While a high school student at Bradford Prep in Charlotte, Pili visited Queens with his teammates to watch a men’s volleyball match. With a camera in hand, Pili made a quick dash onto the court to snap some photos – and to the delight of family and friends, one of those moments landed him in a clip featured on ESPN.

Pili’s passion for visual media began almost by accident while on the yearbook committee in high school. He was handed a camera and tasked with taking photos. What started as a simple assignment quickly turned into an outlet for his creativity. By junior year, he was serving as the editor of Bradford Prep’s yearbook, photographing sporting events and building deep connections across his school community.

“Photography has taught me to stop for a second and take everything in, to take mental screenshots,” Pili said. “I like being behind the camera, seeing and helping everyone grow in their own way, and capturing timeless moments.”

At Queens, Pili plans on majoring in sport communication or multimedia storytelling and is interested in supporting Royals athletics. After enrolling in classes in Queens’ Knight School of Communication, Pili received an email alerting him about a hands-on media operations opportunity at the MLS All-Star Game at Bank of America Stadium in July. He also learned about a student portal maintained by faculty to connect students with experiential opportunities off campus.

“I am always sifting through local opportunities for our students and trying to make that information as accessible as possible,” said Christopher Garcia, assistant professor of sports media. “Students are overloaded with information, so the key is having direct channels, like our internship portal, and encouraging them to engage with faculty and staff for guidance so they can make the most out of these opportunities.”

The MLS All-Star Game was a natural fit for Pili. Born in England before moving to Charlotte at age 2, Pili knows the area inside and out, from local spots like Camp North End to music venues like The Fillmore.

He is eager to step into the role of local tour guide for his new roommate, who is coming to Queens from Virginia. “There’s just so much culture in the city, and I love it,” Pili said. “There’s always something to do.”

Beyond his creative work, Pili is drawn to Queens’ tight-knit community and small class sizes, echoing his high school experience where teachers formed meaningful connections with their students.

Pili also embraces the university’s spirit of service. His dedication to helping others began in high school, where he spent time packing meals for local Charlotte outreach and assembling food relief shipments for international aid.

“We take for granted so much that we don’t realize,” Pili reflected. “It’s really important to dedicate your time to helping others.”

Pili believes deeply in giving back and looks forward to participating in more service opportunities on campus and in the community.

At Queens, Pili has clear intentions: “I hope to build long-lasting relationships, gain internship experience, and take advantage of every opportunity Queens gives me to the max.”

University Chaplain and Dean of Multifaith Engagement Rev. Kirstin Boswell opened the event with the invocation, followed by the tradition of the bell ringing by Student Government Association President��Michael Swartz ’27. The bell arrived in North Carolina in 1854 on one of the first North Carolina railroad trains. It was later used at Graham College, a predecessor institution to ������Ƶ College.

During the event, three individuals with strong ties to the university were awarded the ������Ƶ Medallion, the university’s most prestigious service honor: Jim Donathan, longtime associate director of academic advising and academic support; Mary Thornton, founder and president of Harvest Table Culinary Group; and Don Grady, associate professor emeritus of cinema and television arts.

Katy Rouse, professor of economics in the Martha and Spencer Love School of Business, was named the Trustee Chair for Excellence.��For seventeen years, Rouse has taught ������Ƶ’s Principles of Economics and Intermediate Microeconomics courses, along with a capstone she built herself on educational disparities in the United States, earning student evaluations among the highest in her department for more than a decade.

She has personally mentored more than 30 senior and honors theses, co-authored research with undergraduates, chaired the Love School’s curriculum committee and published her teaching scholarship in the Journal of Economic Education.

“I truly believe that being a teacher scholar mentor at ������Ƶ is one of the best careers I’m going to have,” Rouse said. “Every day we come to work, we have the opportunity to make a lasting impact on students during one of the most pivotal points in their lives.”

Mapping the course

During her annual Opening Day address, Book reflected on ������Ƶ’s progress while looking toward a year that will include the launch of new academic initiatives, continued work surrounding artificial intelligence, the opening of the Roberts Academy and the planned merger with Queens University of Charlotte.

Book centered her remarks around the idea of a map — the markers that show where ������Ƶ has been and the guideposts that will help the university navigate what comes next. The theme was inspired by a visit this summer to ������Ƶ students participating in the Summer Opera Workshop at the Accademia Europea di Firenze. The students came together for a historic production of “The Light in the Piazza” in Florence, Italy, where the musical is set.

As part of their work, students were also tasked with creating a map of the city, something that inspired Book.

