“I wasn’t really interested in chemistry whatsoever when I enrolled. I was a lot more interested in sports. That’s really where my heart was at the time,” Seitz said.

Pursuing his current major in exercise science as a freshman, Seitz was enrolled in a required chemistry course when his professor called him to meet in his office.

“He wanted to have a one-on-one meeting, which, as a freshman only two months into college, was a little bit intimidating.”

Unsure of what his professor wanted to discuss, Seitz recalls, “He thought I had a lot of talent and potential in chemistry. He wanted me to take it seriously, and also to think about taking more chemistry classes that weren’t required, just to explore and see if I enjoyed it more than I thought I did.”

Having his potential recognized led him to take his professors’ advice. It was halfway through his second chemistry course that Seitz decided to change his major to chemistry.

“I got into chemistry with the broader goal of trying to help people in some way,” Seitz expressed.

During his time at ������Ƶ, he took full advantage of the opportunities presented to him. He studied abroad in Europe during Winter Term, conducted research through the Lumen Scholars program, completed two internships and immersed himself in service learning, where he taught children who were struggling to read.

Striving to gain experience in his field, Seitz dove right into his internship abroad. He attended RWTH Aachen University in Aachen, Germany, for the summer, contributing to their research efforts.

“This was my first real research experience, and it made me realize that I enjoy research so much that I’m still a researcher today,” he expressed.

The following fall, he started his research with the Lumen Scholars. Alongside his mentor, Sydney F. & Kathleen E. Jackson Professor of Chemistry and Chair of the Department of Chemistry Joel Karty, Seitz conducted a project that earned the 2014 Lumen Prize. Focused on expanding research on the reaction preferences of an enolate anion, in both gas and aqueous environments, he aimed to understand why it behaves differently in different environments, with the end goal of other scientists further optimizing the usage of this molecule when they need it.

Seitz’s passion for chemistry research continued the next summer when he was selected to participate in an internship at the California Institute of Technology. This further learning encouraged his eagerness to contribute to research.

“Going to Caltech, I was intimidated by being around so many geniuses. This internship was a good confidence-building exercise. It proved that even though I come from a small school with a tiny science program, I can fit in with these types of people and communicate and share ideas with them. That internship gave me the confidence to go to graduate school and then beyond,” he said.

Right after graduating from ������Ƶ, Seitz went to the University of California, San Diego, and completed his Ph.D. He then went to the University of Chicago and the Argonne National Lab to work on a project where researchers work with the World Health Organization to create a list of ten viral diseases with the greatest potential to cause a global pandemic.

The virus that would later mutate into COVID-19 was on this list, which became a global pandemic just a year later. Due to this, there was more interest from foreign governments to fund this type of work to make vaccines for the remaining viruses on the list and distribute them to prevent the next pandemic.

Joining this team in 2023, Seitz’s work is focused on two viruses: Lassa Fever, which affects people in West Africa, and the Nipah Virus, which affects a few countries in Southeast Asia. The Lassa Fever is very transmissible, but often non-lethal; Nipah is the opposite. Not many people get sick with Nipah; however, when they do, it is often lethal.

Both viruses are concerns for a possible pandemic and require preventative research to fully understand, for a vaccine to be created.

“Those countries in West Africa and Southeast Asia do not have the healthcare capabilities or biotechnology to develop these vaccines themselves,” he said. It’s private U.S. foundations and Western European governments that put money into this non-profit, which is funding my research through the University of Chicago to develop these vaccines. Once the vaccine is successfully developed, they will go to these countries and give them out for free.”

Connecting his current work back to his time at ������Ƶ, Seitz noticed that his ability to work with diverse groups of people and social connection skills that he strengthened at ������Ƶ served him in his current role. He notes, “Because I talk with different types of people who don’t have the experience that I have, I have to accurately communicate what I’m doing, why I need to do this, and so on. So that’s certainly something that helped quite a lot from ������Ƶ, being able to communicate what I’m doing.”

Seitz’s published chemistry research is  available online; he hopes other chemists can read these manuscripts and learn something from them, and hopefully build off of that.

“I’m contributing to advancing science in small steps. Even though I’m doing more of the basic research of trying to find stuff, the overall goal is that people are going to use these to discover stuff that will directly help people,” he added.

Seitz hopes the future of his career holds opportunities to take up a leadership and mentor role for other chemists.

