Nearly 1,600 new students arrived at ������Ƶ on Friday, Aug. 21, as the university welcomed the Class of 2030.

Despite a mix of rain and sunshine, staff members in Student Life and Residence Life worked to make the Move-In Day process as seamless as possible for students and their families. Student organizations and ������Ƶ Athletics teams also lent a hand, helping unload vehicles and carry students’ belongings into their new homes.

Familiar items in a new home

For many members of the Class of 2030, those belongings include more than the essentials for college life. As they begin a new chapter at ������Ƶ, students brought photographs, books, keepsakes and other reminders of the people and places they call home.

Ale Furano ’30 arrived at ������Ƶ from Greenwich, Connecticut, with three Polaroid photos of his family and friends. A Communications Fellow who plans to study sport management, Furano said he is looking forward to the opportunities ahead.

“I’m excited to meet new people and have a great opportunity and a new way of life,” Furano said. “I think the opportunities at ������Ƶ are really great, especially in the sport management field.”

Avery McTigue ’30, who plans to study nursing, is looking forward to joining clubs and organizations and exploring study abroad opportunities. Among the items making her new room feel more like home is an ������Ƶ-themed Jellycat plush toy with a special connection to her friends.

“The special item I brought from home is my ������Ƶ ‘Jellycat,’” said McTigue, who is from Bergen County, New Jersey. “My friends threw a ‘bed party’ for me, and it reminds me of them. Basically, they decorate your whole room, and it’s all ������Ƶ stuff.”

For George Schneider ’30, from Seattle, Washington, the move to ������Ƶ meant finding room for his vinyl collection. Schneider chose ������Ƶ because of its acting program. The Princeton Review recently ranked ������Ƶ No. 1 for Best College Theater, while The Hollywood Reporter included ������Ƶ on its list of the “25 Best Drama Schools in the World.”

“I’m very excited to be independent and expand on my training,” Schneider said. “I brought my record player and about 20 of my records. I knew I wasn’t going to bring a lot for my room, but I wanted to bring something to remember home by.”

An avid reader, Ryan Parker ’30, who plans to study journalism, made sure one of her books made the trip from Dallas, Texas. For Parker, attending ������Ƶ also means experiencing a new part of the country.

“I chose ������Ƶ because I felt it was the best for me, and I felt it would be a good transition as well,” Parker said. “I’m most excited to meet new people, especially being from Texas and being in a different part of the country.”

A class from around the world

The students arriving on campus bring a wide range of backgrounds, experiences and academic interests. Members of the incoming class come from 40 states and Washington, D.C., as well as 19 countries, including Singapore, Spain, Norway, Canada, Serbia, South Korea, China and New Zealand.

The most represented states are North Carolina, Massachusetts, New Jersey, New York, Virginia, Maryland, Connecticut, Pennsylvania, Georgia and Illinois.

Fourteen percent of incoming students are the first in their families to attend college. The class also enters ������Ƶ with a strong academic record, with an average high school GPA of 4.09.

Students are bringing a broad range of academic interests to campus. The 10 most popular intended majors among incoming students are psychology, finance, biology, business analytics & AI, marketing, nursing, exercise science, elementary education, sport management and political science.

Several programs are seeing notable increases in interest compared with last year’s incoming class. The number of new students intending to major in elementary education increased 41%, while finance increased 39% and biology increased 16%.

The community classroom experience

Those statistics are reflected in the individual journeys bringing students to ������Ƶ.

Alexis Jacobs ’30 of Westport, Connecticut, was drawn to the university because of its size and sense of community. To personalize her new space, Jacobs brought handmade frames filled with reminders of the people, places and experiences important to her.

“I made these frames with different prints, photos, places I’ve been and family members,” Jacobs said.

Peter Matijevic ’30, who plans to study business analytics and applied mathematics, brought a reminder of his Massachusetts roots: a Drake Maye NFL jersey.

“It reminds me of Massachusetts and my favorite NFL player,” Matijevic said. “I chose ������Ƶ because it’s a beautiful campus and has small classes, so I could get to know my teachers.”

������Ƶ’s teacher-scholar-mentor model among its faculty is a touchstone of the university’s academic experience. For five years in a row, ������Ƶ has been ranked best in the nation for undergraduate teaching, and The Princeton Review recently ranked the university as No. 4 Best Classroom Experience.

Following Move-In Day, students attend New Student Orientation, including New Student Convocation on Saturday, Aug. 22.

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.”

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 journalist encouraged the reader to identify their expected walking speed based on age and sex by posting a to a systematic review on normative values for comfortable walking speed in adults that Andrews, Vallabhajosula, Boise, and another colleague published in the Journal of Physiotherapy in 2023: “Normal Gait Speed Varies by Age and Sex but not by Geographical Region: A Systematic Review.”

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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.”

At the conference, faculty members Shirley Etienne, Jeanmarie Koonts and Lori Hubbard also highlighted unique features of the innovative ������Ƶ Nursing curriculum scaffolded to build equity competence through intentional community and global engagement. Nursing courses delivered across the sophomore, junior, and senior years focus on population health concepts, social and structural determinants of health, and patient advocacy.