“There is something powerful in this mapmaking assignment, and it left me wondering about our collective ������Ƶ map,” Book said. “How would we each draw it?”

At the center of that map, Book said, is ������Ƶ’s mission. She highlighted several markers of progress during the past year, including the Odyssey Program surpassing 300 scholarships, record participation in undergraduate research, strong Fulbright success and new academic programs, including cybersecurity, Clinical Mental Health Counseling and the Charlotte PA program. She also celebrated the upcoming launch of the School of Engineering and Computing under inaugural Dean John Walz and the growth of the university’s nursing program.

Mapping new territory (together)

On Tuesday, Aug. 18, the first students of the��Roberts Academy at ������Ƶ��will arrive at the school’s temporary home in Trollinger House. The school will be the��state’s only university-based private school for children with dyslexia. Book described the academy and the Center for Dyslexia and Engaged Learning as an opportunity that “will change lives from day one.”

Among the most significant new territory is ������Ƶ’s planned merger with Queens University of Charlotte. Book noted that the institutions received accreditation approval this summer to proceed with their merger, with a single Board of Trustees now overseeing both universities. Sixteen administrative units are also becoming shared teams supporting the two campuses, while a federal review of the merger is expected to take 18 to 24 months.

Megan Isaac, professor of English, and Senior Vice President for Advancement and External Affairs Jim Piatt gave brief updates on the merger as part of the SOAR Strategic Planning Committee.

“Our two institutions will be stronger together, will better serve students together, and will have a brighter future together,” Book said. “And now, we are working to build that vision together, to grow opportunity to advance learning — together.”

Mapping a new look

Athletics Director Jennifer Strawley was also invited to the stage to announce a for the university’s athletics program, which had what Book called a “formidable year,” with seven ������Ƶ teams, the most in the university’s history, winning conference titles. A new physical mascot will be unveiled at the first College Coffee of the academic year on Aug. 25.

“The new Phoenix wears a gold sweater with a monogram ‘E,’ paying tribute to our first mascot, the Fighting Christian,” Strawley said. “The focused expression conveys the determination, confidence and purpose that defines our university community. The Phoenix continues to be fueled by the flames, symbolizing our rebuild from the ashes, and capturing the spirit and resilience of the ������Ƶ community.”

Book acknowledged that the changing higher education landscape brings challenges, from enrollment pressures and federal regulations to declining public confidence. But she reminded faculty and staff that adapting to change has long been part of ������Ƶ’s history.

“I understand change can be daunting. Shifting national headwinds are challenging higher education,” Book said. “Fortunately for us, ������Ƶ has never succeeded by standing still. We’ve joined together, developed new strategies and guided by our mission — built the number one institution for engaged learning and student success.”

She closed by returning to the journey ahead, and the role faculty and staff play in shaping the lives of ������Ƶ students.

“It is not simply education; it is a journey of human transformation,” Book said. “Thank you for the everyday commitment, kindness and integrity that are our enduring guideposts.”

“Lauren and her peers in the Leadership Scholars program understand that true leadership starts with the courage to share your voice and listen to others,” said Anita McGill,��assistant��dean of��student��engagement. “This program will hone those skills, helping them grow into confident, thoughtful leaders equipped to make a meaningful difference on campus and beyond.”

As the president of the English Honor Society at��Cox Mill High��School��in Concord, North Carolina, Lee participated in her school’s newspaper club and spent over a year crafting her own poetry collection focused on growth,��mental health and womanhood, with hopes of publishing it in the future.

Her love for storytelling began at just��6��years old, inspired by fictional worlds and fairy tales that provided comfort during��difficult times. Through the years, her imagination evolved into a lifelong passion for writing, shaped in part by her mother, an author of essays and��memoirs.

In her original work, she captures moments of tenderness and personal connection:

Warm smiles were the key to my trust.��
Melodic voices sparked my own soft smile.��
My screeching cries would even melt to hush.��
I was always drawn to a soft, velvet hand.��
My mother’s touch was magical.��
It bloomed peace within me, like sun through sand.��

Reflecting on her creative journey, Lee shared how writing helped her through��difficult times��throughout her childhood.

“I’ve always loved writing and from an early age, it helped me process my emotions,”��she said. “When I write poetry, it helps me get certain messages out there that I think people need to hear.”

Lee��also cites American poet and activist Amanda Gorman as an inspiration for her writing. “I think her poems are so powerful, and she showcases the Black experience beautifully through creativity,”��she said.