“I really enjoy mentoring and teaching people, I want to have my own research group where I have some people working below me so I can mentor them and help them advance science as well,” Seitz said.

In May, Seitz will be awarded the Top 10 Under 10 Award. This award is given to 10 Alumni from the past decade who have bettered their community and serve as alumni role models.

To entice donors, the Sydney F. & Kathleen E. Jackson Professor of Chemistry and department chair promised he would shave his eyebrows, live on the ������Ƶ College, College of Arts and Sciences’ Instagram feed, if the goal was met.

That’s how much Karty believes in the Department of Chemistry’s impact on students and how $20,000 can enhance learning by “giving students the best education and the best experiences and preparing them for success.”

And wouldn’t you know it? One day after ������Ƶ Day, the university’s annual 24-hour day of giving that raised more than $3.5 million this year, Karty found himself on the patio of McMichael Science Center, the home of the Department of Chemistry, at 1:45 p.m. waiting for the fate of his eyebrows.

It took approximately seven minutes, one trimmer and two razors to shave off his eyebrows. Students in attendance cheered and recorded as the eyebrows disappeared.

“I thought he was nuts for actually going to do it,” said Associate Professor Justin Clar, the director of the Undergraduate Research Program who volunteered his time and talents with the trimmer. “His commitment to the university and to the students is wild.”

What an audience it was on March 6, 2026.

“Raising this money gives us more flexibility in doing the things we do best, such as providing instrumentation for labs, undergraduate research, student travel and more,” Karty said. “That was the whole reason for setting up this challenge in the first place. It was just a question of what I was willing to sacrifice.”

Karty’s wife predicts that his eyebrows will grow back by Monday. Karty said time will tell.

Since his 2023 arrival at ������Ƶ, 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.

������Ƶ College, the College of Arts and Sciences new vision statement reads: “The Heart of an ������Ƶ 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 ������Ƶ College.” – Caroline Ketcham, associate dean of ������Ƶ 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 ������Ƶ 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 ������Ƶ 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 ������Ƶ 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 ������Ƶ’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 ������Ƶ 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.”

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 ������Ƶ 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

������Ƶ 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.

Join colleagues and students from ������Ƶ, University of Warwick, University of Leeds and partner institutions for a transatlantic collaboration exploring critical questions in higher education teaching. This series is convened by Tom Ritchie, US-UK Fulbright Scholar and visiting professor at ������Ƶ from the University of Warwick, working with Sarah Bunnell and colleagues at CATL.

This partnership brings together:

• ������Ƶ’s Center for the Advancement of Teaching & Learning (CATL)
• (WIHEA) and (IATL)
• (LITE)
• Members of the UK SoTL alliance
• Colleagues and students from Canadian universities

Each session will feature a short presentation from one of the partner institutions, followed by facilitated small group discussions and sharing across institutions. All sessions run 11 a.m.to Noon EST via Microsoft Teams. Participants may join individual sessions or participate in the full series.

Schedule:

• Feb. 11: What makes teaching “excellent” in your context?
• March 4: How do we teach for a sustainable future – embedding sustainability across disciplines?
• March 25: Belonging and exclusion – frameworks for understanding and action
• April 15: Teaching in the age of AI – opportunities and boundaries
• May 6: How can assessment drive learning – not just measure it?
• May 20: Building transatlantic partnerships – what could we create together?

Register for sessions

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The Fall 2025 semester is flying by, and as the leaves turn vibrant shades of red and gold, ������Ƶ students, faculty and staff are embracing every opportunity to learn, grow and celebrate together.

View some of the most impactful moments of the past month through the eyes of staff in the Office of University Communications.

Here Ye! Here Ye!

Student celebrated News Engagement Day at ������Ƶ’s Oct. 7 College Coffee. Student journalists rang bells and delivered headlines to students, faculty and staff gathered on the Moseley Lakeside patio, encouraging the campus community to read, watch, listen to and discuss the news — and to share how they engage with journalism using #NewsEngagementDay.

Established in 2014 by the Association for Education in Journalism and Mass Communication (AEJMC), News Engagement Day promotes informed citizenship and highlights the importance of consuming and discussing credible news.

A dedication to Toshio Sato

������Ƶ leaders dedicated Toshio Sato Commons on Oct. 10, 2025, as part of Homecoming & Reunion Weekend in a ceremony that recognized the university’s first international student and first four-year graduate from outside the United States.

