ā€œThe tour guide explained that from the first day of freshman year, you can have hands-on experience,ā€Ā ImĀ recalled. ā€œMany other schools I toured said that the first couple of years wereĀ mainly theory-basedĀ classes and less hands-on experience. I find a lot of value in having access to the resources all four years.ā€

That promise of hands-on experience was kept. Within her first week as aĀ freshman,Ā ImĀ was already behind a Sony 4K camera through ĀŅĀ׏Óʵā€™s Fresh TV program. Now a junior majoring in cinema and television arts with minors in leadership studies and psychology, she recalled, ā€œThe CTA program was the biggest reason I loved ĀŅĀ׏Óʵ.ā€

Im grew up in South Korea, where her father still lives, before moving to Chapel Hill, North Carolina, with her mother and siblings for high school. SheĀ saidĀ that her transition from high school to ĀŅĀ׏Óʵ was comfortable, and thatĀ compared to herĀ previousĀ experience, she had more opportunities for interaction with her peers.

ā€œWhen I came to ĀŅĀ׏Óʵ, I had more of a chance to share my culture and interact with people who have different backgrounds,ā€Ā sheĀ recalled. ā€œIt made my perspective change in general. I learned more about how other people fromĀ different culturesĀ think and see the world.ā€

Much of her growth in herĀ freshmanĀ year happened in her International Living-Learning Community residence hall. SheĀ rememberedĀ connecting with the people living in her residence hall who spoke different languages and carried distinct cultural perspectives that they shared freely ā€” sometimes in unconventional ways.

ā€œWe taught each other how to swear in our languages,ā€Ā ImĀ laughed. ā€œThat was one of my core memories, and still, I hear my friends cursing in KoreanĀ once in a while. I thinkĀ itā€™sĀ very funny; theĀ freshmanĀ dorm experience was so much fun.ā€

Her energy to share and inspire carried forward.Ā ImĀ isĀ very involvedĀ on campus through being an Orientation Leader, Residence Assistant, a LeadershipĀ FellowĀ and a member of Women’s Club Rugby.

She recalled two examples that solidified what it meant to her to be a positive mentor at ĀŅĀ׏Óʵ. Feeling proud of the work she is involved with,Ā ImĀ sharedĀ the personal meaning behind her drive to improve ĀŅĀ׏Óʵā€™s campus.

ā€œWhen I get respect, I feel that I am doing well,ā€ she said. During Fellows Weekend, a student walked up to her, ā€œHe said,Ā ā€˜I donā€™t think you remember me, but you gave me a tour two years ago, and that tour made me excited to come to ĀŅĀ׏Óʵ.ā€™ā€

Not long after, in her sophomoreĀ summer, she was recognized for being an engaging leader again by a former orientation student who had become an RA, just like her. He sought her out to thank her for being an engaging leader. ForĀ Im, the pattern was clear.

ā€œIā€™mĀ happy thatĀ Iā€™mĀ doing well in mentorship and getting appreciated inĀ many different ways, butĀ alsoĀ Iā€™mĀ proud that my mentees are doing well on campus. And that brings me joy inĀ many different ways,ā€ she added.

In the classroom and production studio,Ā ImĀ has been equally determined to succeed.Ā SheĀ is currently the producer forĀ ĀŅĀ׏Óʵ After Hours, the student-run late-night talk show under ĀŅĀ׏Óʵ Student Television. As aĀ freshman, she earned the program’s Rookie of the Year award, recognition she said sheĀ hadn’tĀ seen coming.

ā€œI did not know that the upperclassmen were appreciating my help until I got that award, and thatā€™s when I realized they think Iā€™m doing my job well,ā€ she said.

ImĀ also received the highest academic achievement award from CREDE, the university’s Center for Race, Ethnicity and Diversity Education, though she is quick to express what achievement means to her. “Getting a good grade is important, but what I do and what I learn is more important than just getting a grade.”

This semester,Ā herĀ focus is on an advanced documentary class where her group is producing a live-broadcast game show, complete with original graphics. Her group plans to produce a live broadcast of the game show when it is being filmed, and the final cut will be a highlight reel of the showā€™s best moments. “I’m so excitedĀ forĀ that,” sheĀ added.

Even though Im received awards and worked well with her mentees, she was conflicted between staying at ĀŅĀ׏Óʵ, and carrying the financial weight of tuition, or leaving.