Her commitment to connecting with others extends well beyond the page. Guided by a strong spirit of service, she felt strongly aligned with Queens’ motto, which is based on serving others.

“I’ve always enjoyed helping those around me, and I’m so excited to be able to participate in service-based opportunities on campus and in the community,” she said. “I want to use my skills to help others by inspiring them to be the best versions of themselves while making them feel heard.”

Lee intends to study creative writing as her major with a minor in journalism.��When asked why she chose Queens, she cited its tight-knit, supportive community and tailored academic pathways.

“Queens offers so many opportunities in my major because I get to concentrate specifically on creative writing, rather than just a broad English major,” she explained. “I’m also excited to participate in internship opportunities and build relationships with my professors and professional mentors to help me flourish.”

As she prepares to move onto campus this August, Lee is eager to immerse herself in campus life. At the top of her list? Connecting with fellow writers, joining the campus literary magazine and exploring local storytelling outlets.

With a commitment to service, leadership, and storytelling, Lee��is excited to��bring a unique voice and fresh energy to the Queens community this fall.

Expanded academics
School of Engineering and Computing

The new School of Engineering and Computing will open in Fall 2026, 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. The school will include three new majors: , and . ���dz�����²�����, a former president of the��Milwaukee School of Engineering��and��longtime leader in engineering and technology education, will serve as the school’s inaugural dean.

Clinical Mental Health Counseling

������Ƶ’s new Clinical Mental Health Counseling program will welcome its first cohort this fall. The graduate program, at ������Ƶ’s main campus and Charlotte national campus, will work to prepare competent, compassionate and ethical counselors committed to promoting mental wellness and addressing an urgent need for counselors.

Charlotte Physician Assistant Studies

������Ƶ will welcome Charlotte, North Carolina’s first Physician Assistant program with its inaugural class in January 2027,��pending achieving Accreditation-Provisional status at the September 2026 ARC-PA meeting.��Rooted in ������Ƶ’s pillars of engaged learning, leadership, and global impact, the ������Ƶ PA program in Charlotte is designed who uphold clinical excellence, are community-focused, and equity-driven.

Roberts Academy at ������Ƶ

The Roberts Academy,��North Carolina’s only university-based private school for children with dyslexia, officially opens this fall. It will serve as a statewide and national model for structured literacy education. The school was established through the philanthropic vision of Marjorie and Hal Roberts, who have witnessed the transformative power of a multisensory approach to reading education.

The school will initially welcome third- and fourth-grade students in Trollinger House, before expanding its capacity to grades one through six in a state-of-the-art facility planned for East Haggard Avenue, set to open in Fall 2028.

New sights

Several construction projects have been underway this summer, ahead of the 2026-27 academic year.��The��Slattery Center��will be the university’s new health and wellness center, a central component to the university’s broader��HealthEU��initiative that focuses on six dimensions of health and wellness: community, emotional, purpose, financial, physical and social.

Renovations of the Mooney Building, home to the Dr. Jo Watts Williams School of Education, are underway, including the replacement of windows and HVAC systems, upgrades to electrical and plumbing systems, and the addition of waterproofing.

The weeklong program from July 20-24 brought rising sixth through eighth graders to campus for an immersive exploration of artificial intelligence and computer science.

Led by Assistant Professor Alexis Goslen in the Department of Computer Science at ������Ƶ the program offered local youth a hands-on introduction to the rapidly evolving tech landscape.

“Students are coming into contact with AI a lot more than ever before, so understanding it is becoming essential,” Goslen said. “They already have really interesting, profound perspectives on how they use these tools. Our goal was to get them to understand the vocabulary of AI, beyond just generative models like ChatGPT, so they can walk away as informed, critical users of the technology they interact with every day.”

Structured around core AI principles, daily lessons broke down complex computer science concepts into interactive, high-energy challenges. Students explored robotic perception through a “robot relay” to learn how autonomous systems sense and navigate physical environments in real time, while a hands-on candy-sorting exercise modeled machine learning and neural network decision-making.

Interactive discussions guided campers through AI ethics and data privacy, focusing on algorithmic fairness and responsible technology use, before they put their newfound knowledge into practice by designing and coding their own digital game projects throughout the week.

For middle schoolers like Cooper Ryan of Oakridge Middle School, the camp offered a deeper look at the digital footprint people leave behind every day.

“When I heard about the AI Play Camp, I thought it was pretty cool and wanted to check it out,” Ryan shared. “The more I learned about it, the more it surprised me. I never knew how AI tracks your data and how much it actually knows about you.”