Homecoming happiness

������Ƶ’s 2025 Homecoming & Reunion Weekend welcomed alumni, students, faculty and staff onto campus for a dynamic slate of weekend events.

From open houses and an evening step show through a Saturday football game against Villanova University, highlights included the return of the Rock the Block Homecoming concert featuring “The Plain White Ts,” the Golden Alumni Luncheon, campus and academic department receptions, oral history booths, affinity group award celebrations, leadership and networking conversations across schools, themed tailgates, tours, and wellness events.

Molecular moves

Given the option to film a video or write a paper for a chemistry course, Bailey Skinner put her moves to the test.

Learning at Loy

Students took class outside at ������Ƶ’s Loy Farm on Oct. 14, 2025.

A Health Promoting University

������Ƶ has adopted the Okanagan Charter as a member of the U.S. Health Promoting Campuses Network, pledging to nurture a campus culture that prioritizes health, belonging and well-being for students, faculty and staff. The university marked the milestone with an institutional adoption ceremony on Oct. 29, 2025.

Cross Country CAA champs

������Ƶ continued its run of dominance in the Coastal Athletic Association on Oct. 31, claiming its in the past seven years. ������Ƶ bested runner-up William & Mary by 40 points, marking the most lopsided CAA women’s cross country championship victory since the Phoenix bested the field by 51 points to win the 2020 title.

Halloween in the garden

An ������Ƶ tradition, the annual Pumpkin Festival was held on Halloween with the addition of trick-or-treaters for the first time.

The ceremony brought together students, faculty, staff, family and friends to recognize Dan Carmody ’01, Ryan Fairchild ’03 and Jessica Koch ’09, whose achievements were described as a demonstration of the power of an ������Ƶ liberal arts and sciences education.

Hilton Kelly, Dean of ������Ƶ College, the College of Arts and Sciences, delivered remarks in Yeager Recital Hall on the profound impact the recipients have made on their professions and their communities.

“These three exemplary alumni embody the very best of ������Ƶ College,” Kelly said. “Their achievements, their service and their commitment to living out the values of a liberal arts education is an inspiration to all of us. They have used what they have learned within ������Ƶ College, the College of Arts and Sciences, to impact people and organizations.”

Dan Carmody ’01 – Arts and Humanities

Dan Carmody earned his bachelor’s degree in human services from ������Ƶ, served with the Peace Corps in Paraguay, and spent two years working at an international school in Honduras. He later earned a master’s degree in counseling psychology from Boston College.

Carmody is a leader for creating meaningful and transformative change. For the past six years, he has served as president at Cathedral High School, leading a mission to give families — especially those without financial access — the chance at a strong, life-changing education. Most recently, he led a $60 million “Cathedral Now, Cathedral Forever” campaign, ensuring the school can keep opening doors for underserved students for generations to come.

Prior to Cathedral, Carmody served as vice president for global mission and identity and as executive director of the Hyde Center for Global Education at Boston College High School, building partnerships in more than 20 countries. He also worked with the worldwide Jesuit network as assistant to the secretariat of secondary and pre-secondary education.

While a student at ������Ƶ, Carmody served as president of Habitat for Humanity and lead coordinator with ������Ƶ Volunteers!

“I can truly look back on my time at ������Ƶ as the most impactful chapter of my life,” Carmody said. “Every adventure and opportunity I’ve had since graduating — each chance to make a small difference — can be traced directly back to the experiences I gained at ������Ƶ.”

Ryan Fairchild ’03 – STEM

Ryan Fairchild earned his bachelor’s degree in chemistry from ������Ƶ and a Master of Business Administration from The George Washington University.

Fairchild is the managing director of Accenture Federal Service where he leads the Intel Sector and delivers a broad spectrum of technologies to federal agencies across the United States. This past year, he was a Washington, D.C. candidate for the Leukemia and Lymphoma Society’s Visionaries of the Year campaign, raising over $125,000.

At ������Ƶ, Fairchild was active in the American Chemical Society, Habitat for Humanity, ������Ƶ Volunteers!, Lambda Chi Alpha and the Omicron Delta Kappa Honors Society.

“������Ƶ prepared me not only for the ‘real world’, but most importantly, to be a more mature, well-rounded person,” Fairchild said. “I graduated with a chemistry degree, but very quickly took a career path that pulled me away from that line of work. A lot of people ask how I feel about that, and I always answer the same way — ������Ƶ’s chemistry department taught me how to be a problem solver, scientifically and contextually. That is an extraordinary gift to have received.”

