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

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

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

How the course works

The capstone experience spans two courses. In the winter term, GAM 4100, cross-disciplinary teams form and move through pre-production — developing concepts, building early prototypes and laying out a project plan. In GAM 4200 during the spring semester, those same teams advance through the full production pipeline: pre-alpha, alpha, pre-beta, beta, gold master and release.

Throughout both semesters, teams follow the Scrum framework — holding sprints, daily standups and milestone reviews like a professional studio would. Students take on defined roles in the development process, including programmer, level designer, environment designer, and narrative designer, and are accountable for delivering at each stage.

“I think the ultimate skills gained from the capstone experience are working under constraints and collaboration,” said Pratheep Paranthaman, associate professor of computer science and coordinator of the game design minor. “We don’t always know what technical complexities we’ll run into, or what might slow the development process. But that’s where the real learning happens — solving the unknown, working through an ambiguous development landscape.”

The games

— Angry Sea Studios

“Your Friend, Sam” is a mystery adventure and puzzle game, where players return as the childhood friend of a boy who vanished a decade ago. Collecting clues, solving puzzles, and fighting off corrupted creatures, players work to piece together what happened. The game launched on April 29.

For Aidan Spoerndle ’27, who served as a gameplay programmer on the project, seeing it go live was the payoff for months of sustained work.

“It feels really exciting to have a project that I tirelessly worked months creating actually be published for everyone to play,” Spoerndle said.

Keeping the technical scope in check, he said, was what made it achievable.

“There’s no such thing as a small game,” Spoerndle said. “The reason we were able to accomplish so much in such a short amount of time was that we kept the technical aspects enclosed in a smaller scope and allowed our narrative and art elements to exist in a larger scope.”

Carter Puckett ’26, also a gameplay programmer on the team, says the minor’s coursework prepared the team for what production actually demands.

“The minor helped me understand the full process of making a game — game design principles that make games fun, playable, and achievable,” Puckett said “In game development, you will always run into things that you are unfamiliar with or don’t know how to do. “Knowing how to do research and use online resources is essential to improving your skills.”

— InDecision Studio

“Onslaught” is an action-adventure game set in Betham, a decaying western mining town suspended above a sea of clouds. Players take on fighting toward Sanctuary, climbing and battling through vertical environments in third-person combat while managing resources against escalating enemies. It was released on May 14.

Owen Crider ’26, who served as a level designer, says the production process that never quite ran smoothly — and a team that worked through it anyway.

“We encountered a lot of bugs, and even though it seemed like every week there was something new to deal with, we always sorted it out,” Crider said. “I also learned how important it is to always be talking to your team.”

Beyond the technical work, Crider said, the program offered something harder to quantify.

“The game design program for me is really a community,” Crider said. “I’ve built lots of friendships with people who are funny and helpful. Since everyone knows the problems and how tough it is to make a game, everyone is encouraging of one another.”

Noah Gartenberg ’27 says game development also comes with intense demands.

“There are so many different parts and finding ways to conserve energy and momentum becomes extremely important despite any and all setbacks,” Gartenberg said. “You need to rely on and trust whoever you are working with, because that is the only way to make any sizable game in any decent amount of time without burnout.”

“Back In my Day,” is a strategy-puzzle game built around an unusual mechanic: time only moves when the player moves. Players guide a grandma home from work through levels that mix puzzle logic and projectile-based encounters. The game was

released on May 5.

What students take away

Several students pointed to the game design minor’s coursework — and its faculty — as what made the capstone possible.

“All of the knowledge and expertise from Dr. Paranthaman and Professor Hollingsworth helped me think through various problems in ways I never would have without the courses,” Spoerndle said.

Puckett encourages other students to add game design as a minor.

“Every class in the game design minor was the class I most looked forward to that day,” Puckett said. “I hope that if any ������Ƶ student has any interest in making games, they try out the game design minor because it is a great opportunity.”

Noah Gartenberg says the class left him ready for more.

“In the minor, we learned various aspects of working in modern game engines, and we learned the fundamentals of game design, in addition to how to work with others who may not come from the same disciplines as we do,” Gartenberg said.�� “Many of the classes left me with a whetted appetite for more game development, more creativity, more discussion with like-minded individuals. The program succeeds at teaching how to make games — in spades.”

That breadth of games is intentional, and the program’s aim is never purely technical.

“Our goal is to make not only game developers, but also project managers — people with leadership skills in decision-making and problem solving,” Paranthaman said. “The central core of what we do is student learning, community, and creative ownership: giving students the space to build something real, together, and see it through to the end.”

Looking ahead, Paranthaman says the program will continue to grow its library of published titles and deepen the studio simulation experience — building transferable skills in project management, cross-disciplinary collaboration, and problem solving that students can carry into adjacent industries, from software development and UX design to film production and beyond.

“Publishing twelve games on Steam is a milestone worth noting,” Paranthaman said. “But what it really represents is twelve teams of students who learned that they could start something hard and finish it. That’s the skill we’re building.”

All 12 games published by ������Ƶ game design minor students are free to play on Steam.

Dr.��John��Walz will join��the��������Ƶ��University administration��on��June 30,��2026,��after nearly a decade��helming��a private university recognized for its emphasis on experiential learning, strong industry partnerships and workforce preparation.