The message hit home for campers like Julian Taylor, a rising seventh grader at Charlotte Country Day School, who walked away with a clearer picture of how artificial intelligence operates.

“I’ve always been intrigued by AI and how it works, so I knew I wanted to do this camp,” Taylor said. “I liked learning about how AI computes everything and that it doesn’t think like a human. I used to think it could just get whatever it wanted from the web, but now I know it can only do what it’s been taught and trained to do.”

For university leaders, hosting the middle schoolers was an opportunity to highlight the rapid innovation and responsibility that comes with emerging tools.

Kenitra Horsley, chief operating officer at Queens, shared her personal trajectory in technology with the campers, tracing her path from U.S. Central Intelligence Agency to serving as chief information officer at Queens, and ultimately into her executive role as chief operating officer.

“When I was in school, there were no smartphones, no AI, and no ChatGPT,” Horsley told the students. “My journey into tech started in high school just like yours is starting today, by being curious, trying something new, and exploring different areas of technology to see how it works.”

Horsley emphasized that university administrators and professors are working alongside students to navigate the rapid evolution of tools like artificial intelligence.

“Even in higher education today, we are actively navigating how to use AI. The goal isn’t to suppress it or ban it, but to leverage it smartly,” Horsley noted. “AI can handle research and process data far faster than we can on our own, but the real key for students is using it as a tool while continuing to build their own critical thinking skills.”

The camp also featured interactive sessions led by ������Ƶ alumni currently working in Charlotte’s growing technology sector.

, a recent graduate and founder and CEO of , led a workshop where middle schoolers built interactive AI agents from scratch.

“Instead of just talking about AI, the campers built it,” Mason said, noting that students created over 70 working AI agents in a single day, ranging from custom game avatars to interactive rap battles. “My biggest hope is that they leave believing they can build with it, not just use it.”

Joining Mason was fellow ������Ƶ alumnus Luke Freudenthal ’23, a computer science graduate currently working as an AI-first operations engineer at Charlotte-based software firm Bluefields Specialty, an insurance technology company. Freudenthal led a session centered on pattern recognition, helping campers understand the distinct capabilities of human intuition versus machine logic.

“Pattern recognition is core to developing strong problem-solving skills,” Freudenthal said. “I broke down the differences between our strengths as human beings and how artificial intelligence works differently.”

The rapid growth of artificial intelligence formed a central theme of the camp’s discussions. Unlike previous technological shifts, the current wave of generative AI and automated decision-making is accelerating at an unprecedented rate.

“Historically, technology moves gradually, but AI is growing on a rapid ‘hockey stick’ curve unlike anything we’ve seen before,” Horsley shared with the young campers. “While it’s hard to imagine exactly where it will be in 10 years, I believe it will make things better, especially in fields like medical research. With the right checks and balances in place, the possibilities for positive impact are enormous.”

“Technology is an enabler. It helps us improve, grow, and see things faster, but it should ultimately be used for the greater good. My hope for this next generation is that they ask challenging questions, stay curious, and find new, creative ways to leverage these tools to solve real-world problems.”

As artificial intelligence continues to transform the modern world, Goslen said, initiatives like AI Play help bridge the gap between abstract computer science concepts and everyday life.

“It’s really exciting to see young people develop that vocabulary and confidence,” she said. “They get to learn about these concepts here, take those conversations home to their families, and carry that understanding forward into whatever they do next.”

A recent graduate of Queens University of Charlotte has been elected to serve as a youth trustee for ������Ƶ, bringing to the role his record of student leadership on campus with a commitment to service across the community.

will serve a three-year term as��Youth Trustee, joining Elizabeth “Liz” Kwon L’23 and Rafi Dahdal ’24 G’24��in youth leadership roles for the university’s governing body.

The Board of Trustees��has ultimate corporate and fiduciary responsibility for ������Ƶ. It oversees ������Ƶ’s long-term health and strategic direction, educational policy, finances and operations, and overall advancement of the university’s mission.

As a Presidential Fellow in the Office of the President at Queens, Omari supported executive leadership through institutional research, governance analysis for the Board of Trustees, strategic benchmarking of peer institutions, coordinated executive-level events, and board communications.

Omari, who described his youth trustee appointment as “truly an honor,” also served as senior class president, a four-term international representative in the Student Government Association, president of the iBelong Mentoring Program and co-president of the Health Equity Alliance.