Jessica Koch ’09 – Social Sciences

Jessica Koch earned her bachelor’s degree in political science and public administration from ������Ƶ and her Juris Doctor from Stetson University College of Law.

Koch is a partner at Rothwell Law in St. Petersburg, Fla., focusing on representing doctors and medical practices involved in treating personal injury patients. In this focused practice, Koch defends against invasive discovery into her clients’ practices, attending depositions and hearings on their behalf. She began her career as an assistant state attorney in Pinellas County before moving into private practice in commercial litigation and personal injury.

Prior to joining Rothwell Law, she practiced as an insurance defense attorney focusing on special investigations into medical practices.

While at ������Ƶ, Koch was involved in the Student Government Association, the Pi Sigma Alpha political science honors society and the Fire of the Carolinas Marching Band.

“My time at ������Ƶ was foundational to my professional success both in law school and in my legal career, teaching me the importance of hard work, perseverance and integrity,” Koch said. “Being recognized for my commitment to my university and my professional achievements made possible by that university means the world to me.”

With expertise across multiple disciplines, the new faculty have demonstrated passion for teaching and pursuing research or creative projects in mentorship with students.

“We are fortunate to welcome these outstanding scholars to ������Ƶ College, the College of Arts and Sciences,” said Hilton Kelly, Dean of ������Ƶ College, the College of Arts and Sciences. “During the interview process, I appreciated each scholar’s enthusiasm, expertise, and creativity, as well as their pronounced dedication to teaching, research and student success. These are scholars who will make significant contributions to the College, the university, and their chosen fields.”

New Professors and Staff for 2025-26 in ������Ƶ College, the College of Art and Sciences

• Brian Brew, Assistant Professor of Political Science & Public Policy, earned a PhD from the University of North Carolina at Chapel Hill. He will teach American Government and Campaigns and Elections.

• Charles Doan, Assistant Professor of Psychology, earned a PhD from Ohio University. He will teach Cognitive Psychology.

• Meleena Gil, Assistant Professor of English, earned a PhD from the University of North Carolina at Chapel Hill. They will teach Writing: Argument and Inquiry.

• Celia Hameury, Assistant Professor of Engineering, earned a PhD from McGill University. She will teach Grand Challenges Engineering I.

• Dan Hartung, Assistant Professor of Music, earned a DMA at the University of Texas at Austin. He will teach Concert Band, Marching Band and Percussion Ensemble.

• Jessica Hightower, Assistant Professor of Performing Arts, earned an MFA from The Ohio State University. She will teach COR 1100: The Global Experience.

• Zackary Hutchens, Assistant Professor of Physics, earned a PhD from the University of North Carolina at Chapel Hill. He will teach University Physics I.

• Negesti Kaudo ’15, Assistant Professor of English, earned an MFA from Columbia College Chicago. She will teach Writing: Argument and Inquiry and Introduction to Creative Writing.

• Justin Miller, Assistant Professor of Performing Arts, earned an MFA from The Ohio State University. He will teach Scenic Design, Scenic Art and Drafting and Modelmaking.

• Emma Moesswilde, Assistant Professor of History & Geography, earned a PhD from Georgetown University. She will teach The World in the 20th Century.

• Breanna Mueller, Assistant Professor of Exercise Science, earned a PhD from Auburn University. She will teach Physiology of Exercise.

• Nikita Shepard, Assistant Professor of History & Geography, earned a PhD from Columbia University. They will teach Contested Democracy/US since 1865 and Sexuality in the U.S.

• Rodney Tigaa, Assistant Professor of Chemistry, earned a PhD from the University of Nevada, Reno. He will teach Inorganic Chemistry and General Chemistry I.

• Andre Waschka, Assistant Professor of Mathematics & Statistics, earned a PhD from the University of California, Berkeley. He will teach Statistics in Application.

About ������Ƶ College, the College of Arts and Sciences

������Ƶ College, the College of Arts and Sciences provides the foundation for the study of the liberal arts and sciences at ������Ƶ. The college is comprised of 21 departments across three branches: the arts and humanities; natural, mathematical and computational sciences; and social and behavioral sciences. It hosts ������Ƶ’s 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 45 majors and 65 minors, the college is ������Ƶ’s largest academic division. Two-thirds of the nearly 1,600 students who graduate from ������Ƶ 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.