ā€œI was considering dropping out of college or transferring, even though I value and appreciate the education I get at ĀŅĀ׏Óʵ, because financial troubles are inevitable,ā€ she expressed.

Through her Reverend Dr. William J. Andes ’35 Endowed Scholarship changed that. The scholarship was not just supportiveĀ financially, butĀ also supported what her values as a student meant to the ĀŅĀ׏Óʵ community. To her, it felt like someone had seen what she was doing and decided it mattered. It proved to her that her talents are worth investing in.

With the scholarship, ImĀ was able to expand her reach beyond ĀŅĀ׏Óʵā€™s campus and enroll in the Study USA New York City program.

ā€œIf I were not enrolled with ĀŅĀ׏Óʵ, and supported through a scholarship, I would not have had the experience to meet alumni and connect with people based on our interests in New York City,” said Im.

ImĀ is now one year from finishing her degree and acknowledged how close she came to never reaching this point.

ā€œThank you so much. I cannot explain how much of an impact they made on my life and my familyā€™s lives,” Im said of her scholarship donors.” The fact that I can tell my family that I received money as recognition of my skills is a huge help.Ā I have the opportunity to make this campus a better space, and the fact that I have that privilegeĀ ā€“Iā€™m so thankful for that.Ā Sincerely, the scholarship changed my life, and now I can contribute to the community.ā€

“It’s the best when you hear the laughs and see the smiles,” Liam said. “To see that piece come to life was really special.”

For two brothers who had started filmmaking with a DSLR camera and the guidance of a high school teacher, it was a milestone in their careers worth remembering.

Liam and Julien Dupas, identical twins born and raised in Atlanta, had a passion for filmmaking long before they discovered ĀŅĀ׏Óʵ. In high school, their broadcast teacher owned a production company outside of his teaching, where he would produce music videos for popular Atlanta artists.

ā€œWe started to build a close relationship with him,” Julien said. “Because he saw our passion, he hired us for some of his own projects, showing us a side of filmmaking we had never seen before.ā€

ā€œI was saving up for my first-ever camera at the time. I worked a few side jobs to save up, and we both invested in a camera and started shooting a bunch of videos. It was a DSLR camera, the Lumix G85,ā€ Liam said.

As both Liam and Julien were in the early stages of exploring their passion for film, they knew they wanted to continue pursuing it professionally. After touring ĀŅĀ׏Óʵā€™s School of Communications and learning what the program had to offer from day one of enrollment, they decided to apply for scholarships.

Both Liam and Julien were accepted into the Communications Fellows scholarship program, and Julien was also accepted into the Odyssey Program. They expressed their love for ĀŅĀ׏Óʵā€™s School of Communications and pointed out that with the help of their scholarships, they made the final decision to enroll.

Freshman year, they began their ĀŅĀ׏Óʵ journey with FreshTV, a 15-week accelerated program that introduced first-year students to camera operation and video editing. The program, led by Bryan Baker, director of technology, operations and multimedia projects, was one of the biggest factors in their decision.

ā€œIt gave me the feeling that I know where Iā€™m at, and I need to be here,ā€ Liam said. ā€œBryan Baker has been more than a professor to me. Since the beginning, heā€™s been a friend and a mentor. Itā€™s been such a professional relationship that heā€™s been able to pour into us. I am truly blessed with the opportunity to work with Bryan Baker inside the classroom and outside the classroom.ā€

Julien added, ā€œLiam and I had some experience filming coming into college, so we knew ĀŅĀ׏Óʵ had access to cinema-level cameras like the C70. I remember talking to Bryan and expressing our interest in shooting with the C70. Sure enough, he gave us access as freshmen to that camera, which shows how willing he is to help if he sees your passion.ā€

In their sophomore year, Liam and Julien collaborated with friends they met through FreshTV and Cinelon Productions, each with varying interests in film production, to create their own production company.

ā€œOne of our buddies is really interested in producing logistics, and our other friend was really good at directing and screenwriting. I was pretty skilled at shooting, so we all had different interests, and we came together over multiple meetings. We decided to start a production company,ā€ Julien said.

Seismic Studios was born. Under the Seismic Studios name, their team created 30 to 40 videos.