Additional leadership roles include service on the Student Alumni Council, the Data Analytics Student Association executive board and as an admissions ambassador. In recognition of his achievements, , the most prestigious undergraduate award bestowed at Queens.

Originally from Accra, Ghana, Omari attended Ghana National College before coming to the United States in 2021 through the AFS Intercultural YES exchange program and spending a year at Charlotte Country Day School. He later enrolled at Queens University of Charlotte as an international student and Presidential Scholar, graduating summa cum laude with a Bachelor of Arts in data analytics and minors in finance and mathematics. He begins working in September as an AI & Data Associate Consultant with Ernst & Young in New York City.”

With experience spanning data, artificial intelligence, institutional governance and student leadership, Omari said he looks forward to joining the ������Ƶ Board of Trustees as a youth trustee and contributing his recent student perspective informed by academic achievement, public service and cross-campus leadership.

“My role as a youth trustee presents an opportunity to help shape a historic moment for both institutions,” Omari said. “I’m excited to contribute a recent student perspective to conversations about how the traditions of both institutions might be honored while creating a stronger future together.”

About ������Ƶ

������Ƶ is a nationally recognized leader in engaged, experiential learning that prepares graduates to be creative, resilient, ambitious and ethical citizens of our global culture.

At ������Ƶ, more than 7,000 students learn through hands-on experiences and close working relationships with faculty and staff whose priorities are 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 Engineering and Computing; the School of Health Sciences; 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, pending final approval from SACSCOC and the U.S. Department of Education by 2028.

Pinkley, who will compete on Queens’ cross country and track and field teams, has an impressive lineup of accolades, including being named a Texas Student Hero, an honor awarded by the Texas State Board of Education (SBOE) to just 15 students across the entire state in recognition of their outstanding volunteer service. Big Spring Independent School District Superintendent Jay McWilliams nominated Pinkley for her outstanding academic accomplishments, extraordinary leadership and dedication to community service.

This year, 165 students across Texas were nominated for the award, with only one recipient chosen from each of the state’s 15 SBOE districts.

“Bergan stands out among her peers in every way. As class salutatorian and a four-year regional athlete in cross country and track, she is the true definition of a student-athlete,” McWilliams said. “She radiates positive energy, brings an incredible work ethic, and has the ability to connect with anyone. Bergan will be an exceptional teammate and a phenomenal asset to the Queens community.”

Pinkley’s passion for service came to life during her junior year at Big Spring High School, when she launched an initiative creating personalized, handcrafted cards for local nursing home residents. Each card took up to 30 minutes to make, featuring unique artwork and encouraging messages. The program grew so successful that local volunteers plan to keep it running after Pinkley moves to Charlotte.

“I realized how lonely it can be for nursing home residents and how some of them don’t get many visitors,” Pinkley shared. “Each card was handcrafted with a personal note inside telling them that they still matter and haven’t been forgotten. Seeing their faces light up was an incredible award in itself.”

Her urge to make others feel seen stems from a deeply personal place. Before discovering her passion for running, Pinkley was inspired by her late brother-in-law, Eric Stinson. A passionate runner who battled Ewing sarcoma before passing away in 2019, Stinson left a lasting mark on both Pinkley’s family and her community.

“He was the embodiment of sunshine,” Pinkley said. “Watching him run showed me how hard something can be, but how much joy you can find in it. Joining cross country and track was my way of connecting with him. He’s been with me at all my hard practices and meets. And I know he’ll be with me as I start this next chapter at Queens.”

As she prepares for the move to Charlotte from her hometown of Big Spring, Texas, Pinkley is eager to embrace campus life, explore new academic interests, and live out the university’s motto, “Not to be served, but to serve.”

“I’m excited to expand my horizons in a bigger city and find new ways to give back,” said Pinkley, who plans to study psychology. “Whether that’s volunteering at local soup kitchens, homeless shelters, or animal rescues, I’m just excited for all of it.”

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• ������Ƶ holds largest-ever Spring Undergraduate Research Forum
• Personal experience inspires ������Ƶ student’s research to help children experiencing homelessness

Dozens of students showcased research projects inspired by personal experiences and academic interests, guided by faculty mentorship, during the 2026 Summer Undergraduate Research Experience presentations on July 23 in Schar Hall.

The most recent SURE symposium featured more than 50 students from both ������Ƶ and Queens University of Charlotte, marking the latest example of collaboration between two institutions in the process of merging into a united community.