������Ƶ faculty and staff members gathered in Alumni Gym for the event, which also included recognition of employees for years-of-service milestones and special recognitions of faculty and staff members who are retiring this academic year.

“I hope you are taking a moment to reflect on the journey we have shared, celebrating the milestones that have shaped this year and the light that continues to guide us forward,” said President Connie Ledoux Book in her opening remarks. “Our motto, Numen Lumen—Knowledge and Light, comes to life through your work and your dedication to that shared mission.”

The celebration came as ������Ƶ prepares to conclude the academic year with final exams for undergraduate students beginning Wednesday, May 14, and ������Ƶ’s 135th Commencement on Friday, May 23.

Honored with awards from the university this year were Professor of Chemistry Kathy Matera, Professor of Biology Brant W. Touchette, Professor of Public Health Studies, Human Service Studies and Watts/Thompson Professor Cynthia Fair and Professor of Communication Design Phillip Motley.

Daniels-Danieley Excellence in Teaching Award

Professor of Chemistry Kathy Matera

Described as “one of the most impactful, one of the most prolific, one of the most talented, and indeed, one of the very best teachers at ������Ƶ,” Kathy Matera, professor of chemistry, is the 53rd recipient of the Daniels-Danieley Excellence in Teaching Award. The Daniels-Danieley Excellence in Teaching Award was established by President Emeritus J. Earl Danieley ’46 and his wife, Verona Daniels Danieley, in honor of their parents.

Joel Karty, professor of chemistry and chair of the Department of Chemistry, notes that Matera was the “mastermind” behind developing a biochemistry major at ������Ƶ in 2009, which is on track to graduate 20-25 biochemistry majors every year. Karty says Matera is a “star” both inside and outside the classroom as she teaches general chemistry, organic chemistry, biochemistry and senior seminar. Her students’ organic chemistry standardized final exam scores score above the 80th percentile, with many scoring in the upper-90th percentile.

“During my classroom visits, I’ve seen first-hand how masterful she is at the ways she explains difficult concepts, and how she engages students regularly and meaningfully,” says Karty. “She develops strong rapport with her students, cultivating an atmosphere where they are genuinely comfortable asking questions, allowing themselves to be vulnerable. Kathy’s students trust her, and they work their tails off for her.”

Matera “truly cares about her students” and has mentored 11 Honors Fellows and three winners of the Lumen Prize and her students often go on to prestigious graduate and medical schools. Dr. Amanda Coniglio was one of the Lumen Scholars mentored by Matera and is now an advanced heart failure and transplant cardiologist at Rochester Regional Health in New York.

“Dr. Matera has continuously gone above and beyond what has been required of her as a professor and mentor,” said Dr. Coniglio. “I believe Dr. Matera’s approachability, engagement, and unwavering support for her mentees embodies the definition of true mentorship. These qualities also outline what makes the student-professor relationship at ������Ƶ so much different than other universities.”

Kathy Matera has been one of the most impactful, one of the most prolific, one of the most talented, and indeed, one of the very best teachers at ������Ƶ.

Joel Karty, chair of the ������Ƶ chemistry department

President Book presented the award to Matera on Tuesday, noting her “life-changing” mentorship.

“The joy of discovery, the trust between faculty, staff and students and the pursuit of excellence. These are what define the ������Ƶ community and this year’s honoree models all three,” said Book. “And perhaps the highest praise comes from a student who said simply, ‘Dr. Matera actually makes organic chemistry fun.’”

Matera’s impact on students was evident during Tuesday’s reception as a group of students cheered for her from the stands of Alumni Gym as she approached the podium to accept the award.

“We will talk to you guys later,” Matera joked as she pointed to her students in the stands. “Thank you so much. This is such an incredible honor. I love what I do and this is just icing on the cake.”

Matera earned her doctorate in chemistry from the University of California at Davis before completing postdoctoral work at Case Western Reserve University in Cleveland, Ohio, and joined ������Ƶ’s faculty in 2007. She earned a Bachelor of Arts in chemistry from Pitzer College. Matera is also the recipient of the Dr. Gerald L. Francis Outstanding Faculty Member of the Year award (2011), the ������Ƶ College, the College of Arts and Sciences Faculty Teaching Award (2013) and the J.E. Rawls Professorship for Undergraduate Research in Science (2017).