“We did everything from weddings to music videos to corporate stuff and some film for our religious organization we are a part of, and some commercials, short films and short documentaries,” Julien said.

Sour Note was one of their award-winning short films that went on to be shown in a theater with an audience.

ā€œI remember vividly we went to a screening in Raleigh and saw Sour Note on a big screen with an actual audience full of people Iā€™ve never met, and hearing their reactions was a thrilling experience. Itā€™s the best when you hear the laughs and see the smiles. To see that piece come to life was really special,ā€ Liam recalled.

Their work was also shown at the Cinelon Productions Film Festival in Turner Theatre. Complete with a mini red carpet, the teamā€™s family, friends and loved ones got the opportunity to gather for a celebration of the hard work that went into creating the short film.

ā€œWatching our work on the big screen, with everyone around you, brings the film to life,ā€ Julien said.

Their scholarships have launched their ĀŅĀ׏Óʵ careers and set them up for success in their industry post-graduation.

ā€œI always like to give thanks to the donors first and foremost for the opportunity to be a part of these scholarships. For both Odyssey and Communications Fellows, weā€™ve taken multiple trips to cities where the communications industries are thriving. We got to meet with professionals, do Q&As with them, pick their brains and itā€™s led to my understanding of the film industry in a whole new light,ā€ Julien explained.

ā€œThis scholarship has given me a stepping stone into the industry,” said Liam of the Communications Fellows. “During the Fellows’ first-year January term Florida trip, we got to tour agencies and production companies. I secured a prestigious internship a year and a half later at Diamond Gear, where I was an editor. It was truly one of the most incredible experiences Iā€™ve had.ā€

ā€œI got to work with real professionals who were working on commercials with Publix, Red Bull, Amazon, WWE, and it was mind-blowing,” Liam added. “I attribute it all to the Communications Fellows because, had I not gone on that trip, I wouldnā€™t have been able to meet such incredible people and get that opportunity.ā€

Liam and Julien are so grateful for the donors who have made their ĀŅĀ׏Óʵ experience possible.

“These projects and doing contracting work, starting a production company, working with professors in and outside of the classroom. Thatā€™s all because of the Communication Fellows program,ā€ explained Liam.

ā€œIā€™d like to say thank you from the bottom of my heart because without the scholarships Iā€™ve received, I wouldnā€™t be here or have taken the classes that I have gotten to take, and I wouldnā€™t be as far in my career as I am,” Julien said. ā€œIā€™m so grateful for the donors who generously give their money to students like me to have these opportunities and, as clichĆ© as it sounds, make my dreams a reality.ā€

When I was a freshman at ĀŅĀ׏Óʵ, full of ambition but lacking direction, Dr. Fair invited me to join her undergraduate research team. At the time, her focus was on the impact of health issues on children, and I wanted nothing to do with kids. So, we pivoted. I launched a project exploring the impact of stigma and discrimination on individuals living with and affected by HIV/AIDS. We met weekly. I completed the research, turned it into a senior-year internship, presented at the Student Undergraduate Research Forum and eventually co-authored a paper with her. The year after graduation, we were published and presented at a national conference. I landed a job supporting state HIV programs, and I was good at it.

But when I think of Dr. Fair, itā€™s not the rĆ©sumĆ© bullet points that come to mind. Itā€™s her enduring influence on who I am. Sheā€™s a wellspring of patience, knowledge, resilience and curiosity. She never settles for the status quo. She sees students ā€” and the world ā€” as works in progress, always evolving. She gave me, an eager but slightly jaded kid, the space to ask big questions, to embrace setbacks and to celebrate small victories. Through every life milestone since graduation, through highs and lows, sheā€™s been there. She always says, ā€œWhen you come up for air, Iā€™ll be here.ā€ And she always is. For the record, Iā€™m still working on changing the world. But Dr. Fair? She already has

Britten Pund ā€™06 is a public health program consultant with more than 19 years of experience supporting state health department and federal HIV programs. She lives in Maryland with her husband, Zack Pund ā€™05, and their three children.

Coming to ĀŅĀ׏Óʵ from Annapolis, Maryland, the small class sizes and opportunities for professor and peer mentorship enticed her to study at ĀŅĀ׏Óʵ. Her decision was led by a need for connection and community on campus, mentioning.