Etienne, who recently championed an Advancing Equity Requirement (AER) designation for NRS 2000 Healthcare Relationships I, shared how students critically examine their own cultural identities, biases and values to understand how these factors influence practice. Experiential learning occurs through an Affinity Bias Analysis, cultural immersion activity, and Bridging Racial Health Disparities group project focused on advocacy and nursing interventions.

Hubbard expounded on students’ opportunities in NRS 4200 Population and Community Health to critically analyze community-level health disparities, identify barriers to equitable care, and develop and implement strategies to promote health during clinical rotations in the local community. Hubbard was also featured in a poster session with results from her study “Childbirth Self-Efficacy and Factors Influencing Labor and Birth in the Dominican Republic.”

Koonts finished the presentation by describing how the preparatory seminar and both NRS 4300 (local) and NRS 4315 (global) Healthcare Relationships II foster intercultural awareness, ethical engagement, and global health literacy. Through the intentional design and sequence of these courses, ������Ƶ nursing students examine intersectionality and cultural influences on health outcomes. They develop responsibility as local and global citizens committed to reducing health disparities.

During the recent accreditation process, curriculum design to promote competence in health equity was highlighted as one of the most compelling features of the ������Ƶ Nursing program. Program outcomes demonstrate increased cultural humility, population health competency, and a deeper understanding of the structural determinants of health. This experiential, evidence-based model exemplifies how nursing programs can intentionally cultivate equity competence that bridges theory and practice to prepare nurses for inclusive, compassionate, and globally responsive and informed care.

The PA program in Charlotte will be the Queen City’s first, with the university expecting its inaugural class in January 2027.

During the PA event, attendees will:

• Hear directly from the Charlotte PA faculty/staff about curriculum, clinical experiences, and program outcomes
• Connect with faculty members and gain insight into the student experience
• Participate in small group tours of the Charlotte campus facilities
• Connect with Graduate ������Ƶ staff to discuss the application process and next steps

Location:
������Ƶ Charlotte
330 W Tremont Ave
Charlotte, NC 28203
United States

Complimentary parking is available in the surface lot adjacent to the campus, but please refrain from parking in spots labeled Ava Parking as these are designated for residents of the neighboring apartments. Overflow paid parking is available on Doggett Street and Tremont Avenue as well as at the Design Center Garage located at 269 Doggett Street.

The entrance to ������Ƶ Charlotte is located on the side of the building facing the apartments, towards the end of the walkway near the steps. Look for the ������Ƶ sign to indicate the correct entrance. Once inside, please proceed through the double glass doors and take a right into the social hub.

A previously scheduled Open House for the Clinical Mental Health Counseling program has been canceled.

The article, “,” continues the Rivera-Serrano Lab’s work exploring the potential of reoviruses as cancer-targeting agents. The study examined a panel of genetically distinct reoviruses across three epithelial cancer cell models. The work found that different reovirus strains showed cell line-dependent patterns of infectivity and cancer cell killing, with some reassortant viruses showing enhanced activity compared with parental strains. The findings suggest that the effectiveness of reovirus-based cancer-targeting approaches may depend not only on viral genetics, but also on the specific cancer cell context.

Reoviruses are being studied as potential oncolytic agents, or viruses that preferentially infect and kill cancer cells. While much of the field has focused on one prototype strain, the ������Ƶ study highlights the importance of exploring broader reovirus genetic diversity. Because reoviruses contain segmented genomes, different strains can exchange genome segments through a process known as reassortment, generating viruses with new combinations of traits that may influence infection, replication and cytotoxicity.

The article reinforces the value of comparative screens in cancer virotherapy research. The study found that viral infectivity and cancer cell killing did not always fully overlap, suggesting that efficient infection alone does not necessarily predict how strongly a virus will reduce cancer cell viability. Instead, the findings point to a more complex relationship among viral entry, replication, antiviral responses and cell death pathways.

The project builds on ongoing research in Rivera-Serrano’s laboratory, where undergraduate students use cell biology, virology and immunology approaches to understand how viral genetics influence cancer cell susceptibility. Hutchinson, the article’s first author and Nursing major, contributed to experimental work and data analysis as part of his mentored research experience in the lab for three semesters and participation in ������Ƶ’s 2025 Summer Undergraduate Research Experience.

Carter, who performed research as a visiting high school student in the summer of 2025, contributed to data analysis, highlighting the lab’s broader commitment to expanding access to biomedical research experiences beyond the undergraduate level. Dagli, who recently co-authored a related study in Virus Genes on reovirus reassortants with enhanced activity against fibrosarcoma cells, also contributed to the current work as part of the lab’s continuing effort to evaluate how viral genetic diversity shapes oncolytic potential.

