AmeriCorps VISTA who works with the program and helped apply for the grant. “Making sure we have a good point of contact with parents and a good, safe relationship with them is absolutely important to make sure that the children get the success they need.”

The $7500 grant will allow the program to offer more ESL classes, one per day for nine weeks, that will also integrate career readiness skills in alignment with guidance from the National Association of Colleges and Employees’ “Career Readiness Competencies.” The classes are offered during ‘It Takes A Village’ programming times, allowing parents to attend when they visit with their child.

“If the parents feel comfortable attending tutoring with us, then it will make the children more likely to show up to tutoring, and it will give parents access to resources that they might not otherwise have, because we want to help education for everyone,” said Gilbert.

The “It Takes A Village” Project was one of 16 community organizations awarded funds through the 2026 Community Investment Grants. The grants are awarded to nonprofit agencies providing services that advance housing stability and financial security for individuals and families in Alamance County. These grant investments aim to support programs that address critical community needs, help residents achieve long-term stability, and align with UWAC’s mission to mobilize resources and partner with the community to improve lives.

More information on the It Takes A Village Project, including programming, can be found on their website.