Walz’s��appointment follows a national search and comes as ������Ƶ��debuts��an academic division that��will leverage the��university’s nationally��ranked approach to undergraduate teaching and its emphasis on engaged, experiential learning in pursuit of human transformation.

“John Walz is an accomplished academic leader whose career reflects a deep commitment to student success,��engaged learning,��innovative program development and strong connections between higher education and industry,”��Provost Rebecca Kohn said.��“His experience leading engineering programs, combined with his collaborative leadership style and strategic vision, make him exceptionally well suited to guide the School of Engineering and Computing during this important moment in its history.”

John Walz is an accomplished academic leader whose career reflects a deep commitment to student success,��engaged learning,��innovative program development and strong connections between higher education and industry.

– Provost and Vice President of Academic Affairs Rebecca Kohn

Walz will provide��leadership for the School of Engineering and Computing’s academic programs, strategic planning, fundraising��and external partnerships while helping advance the university’s goals for innovation, engaged learning and student success.

When the school formally opens for the 2026 Fall Semester, anchoring the university’s Innovation Quad in the heart of campus, it will include��20��full-time faculty and three full-time staff positions with more than 300 undergraduate students.

Engineering is among the university’s most rapidly expanding academic areas, reflecting both national demand and student interest.��������Ƶ’s existing ABET-accredited engineering program offers��programs��in biomedical, computer, mechanical, and environmental, as well as dual-degree pathways.����The school will include computer science and cybersecurity majors and a minor in game design.

������Ƶ President��Connie Ledoux Book said Walz’s background aligns with ������Ƶ’s vision for the new school.

“The launch of the School of Engineering and Computing represents an exciting step forward for ������Ƶ,” Book said. “Dr. Walz brings a rare combination of academic leadership, industry engagement and commitment to student-centered education. His leadership building engineering programs, supporting faculty excellence and preparing graduates for meaningful careers will position the school for continued growth and distinction.”

Walz has spent more than three decades as a faculty member, researcher and academic administrator. During his tenure as president of Milwaukee School of Engineering, he led the development of a comprehensive strategic plan, launched the institution’s first comprehensive fundraising campaign, expanded academic offerings in computer science and artificial intelligence, strengthened student retention initiatives and oversaw significant investments in academic facilities and student success programs.

Under his leadership, Milwaukee School of Engineering achieved record undergraduate enrollment, increased student diversity, expanded industry partnerships and raised more than $150 million in philanthropic support for capital projects and academic initiatives.

Before becoming president, Walz served as dean of the , where he led efforts to establish a common first-year engineering program, expanded��student success resources and strengthened relationships with industry partners.��Earlier leadership roles at Virginia Tech and Yale University included overseeing faculty recruitment, program growth and research initiatives while maintaining active teaching and scholarship responsibilities.

Throughout his career, Walz has emphasized strategic planning, student retention, faculty support and partnerships with industry and community organizations. He has also championed initiatives that broaden participation in engineering and technology fields and expand pathways for students to connect classroom learning with professional experiences.

Walz said the opportunity to help shape a new school at ������Ƶ was particularly appealing because of the university’s emphasis on engaged learning and interdisciplinary collaboration.��He also expressed gratitude��to��Book, Kohn and members of the search committee for the opportunity.

“I am deeply honored and excited to be selected as the inaugural dean of the School of Engineering and Computing,”��Walz said.��“I have long admired ������Ƶ’s commitment to engaged learning and believe it provides an ideal environment for educating the next generation of engineers and computer scientists.

“The combination of ������Ƶ’s strengths in the liberal arts and its investment in engineering and computing creates a unique opportunity to prepare graduates with both the technical expertise and��leadership��skills needed to thrive in a rapidly evolving, globally connected world.”

Walz earned a Bachelor of Science and a Master of Science in chemical engineering at Tulane University before completing a Doctor of Philosophy in chemical engineering��at��Carnegie Mellon University.��He and his wife,��Moira, have three��daughters.

About ������Ƶ

������Ƶ is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, and ethical citizens��and��leaders.

At ������Ƶ, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff who prioritize��teaching and mentoring. The curriculum is grounded in the liberal arts and sciences with emphasis on global experiences and career development. More than 80 undergraduate majors are complemented by professional and graduate programs in law, business, education and health care. ������Ƶ is ranked No. 1 for excellence in undergraduate teaching by U.S. News & World Report.

������Ƶ’s academic divisions include ������Ƶ College, the College of Arts and Sciences; the Martha and Spencer Love School of Business; the School of Communications; the Dr. Jo Watts Williams School of Education; the School of Health Sciences;��the School of Engineering and Computing;��and the School of Law, with programs in Greensboro and Charlotte, North Carolina.

In 2025, ������Ƶ and Queens University of Charlotte announced plans to merge institutions. Final approval from the U.S. Department of Education is anticipated by 2028.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Since his 2023 arrival at ������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.”

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

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

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

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

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

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

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

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

Fulbright grants are awarded on the basis of academic and professional achievement, as well as demonstrated leadership potential in their fields. As semifinalists, these ������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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 and 35interdisciplinary programs 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 47 majors and 66 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.