In an inaugural collaboration, first-year Doctor of Physical Therapy (DPT) students from ������Ƶ recently joined with second-year Physical Therapist Assistant (PTA) students from Rowan Cabarrus Community College (RCCC) for an intensive, hands-on learning activity.

The session was facilitated by ������Ƶ faculty members Melissa Scales and Megan Kim, alongside Program Director Anna Marie Prado and RCCC Director of Clinical Education Karey M. Martin.

A Peer-led approach

The session was uniquely structured to allow the second-year PTA students to take the lead, leveraging their clinical rotation experience to mentor the first-year DPT students. The activity focused on Range of Motion (ROM) goniometric measurements of three target areas: the knee, ankle, and shoulder.
The RCCC students initiated the learning by leading small-group discussions and providing handouts on foundational ROM concepts, normal ranges, and potential reasons why a patient may present with abnormal ROM. Following these presentations, the ������Ƶ DPT students acted as clinicians, using their goniometers to measure the ROM of the PTA students, who served as the “patients.”

Synthesizing theory and practice

This activity went beyond simple measurement. After recording their results, the groups compared data and discussed discrepancies, exploring alternative positioning and various goniometric techniques. The PTA students provided critical feedback on the DPT students’ hand placement and technique, fostering an environment of mutual respect.
A vital component of the day involved discussing intervention ideas to increase ROM. Students explored how a Physical Therapist’s Plan of Care provides the framework for a PTA to use their clinical judgment to choose and progress interventions, as well as when a PTA should consult the supervising PT.

One DPT student reflected on the value of this exchange, stating: “I enjoyed the opportunity to collaborate intraprofessionally (sic) with other students and hear new perspectives about clinical scenarios.”

Building the future of the profession

The timing of this collaboration was particularly impactful. While the ������Ƶ DPT students are preparing for their first clinical rotations in January, the RCCC PTA students are set to graduate in Dec. 2026.

This means that when the DPT students head into the clinic early next year, they may find themselves working alongside and learning from these newly licensed PTAs.The engagement between the groups was high, highlighted by a serendipitous moment when a PTA student discovered he had just finished a rotation at the exact site where an ������Ƶ student is headed in January.

By learning with, from, and about each other, these future professionals are gaining a deeper understanding of their respective scopes of practice. This connection is essential for fulfilling accreditation standards for intraprofessional education and ensuring the highest quality of collaborative patient care.

To kick off the summer, Beyond 12 welcomed 50 rising sixth, seventh, and eighth-grade students to ������Ƶ for a hands-on exploration of career pathways and interests. Throughout two days, students traveled across campus, participated in interactive learning experiences, and engaged with ������Ƶ faculty, staff, and community members representing a variety of professional fields.

Each session offered a unique learning experience for the students. During an introduction to cinema and television arts led by Bryan Baker, director of technology, operations and multimedia projects in the School of Communications, students explored the university’s live television studio and viewed student made productions. Participants also gained hands-on experience such as with ������Ƶ’s Interprofessional Simulation Center, where Nita Skillman, director of the ISC, and Bethany Fearnow, simulation coordinator, introduced students to using healthcare simulation technology. In addition to exploring careers, students were able to observe different facilities on ������Ƶ’s campus. During a sports management session led by Jenn Strawley, director of athletics, participants stepped into the world of collegiate athletics with a visit to the Schar Center, where they got a behind the scenes look at ������Ƶ Athletics.

“Spending time with the Beyond 12 program was such a rewarding experience. I appreciated their curiosity and loved their questions,” said Strawley. “I hope that hearing about my journey and learning about career pathways in college athletics opened their minds to new possibilities and inspired them to continue to dream.”

Students also had the opportunity to engage in thoughtful conversations with presenters, asking questions, and gaining deeper insight into different fields.

“I spoke with the students about what finance, corporate finance, and investment really are, and I was genuinely surprised by how interested they were,” said Feng Dong, director of the Reed Finance Center. “Many asked great questions, and even the teachers were engaged. Beyond 12 gives students an early, hands-on look at fields they may not have considered, exactly the kind of exposure that can shape where they go next.”

The program had an equally meaningful impact on the presenters involved. Dr. Janine A. Scott, founder of TriUnity Healthcare Inc., shared her story of overcoming adversity and creating positive change through her work in healthcare, and found herself thinking about the impact of programs such as Beyond 12.

“I really enjoyed myself during my interaction with both the students and staff,” Scott said. “Just hearing what they were doing prior to coming to our session made me wish I was a student again and able to participate.”

Through experiences like these, Beyond 12 is helping students recognize a wide range of opportunities within their reach.

“I remarked to someone that I wish I had the opportunity to attend a program like this back in my day. I truly believe that exposure and representation matters, and that is exactly what these students gained from being part of the Beyond 12 program,” said Scott.

Following the summer session, participating students from Turrentine Middle School and Broadview Middle School will attend monthly Beyond 12 sessions throughout the academic year, where they will continue to focus on career readiness and developing essential life skills. Beyond 12 programming is made possible through the generous support of NC Glaxo Smith Kline.