“SURE continues to be one of the flagship events of ������Ƶ’s Undergraduate Research Program. This poster session is a celebration of their dedication and growth as budding young scholars,” said Justin Clar, director of undergraduate research and associate professor of chemistry. “I was especially pleased that we were joined by amazing students from Queens who shared their work with the ������Ƶ community.”

At ������Ƶ, the Summer Undergraduate Research Experience has for years provided student researchers with a stipend to spend eight weeks working full-time on a project in collaboration with a faculty mentor with substantial and recognized expertise in the discipline.

The program concludes every July with a symposium that deepens students’ knowledge of the research experience while offering an opportunity to grow their public speaking and presentation skills.

“It was a great opportunity for the students to share their summer research in a low-stakes environment,” said Kira McEntire, director of undergraduate research and creative work; and associate professor of biology at Queens. “It was also fun to see the ������Ƶ students sharing their summer projects and to learn about some of the interests of ������Ƶ colleagues.”

At Queens, the university holds its annual in the spring, a campus-wide celebration of academic inquiry and community impact. The day starts with oral and poster presentations, followed by service activities in the afternoon.

Personal connections

For many students at SURE, like ������Ƶ student��Thomas Gress ’27, projects carried a deeply personal connection. Gress designed a four-week study comparing exercise approaches for people with chronic fatigue syndrome, inspired in part by his brother’s experience with the condition.

According to the Centers for Disease Control and Prevention, the condition is a serious and often long-lasting illness that keeps people from doing their usual activities. It makes physical and mental exertion difficult, and symptoms include difficulty thinking, severe tiredness, and other issues.

“Before I started this project, (my brother had) been suffering for four years, and there seemed to be no end in sight. So, this was something small that I could do to be of use,” said Gress, a biology major from Savannah, Georgia. “For all of these patients, there’s no other option. There are no drugs available, only a few supplements with very little efficacy. So, it seems the best option is experimenting with lifestyle. And if not this, then there is nothing.”

Queens student Isabella Sherman ’27 has a love for nature that inspired her to explore plant communities at the Carolina Wildlands Foundation with mentor E. Davis Carter, assistant professor of biology at Queens.

“It was an excellent experience,” said Sherman, a conservation biology major from Charlotte. “It’s really close to what I want to do with my career. I love research, I love forestry, and every time I went out there, I was like, ‘This is exactly what I want to do.’ This kind of information is what people take into consideration when they’re trying to develop land or provide an additional environment for fauna and flora.”

Mentoring relationships

A common thread among many of the projects was the close relationship students developed with their faculty mentors.

Anna Grace Gilbert ’27, an ������Ƶ psychology major from Knoxville, Tennessee, says Associate Professor of Psychology Sabrina Perkins “completely changed” her undergraduate experience through their work studying infant motor development.

“I’ve worked with (Professor Perkins) technically since the summer of my freshman year. I just reached out to her and was like, ‘I love babies. I’d love to work with you,” Gilbert said. “I’m very grateful. We’ve really bonded over these almost three years.”

For Jack VanValkenburg ’27, a Queens student majoring in data analytics, undergraduate research provided an opportunity to apply his technical skills. He worked with Queens Assistant Professor of Biology Denni Einersson to develop a computerized system for organizing trash collected during community cleanup events.

“It was a great opportunity to work with people who know more than me. The coding that I’ve done in the past is more analytical and this was more developmental,” said VanValkenburg, who is from Atlanta. “(Clean-up crews) would go out with field cards, like pencil and paper, and just mark things down, which was super timely and it’s very inconvenient, and then that just led to a lot of data that wasn’t being used.”

Pushing through the learning process

������Ƶ business analytics major Chase Hannibal ’28 examined the sense of belonging among Black business students at Historically Black Colleges and Universities and Predominantly White Institutions. It can sometimes feel isolating as a Black female business student, Hannibal said.

“I just wanted to see if other students felt that way, and if it was a pattern, what could be fixed,” Hannibal said. “(I wanted to) let other students know that you’re not alone.”

Hannibal says her mentor, Shanetta Pendleton, assistant professor of strategic communications, pushed her to be better, even when she was at her “stopping point.”

“Even when I felt at the worst of the worst, she supported me throughout everything,” Hannibal said. “She was great, and I’m very excited to work with her in the future.”

Amelia Weaver ’28 also explored the experiences of college students, particularly women. Her ������Ƶ Honors Fellows research examines the motivations of college-aged women who participate in sports betting after she noticed women were less vocal about the topic in class discussions.

“It made me think about why the women in the class weren’t as talkative or excited about their own experiences with sports betting,” said Weaver, a sport management and media analytics double major with a minor in . “I wondered if this was because they didn’t participate, didn’t care, or they just didn’t want to say anything.”