Distinguished Scholar Award

Professor of Biology Brant W. Touchette

Acknowledging the “scope, impact and continuity” of his scholarship, Brant W. Touchette, professor of biology, is the 26th recipient of the Distinguished Scholar Award, ������Ƶ’s top faculty research award which recognizes a faculty member whose research has earned peer commendation and respect and who has made significant contributions to his or her field of study.

Touchette’s research focuses on nutritional and stress physiology of native and agriculturally relevant plants, with a focus on how plants survive in areas that are typically hostile to most species. During his 24 years at ������Ƶ, he has authored or coauthored 33 peer-reviewed scientific journal publications, 10 book chapters and proceedings, 20 technical reports, along with more than 75 professional presentations, seminars and guest lectures. Of these presentations, 23 included published abstracts at regional, national and international conferences.

Described as “an extraordinary prolific researcher” by ������Ƶ Professor of Biology and Environmental Sciences Michael Kingston, Touchette has used the university greenhouse and original plant growth chamber to extend his field research season.

“It is difficult for someone who is not a field biologist to appreciate the magnitude and scope of Dr. Touchette’s scholarly productivity,” wrote Kingston in his recommendation letter for Touchette. “Field biologists often must confine their data collection activities to a specific ‘field season’ when the organisms of interest are actively growing, reproducing, or behaving. For many of the field biologists at ������Ƶ, summer provides that time when we can spend significant uninterrupted time in the field collecting data and testing hypotheses. Dr. Touchette has overcome this limitation with creative solutions.”

In original contributions to his field, excellence in evaluations by professional peers across more than two decades ongoing, and amazing creative activity, he is a shining example of the best among scientists.

JoAnn M. Burkholder, William Neal Reynolds Distinguished Professor at NC State University

Touchette, who joined ������Ƶ’s faculty in 2001, has received 20 external research grants and contracts, along with 14 education grants. His recommendations for the Distinguished Scholar Award came from colleagues at institutions across North Carolina, including North Carolina State University, the University of North Carolina at Wilmington and the University of North Carolina at Charlotte.

“In original contributions to his field, excellence in evaluations by professional peers across more than two decades ongoing, and amazing creative activity, he is a shining example of the best among scientists in advancing both his field and natural resource conservation through outstanding scholarship,” said JoAnn M. Burkholder, William Neal Reynolds Distinguished Professor at NC State University.

Provost Rebecca Kohn presented the award to Touchette during Tuesday’s luncheon.

“I want to thank my colleagues and friends in the McMichael Science Building. Without your time, commitment and support, I could never have achieved what I’ve been able to do and also all of those wonderful students that have come through my lab. Their enthusiasm is contagious. It’s what really drives me to keep going,” said Touchette.

Touchette earned a doctorate in botany from NC State University, where he also did postdoctoral research with the Center for Applied Aquatic Ecology. He earned a Master of Science in ocean science (marine science) from Nova Southeastern University, Oceanographic Center and a Bachelor of Arts in biology from the University of Delaware.

Steven and Patricia House Excellence in Mentoring Award

Professor of Public Health Studies Cynthia Fair

Recognized for her steadfast commitment to mentorship throughout her more than two decades at ������Ƶ, Cynthia Fair, professor of public health studies, human service studies and Watts-Thompson professor, is the sixth recipient of the Steven and Patricia House Excellence in Mentoring Award.

The House Excellence in Mentoring Award was endowed in 2020 by Steven House, provost emeritus and former executive vice president, and his wife, Patricia House. Every year, the award honors faculty and staff excelling in student mentoring. The award is in acknowledgement of ������Ƶ’s national recognition as a leader in engaged, experiential learning.

Fair, who joined ������Ƶ in 1999, is a cornerstone of the university’s commitment to engaged learning, mentoring undergraduate research with numerous Honors and ������Ƶ College fellows, three Leadership Prize Scholars and eight Lumen Scholars.

“Dr. Fair is the mentor I never expected and the mentor that everyone needs,” said Amanda Bingaman ’20, one of the Lumen Scholars mentored by Fair. “She shaped my career and influenced how I approach public health and research-related problems, all while making me feel cared for and instilling the belief that I was contributing to something bigger than myself.”

Not only is Fair recognized for her student mentorship, but her faculty mentorship has been described as deeply impactful and “unprecedented.”