Freshman year, while with her peers in the Business Fellows, she realized others knew their finance education would lead them into a career, but not knowing her own path, she sought guidance from Chris Harris, associate professor of finance and chair of the Department of Finance. After an honest discussion of her likes, dislikes, aspirations and goals, she knew wealth management was the path she wanted to pursue.

ā€œWealth management is perfect for what I want to do, and itā€™s very rewarding, very analytical and (focused on) problem-solving, but it also has a client side and personal side, where you get to actually help people and change their lives for the better,ā€ said Orendorff.

Being the president of the Women in Finance club, she faced some initial challenges in her understanding of finance and the ratio of women to men in her classes.

“There’s probably me and three other girls, if Iā€™m lucky,” she said.

She also notes that finance doesnā€™t come naturally to her, saying, ā€œI have to work a lot harder for it to stick.ā€

Being a leader in the club, she took these challenges head-on. Not letting the drawbacks get her down, she placed her focus on mentorship.

ā€œThe executive team and I are acting as big sisters who have gone through the process,ā€ she said. “I wanted a bigĀ sister in the process, and thatā€™s what Iā€™m trying to offer these girls in the club.Ā There’s so much space for us, I want to let women know that.”

Her participation in the Business Fellows also helped challenge her personal growth.

ā€œI came to school with the mindset that I already had 40 best friends in my cohort. That changed everything for me when adjusting to college,” said Orendorff. ā€œThese people are ambitious, theyā€™re extremely intelligent, theyā€™re hard working and they push me to be the same. Theyā€™re involved in everything, and itā€™s not a competition, but Iā€™m challenged for the better, and I really love being in a space like that.ā€

She says that this environment has also pushed her to be more forward-thinking and ambitious towards her goals in her finance career.

All of this growth and opportunity is supported by donors through the Dr. Beth Powell Business Fellows Scholarship and the Presidential Scholarship.

ā€œMy scholarships have equipped me to do so much at ĀŅĀ׏Óʵ and have assisted me and encouraged me to be more engaged and involved on campus,” she said.

Her scholarship helped her study abroad in Florence, Italy, where she was able to further her studies and grow in confidence.

ā€œI was able to be more present in the world around me, and that’s an experience that Iā€™ll never take for granted,ā€ she explained. ā€œIt was all due to the scholarships that I got, which enabled me to be there.ā€

Through this experience, Orendorff recognizes the strength and confidence it took to put herself out there and be open to experiences in a country and culture foreign to her.

ā€œIā€™m proud of how I didnā€™t doubt myself. I knew I could do it, and I created the steps, and I did so much because I didnā€™t restrict myself by thinking ā€˜I canā€™t do this.’ Instead, I said, ā€˜Iā€™m going to find a way.’ I grew a lot in my confidence,” she said.

With this strengthened confidence and sense of self, she is inching towards graduation in May. Having been challenged and pushed by her peers and professors, she expresses that her growth mindset has her in the thought pattern of, ā€œWhatā€™s the next best thing I need to achieve? Whatā€™s the next best thing I should grow towards?ā€

When asked what she would say to the donors who made her experiences possible, Orendorff expresses that ā€˜thank youā€™ will never be enough in her eyes. She hopes donors realize the impact they have.

ā€œEach thing a student accomplishes is because of their support; each donor plays a part in a student’s story,” she said.

The article, published in “Cancers,” is titled ā€œThere are two healing processes in cancer careā€”There is a physical healing and a mental adaptation process: A pilot study for preparing children and adolescents with osteosarcoma for limb amputation.”

Drawing on in-depth interviews with nine cancer survivors who experienced amputation during childhood or adolescence, the study highlights both the informational and emotional supports that helped patients prepare for and adjust to surgery. Survivors emphasized the value of clear communication, peer mentorship and supportive relationships with providers, while also identifying gaps in pain management resources, mental health care, and family support. This research is among the first to elicit in-depth perspectives from pediatric and adolescent survivors of osteosarcoma who experienced limb amputation.

ā€œOur findings underscore that amputation is not only a physical procedure but also a profound psychological transition,ā€ Fair said. ā€œBy listening directly to survivors, we can better guide healthcare teams in preparing patients and their families for both the challenges and the possibilities ahead.ā€

The findings provide guidance for developing holistic, patient-centered care strategies that integrate psychosocial preparation, peer connection and mental health services throughout the cancer journey.