Weaver said her mentor, Alex Traugutt, an assistant professor of sport management, has helped guide her through the process.

“He immediately said, ‘This is going to be a partnership. We’re going to take steps together. We’re going to figure this out together. I’m not just going to throw you into everything,’” said Weaver. “That’s been really helpful in the learning process.”

When sudden shutdowns canceled their in-person sessions at��, a Down syndrome achievement center, they quickly pivoted online, bringing interactive music therapy right into participants’ living rooms.��

During their sessions, Queens��alumnae��Yenchun��Ko ’21, Gabrielle Frens ’22 and Molli Smith ’22 documented their findings, and��this past��June, their work was published in����

Funded by a grant through the��James Rogers Summer Institute for Research and Creative Work��and��guided��by Varvara Pasiali, Livingstone Professor of Music Therapy at Queens, the team highlighted the core philosophy behind their��virtual��sessions,��a concept known as “musicking,” originally developed by musicologist Christopher Small.��

“’Musicking’ is taking music as a noun and turning it into a verb,” Pasiali��said.��“It captures the idea that music exists in the act of actually making it.��Everyone participates in some way in a musical event; they aren’t just sitting passively receiving it.”����

To turn that active concept into reality��virtually, the student-therapists played live instruments, used structured musical cues, and designed interactive movement prompts that kept participants engaged across the screen. At the same time, parents��joined in��as active co-facilitators,��rocking, swaying, and making music alongside their children to foster meaningful bonding directly in their living rooms.��

GiGi’s Playhouse Charlotte Executive Director Lori Keller has seen firsthand how that philosophy��impacted��the lives of children and individuals living with developmental disabilities.��

“Music brings us together as a community and engages parts of the brain in ways that no other therapy can,” Keller said. “It creates opportunities for cognitive and social growth, while also improving language and communication. I must admit that the most immediate benefit��I’ve��witnessed��has been expressions of joy. And that is priceless.”��

Seeing their hard work officially reach the broader clinical community through the peer-reviewed publication has been a deeply rewarding, full-circle moment for the former students.��

“It was surreal to learn that this study would be published,” Smith said. “I felt very proud of younger me for stepping out of my comfort zone and trying something new.”��

Frens echoed that pride. “To have something published in my name feels like a very big deal,” she��said.��“The whole publishing process takes a long time, but I am especially proud of the team for how we collaborated and maintained the integrity of what we did.”��

Ko��shared in��that excitement when she learned the news. “When I was informed that it was going to be published, I was thrilled,” Ko said. “I learned a great deal from this opportunity, from session planning to collaborating with my classmates and composing therapeutic music.”��

After graduating from Queens, the��alumnae��found that their undergraduate research directly shaped their clinical success.��

“Participating in this study helped me prepare for a professional career in many ways,” Smith said. “Not only did I grow more confident in my writing skills and analytical thinking,��it��boosted my skills in observing and documenting client responses. As a professional, I��currently��treat an individual client virtually and I felt entirely equipped to deliver those telehealth services because of this project.”��

Smith currently works as a board-certified music therapist at Piedmont Music Therapy, a local nonprofit in Charlotte, where her caseload spans from early childhood to older adults in memory care. Frens is completing her graduate degree online through Duquesne University while working as a board-certified music therapist at Atrium Health Mercy. Ko recently completed her master’s degree at Molloy University as she prepares for the next step in her clinical career.��

“Having their work published by a peer-reviewed clinical journal builds their identity as scientists and their confidence in doing research,” Pasiali said, noting that the students also co-presented their findings at a regional music therapy conference and led a virtual continuing education seminar for music therapists in Cyprus.��

For all three��alumnae, the project was the ultimate reflection of the Queens motto, “Not to be served, but to serve.”��

“That attitude of how to serve and care for others well really aligns with music therapy,” Frens said��“I feel that music therapy in general, and especially in the work that I do, is in a position to serve others and not expect service back to ourselves.��“Smith agreed. “As a music therapist, I always aim to serve my clients in the best way I can—meeting them where they are, supporting their needs, and amplifying their individuality, creativity, and��successes,” she said.��“It brings me such joy to do so.”��

For Ko, that spirit of service came to life in the quiet, musical moments shared between the children and their families.��

“When I played my violin during one of the sessions, I saw participants swaying back and forth with their parents,” Ko recalled. “Seeing that precious bond and their response through the music made me realize just how meaningful and impactful our work really was.”