“Colleagues across campus look to Cindy for guidance, advice, and mentoring on her expertise in maintaining a high-quality and productive research agenda while juggling significant service and teaching contributions,” wrote Maureen Vandermaas-Peeler, professor of psychology, and Stephanie Baker, associate professor and chair of public health studies in their award recommendation letter. “Cindy is thoughtful, caring, realistic, and honest – all characteristics that support students and colleagues through their personal and professional journeys. Her lens has always been holistic, and her mentoring supports the whole person.”

She is described by Vandermass-Peeler and Baker as a “rockstar in the classroom,” including with her childbirth course that has been adapted to serve students in the Core Curriculum and second-year honors students.

“I absolutely loved the content and how Dr. Fair encouraged me and my peers to think critically about topics such as the medicalization of birth, role of a doula and the power of birth stories,” said Bingaman about the childbirth course.

“Dr. Fair is the mentor I never expected and the mentor that everyone needs.”

Amanda Bingaman ’20, one of the Lumen Scholars mentored by Fair

Fair has previously been recognized for her scholarship and teaching with the ������Ƶ College Excellence in Teaching Award (2008), the ������Ƶ College Excellence in Scholarship Award (2014) and the Distinguished Scholar Award (2015).

“Mentoring undergraduate research is my happy place, and I am so grateful to ������Ƶ for helping me find that happy place,” said Fair, who received the award Tuesday from Deandra Little, associate provost for faculty affairs. “I love my teaching and I love my scholarship and then you add in service because we have flagship programs that can’t function without high-quality mentored experiences.”

Fair earned a Bachelor of Arts in Psychology from Davidson College, a Master of Public Health from the University of North Carolina at Chapel Hill and a Doctorate of Public Health from the University of North Carolina at Chapel Hill. Her research interests include adolescents and young adults with HIV, maternal health and health care transition.

Periclean Award for Civic Engagement and Social Responsibility

Professor of Communication Design Phillip Motley, Jr.

For his championship of community-based learning, Phillip Motley, Jr. is the 23^rd recipient of the Periclean Award for Civic Engagement and Social Responsibility.

The Periclean Award for Civic Engagement and Social Responsibility is given each year to a member of ������Ƶ’s faculty or staff whose community service exemplifies the ideals of Project Pericles. Project Pericles started at ������Ƶ in 2002 when the university became one of 10 universities to accept a challenge from the Eugene Lang Foundation to provide a learning experience that would “instill in students an abiding sense of social responsibility and civic concern.”

“Phillip embodies the mission of Project Pericles,” said Naeemah Clark, associate provost for academic inclusive excellence, who presented Motley with the award on Tuesday. “He’s a teacher, a mentor, a collaborator and a servant leader who, in the truest sense of the word, believes in ������Ƶ students and community.”

Motley is in his fifth and final year as faculty fellow for community-based learning, helping recruit faculty to integrate the practice into their courses while providing guidance and support. Community-based learning immerses students in real-world service experiences, allowing them to address a community need using what they learned into the classroom.

At ������Ƶ, community-based learning is embedded within the service Experiential Learning Requirement (ELR), one of the five ������Ƶ Experiences, with students required to complete two ELRs to graduate. Seventy-nine percent of students in the Class of 2024 engaged in a service experience and service had the second highest participation rate among all five ������Ƶ Experiences in 2024. In 2024, U.S. News and World Report ranked ������Ƶ as No. 2 in the nation for service-learning.

As faculty fellow, Motley was integral in changing how ������Ƶ approaches community-engaged teaching and learning, helping change the language from “academic service learning” to “community-based learning,” with a focus not just on nonprofits, government agencies and schools, but also small local businesses.

“Over the past five years, Phillip has transformed how our entire university prepares students to be global citizens and informed leaders motivated by concern for the common good,” said Bob Frigo, assistant dean of campus life and director of the Kernodle Center for Civic Life, who nominated Motley for the award.

During Motley’s time as faculty fellow, he has worked to streamline how community-based learning courses are developed, expanded opportunities for the practice, and supported faculty in teaching the courses, both through developing grant opportunities and training. Over the past five years, the number of courses incorporating community engagement has grown from 67 to 87.

“In over 20 years of teaching, the only experience that I’ve used as a teacher in which students stop worrying about the grade is community engagement, and it happens every time, not once in a while, every time, and it never gets old,” said Motley after receiving the award. “As a teacher, that’s why I think it’s really important that we work with our communities to teach our students.”