Wiener is also the parent of Brett Brawerman ā€™12 and Marisa Brawerman ā€™10.Ā Before joining the ĀŅĀ׏Óʵ faculty, Fair worked with Wiener at the NIH. The full article is available .

Supporting scholarships and other campus priorities can be life-changing, just as it was for Liam Dupas ā€™26.

A filmmaker in the making

Liam Dupas never imagined that a scholarship could unlock the path to his lifeā€™s calling, but receiving the Don Bolden School of Communications Deanā€™s Scholarship did just that.

ā€œThis scholarship didnā€™t just help me financially; it inspired me to work even harder toward my goals,ā€ Liam reflects.

Growing up in a large Atlanta public high school of nearly 4,000 students, Liamā€™s passion for filmmaking ignited unexpectedly during his senior year when he enrolled in film class. He learned that filmmaking is so much more than just directors and actors; it’s a powerful tool for emotional connection and storytelling.

At ĀŅĀ׏Óʵ, that spark has grown. Immersed in hands-on learning and mentored by professors and others with real-world industry experience, Liam is thriving. One standout figure in his journey has been Director of Technology, Operations and Multimedia Projects Bryan Baker.

ā€œHeā€™s more than just a teacher to me ā€“ heā€™s an inspiration and a role model,ā€ Liam explains. ā€œThrough his audio class, I learned how the sound industry operates and got to work with Avid Pro Tools, an industry-standard software.ā€

Liam’s time at ĀŅĀ׏Óʵ has shaped not just his skills, but also his identity. From tight-knit friendships to the beauty of the campus and the deep support from faculty, ĀŅĀ׏Óʵ has become, in his words, his ā€œhome away from home.ā€

ā€œĀŅĀ׏Óʵ has helped me grow academically, mentally, physically, spiritually, financially and socially,ā€ he shares, ā€œBecause of this education, Iā€™m working toward a future where I can give back ā€” to my parents, my community and to ĀŅĀ׏Óʵ.ā€

The financial support from his scholarship has been a pivotal part of his ability to say ā€œyesā€ to these experiences.

ā€œThis degree represents the culmination of years of hard work, the support of my family and friends, and most importantly, the generosity of donors. I know this is my ticket to a career in filmmaking ā€” and I donā€™t take that for granted.”

-Liam Dupas ’26

As Liam enters his senior year, he has big goals. Following graduation, he hopes to work in commercial or freelance cinematography for a faith-based company ā€“ something fast-paced with quick production timelines that will make for lots of travel and impactful experiences.

ā€œI hope to tell stories that leave an impact on viewers and continue to serve wherever the Lord takes me,ā€ he says. ā€œThank you for believing in students like me. Iā€™m committed to making the most of this opportunity, and I look forward to sharing the journey ahead.ā€

For donors who wonder whether their philanthropy makes a real difference, Liam is living proof. Your investment is not just funding education, itā€™s launching a new generation of storytellers who will move the world with their vision.

Liamā€™s story is one of many. Students across campus have similar stories of how donor generosity changed their lives.

Investing in tomorrowā€™s leaders

Donor support plays a vital role in shaping the ĀŅĀ׏Óʵ student experience and opening doors to transformative opportunities. ĀŅĀ׏Óʵ is proud to share the many ways donors gave back and invested in the university over the past year.

• $32.5 million given to support ĀŅĀ׏Óʵ students (including annual, capital and endowment gifts and pledges).
• 6,507 alumni gave to 298 various designations across campus.
• 4,008 parents gave to 410 designations across campus.
• $2.3 million planned gifts committed.
• $3.1 million donated for the 12th annual ĀŅĀ׏Óʵ Day held on March 6, 2025, with 43% of gifts coming from alumni, 23% from parents and grandparents, 21% from faculty and staff, and the rest from friends of the university and students.
• 61% of faculty and staff made a gift, with 970 members donating.