The day started in the Sarah Belk Gambrell Center for the Arts and Civic Engagement on July 16, 2026, with Queens’ first-ever College Coffee, an ������Ƶ tradition that offers students, faculty and staff weekly opportunities during the semester to connect over coffee and pastries.

“This is a powerful morning,” Queens Acting President and CEO Jesse Cureton said in remarks to attendees. “You’re going to learn today a lot about Queens and the history of the university, but as I’ve shared with so many, Queens is not just about this campus – it’s about a 170-year history, and it’s about this phenomenal city, one of the fastest-growing in the country. Sports, healthcare, manufacturing, energy – all these things are creating opportunities for our students.”

Following a campus tour for ������Ƶ visitors, employees from both locations participated in an interactive professional development workshop, “Own the Moment: Practical Tools for Navigating Change with Confidence,” led by Rochelle Stojnic, director of the Office of Leadership and Professional Development at ������Ƶ.

Grounded in the idea that the most meaningful moments during institutional transitions occur in ordinary, everyday interactions, the session provided attendees with strategies to approach organizational evolution with a curious and open perspective.

Employees were encouraged to serve as a steady, grounding presence for colleagues and students, and learned how to leverage personal and collective strengths to fuel community growth.

“This is a historic transition, and navigating it successfully requires an ‘all hands on deck’ approach,” Stojnic said. “Leadership isn’t just for a few people at the top. Everyone needs to feel empowered to lead through this change, which starts with understanding how we handle transition personally.”

“At ������Ƶ, prioritizing professional development is a core value. We invest heavily in our people because we believe that for our universities to grow and get better, our employees must have the space to expand their skills, navigate uncertainty with balance, and feel genuinely supported along the way.”

Shawn Bowers, director of the General Education Program at Queens, attended the professional development session.

“As an educator, I consider myself a lifelong learner, and I deeply appreciate how both institutions invest in us as holistic individuals. When resources and energy are poured into faculty and staff, it allows us to show up as the best versions of ourselves,” she said. “Ultimately, that yields incredible dividends for our students, who are the main constituents we serve.”

The collaborative energy of the workshop and joint sessions highlighted a shared commitment to building a unified, resilient community.

Here’s what employees from both campuses had to say about the exchange:

• “When two universities have this much overlap, there’s a fantastic opportunity to learn from one another and adopt the best processes from both sides. It’s also a two-way street: both ������Ƶ and Queens share the benefit of communicating ideas and resources. The prospect of bettering our programs, becoming more efficient, and thriving together is not just rewarding, but exciting. I can’t wait to see where this road leads us.”
  Jackson Mair
  Coordinator, Vandiver Center for Career Development, Queens

• “The professional development session provided us with practical tools for real-life change. The ‘why’ of this exchange became obvious when a Queens colleague and an ������Ƶ colleague from the same department shared their experiences navigating the merger. Watching them find comfort and laughter in their shared experience showed the true value of the exchange. It breaks down walls and helps us realize we are building on common ground.”
  Loretta Evivie
  Professor of Practice of Leadership, Queens

• “The thing that really struck me during my visit is the way in which ������Ƶ and Queens share an approach to education. The two student tour guides said many of the same things I’ve told prospective ������Ƶ students: small classes, faculty who are available and dedicated to students, a focus on hands-on learning, and even classrooms arranged so that the students can work together. I had the opportunity to meet some of the physics/math faculty, and we talked about ways we can support each other. We’re hopeful that we can develop programs that take advantages of our shared strengths.”
  Jonathan Su
  Associate Professor of Engineering, ������Ƶ

• “I still have many questions about the merger, but I am excited by the prospect of internship pipelines for our students in key sectors like professional sports, medicine, finance, and the arts. I was pleasantly surprised by the lovely Myers Park neighborhood and the look and feel of the campus, which is quite similar to ������Ƶ’s. Many thanks to the entire ������Ƶ-Queens team for setting things up for our first College Coffee there!”
  Pamela Winfield
  Professor of Religious Studies and Associate Director of International & Global Studies, ������Ƶ

• “By offering College Coffee at Queens, it creates a bridge between our two cultures. Queens has a really nice location for College Coffee in the summer, which is very similar to what ������Ƶ offers at Moseley Center. Both places are a great way to escape the heat, grab something to drink or eat, and have a conversation with someone on campus that you don’t get to see in person.”
  Doug Purnell
  Assistant Director of Data Architecture and��Reporting, ������Ƶ