He’s a teacher, a mentor, a collaborator and a servant leader who, in the truest sense of the word, believes in ������Ƶ students and community.

Naeemah Clark, associate provost for academic inclusive excellence

Motley has been recognized previously for his work with service-based learning, earning the 2025 North Carolina Campus Engaged Faculty Award during the Pathways to Achieving Civic Engagement Conference in February. The Engaged Faculty Award recognizes one faculty member in North Carolina for exemplary engaged teaching and scholarship.

Motley earned a Bachelor of Arts in fine art from Davidson College and a Master of Fine Arts in industrial design from North Carolina State University. He has taught at ������Ƶ since 2009, where his research interests include pedagogies of design and experiential learning.

“The aspects of Dr. Ritchie’s proposed work align seamlessly with several things we already have in motion here at ������Ƶ. But at ������Ƶ, we have a culture of never being satisfied; we know that we can always do better, and that we constantly need to strive for better,” said Joel Karty, Sydney F & Kathleen E Jackson professor of chemistry and chair of the Department of Chemistry. “Dr. Ritchie’s proposed work promises to help us make strides in some challenging areas.”

Solving ‘wicked problems’

Karty notes that science literacy is important for all students and reaching more non-science majors is a goal for the department. While Ritchie will teach through the Department of Chemistry, his educational background is in history and the history of science.  He focuses on how to make STEM education more inclusive and interdisciplinary, connecting science to the real world and solving what he calls “wicked problems.” One of Richie’s courses at Warwick, “Beyond Science,” has students work on projects related to the UN’s Sustainable Development Goals, collaborating with mentors across disciplines.

“A chemistry degree shouldn’t just be about what you do in the lab,” said Ritchie. “It should be about developing your understanding of challenges we face today, like climate change or inequality, that can’t just be solved by science alone, but that science will have a key role in. I think with those wicked problems, you have to bring ideas from other disciplines as well.”

The Fulbright ������Ƶ Award, through the Fulbright Commission, allows academics and professionals to teach and pursue independent research in any subject area offered by the university.

Ritchie first heard of ������Ƶ through Sarah Dyer with the University of Exeter, who participated in ������Ƶ’s 2018-2020 research seminar on Capstone Experiences through the Center of Engaged Learning.

“It was inspirational when you saw her passion when she was talking about ������Ƶ. When it came to applying and looking through the different awards, ������Ƶ jumped out and very quickly I said  ‘That’s the only choice,’” he said. “������Ƶ stood out to me because of its commitment to inclusive excellence and the focus on student-centered learning innovation and teaching. It feels like a place I could go and share what I do and grow what I do and learn more.”

Ethical AI

As universities, including ������Ƶ, integrate AI into their policies and processes – Ritchie focuses on how to teach students to understand and ethically use the technology. At Warwick, Ritchie and a colleague created “The AI Revolution,” an interdisciplinary course focused on AI ethics and AI literacy.

“We want to talk about AI from a philosophical point of view and a historical point of view,” Ritchie said. “How is this a technology that compares to previous technology panics that we’ve seen? And all of these sorts of questions that get students to try to think about AI as more than just a specific tool.”

In addition to his teaching role at Warwick, Ritchie is also director of student experience and emphasizes the importance of belonging and mattering at universities. He developed “We Are Chemistry,” a co-created inclusive education program that, Ritchie says, has led to a 45% reduction in students leaving the department and a 12% rise in first-year student academic success.

“I’d like to think that students leave my courses feeling a bit more like they belong,” said Ritchie. “Belonging is a really hard aspect of university life, but it’s a really important one. There’s so many studies that show the link between belonging and success. I’d like to think  students leave my classes feeling like their voices mattered, that their ideas have had power, and that I’ve tried to be responsive in how I teach.”

Ritchie will begin teaching in Winter Term 2026. Because Ritchie’s background is in history, he will not be teaching chemistry courses. Some of the courses Ritchie could potentially develop at ������Ƶ include:

• Innovation Ecosystems: From Local to Global
• AI Revolution: Navigating a World with Artificial Minds
• Science Across Divides: The Art of Communicating Complex Ideas
• Disruptive Futures: Navigating Radical Change
• Serious Play: Innovation Through Experimentation and Joy
• Design Thinking for Social Impact