Supporting students through every connection

ĀŅĀ׏Óʵā€™s community continues to thrive, with 9,654 alumni and 2,560 family members actively engaged this year through volunteering and attending events. Their involvement made a lasting impact ā€“ hereā€™s a look at how alumni, parents and friends made a difference:

• ĀŅĀ׏Óʵ held 201 events for alumni seeing a total of 3,757 attendees. Events included Welcome to the City, Cheers to ĀŅĀ׏Óʵ, Evening for ĀŅĀ׏Óʵ and more.
• 1,831 alumni came back to campus to celebrate Homecoming & Reunion Weekend.
• 2,275 alumni volunteered at events supporting the university.
• New this year: ĀŅĀ׏Óʵ held 17 virtual events for alumni with a total of 317 attendees, and 322 alumni attended 23 different Women of ĀŅĀ׏Óʵ events.
• Lifelong learning saw 488 alumni participants engage with career coaching, career search foundations, Life @ ĀŅĀ׏Óʵ, ĀŅĀ׏Óʵ NEXT and webinars.
• 276 alumni served as social media ambassadors for the university, supporting initiatives and events by building engagement on their social channels.
• 7,257 family members attended Family Weekend 2024.
• 1,042 parents and students attended one of 37 Summer Welcome Events held in 20 different states.
• 1,152 individuals served asā€ÆĀŅĀ׏Óʵ Day volunteers, supporting 45 events with 6,298 attendees.
• 103 ĀŅĀ׏Óʵ families served as FAMbassadors ā€“ volunteers who help with events and other initiatives on and off campus.
• 41 faculty and staff members served as giving captains.
• 91 alumni served their reunion class as a member of their reunion committee, raising support for students and encouraging involvement.
• Over 1,000 alumni and students participated in ĀŅĀ׏Óʵ Q&A, an AI-driven platform that allows alumni to stay connected with ĀŅĀ׏Óʵ as a resource for students.

All of these statistics reflect what makes the ĀŅĀ׏Óʵ community special ā€“ the people that support growth and innovation through a spirit of giving back.

Integrating Research in Science (IRIS), an innovative student-led conference, aims to celebrate interdisciplinary interactions by bringing together the realms of STEM and STEM-related fields. This one-day conference for undergraduates is designed to allow students to promote their research, network among professors and peers,Ā and prepare for their academic and professional careers by attending expert panels.

By participating in IRIS, students engage in a collaborative environment that harbors values in creating a strong sense of community. Moreover, by bringing many departments and students with different interests together, students will explore new ideas within a diverse range of fields and be able to delve into the rich progress that cross-disciplinary interactions have to offer.

ā€œOur students did such a wonderful job that they have collaboratively and effectively worked using each individualā€™s expertise and interest,” said Associate Professor of Mathematics Hwayeon Ryu, who is the lead faculty member for the IRIS conference. “Without their dedication and hard work, this conference would not have been successful. As a result, the enthusiasm and participation at the conference was excellent, and all of the presentations were very well attended with great audience engagement.ā€

The IRIS was initially developed in 2017 and has been run at Wake Forest University annually until spring 2023, when ĀŅĀ׏Óʵ hosted the event for the first time. This year is the second time ĀŅĀ׏Óʵ is hosting the event. The Student Organizing Committee consists of Kelly Donovan ā€™26 (co-leader; applied mathematics and statistics), Mia Webdell ā€™26 (co-leader; biochemistry), Clayton McLamb ā€™25 (computer science and data analytics), Bailey Reutinger ’25 (statistics and biology), Rony Dahdal ā€™26 (computer science, mathematics and philosophy), and Murilo Ferreira Lopes ā€™27 (computer science) under the supervision of ĀŅĀ׏Óʵ faculty members Hwayeon Ryu and Nancy Scherich.

ā€œIRIS was able to bring a lot of students from different backgrounds together. I did not realize the amount of time and planning it took to run a conference. I am grateful for my other committee members for helping put together IRIS 2025,” said Kelly Donovan, the co-leader of the student organizing team.

Almost 20 oral or poster presentations were given at this yearā€™s IRIS event.

“Presenting my research at IRIS was a rewarding experience that deepened my appreciation for interdisciplinary collaboration and the creativity driving scientific discovery. The conference provided an excellent opportunity to make meaningful connections within the scientific community,” said Grady Cooke ’25, a physics major at ĀŅĀ׏Óʵ.

ā€œI found IRIS as a way of opening ĀŅĀ׏Óʵ’s campus to student researchers from different universities, and was a unique way to engage, learn about, and bridge the gap between ĀŅĀ׏Óʵ and other academic communities,ā€ said Rony Dahdal ’26.

IRIS is attended by students and faculty from regional colleges and universities. This year’s keynote talk, ā€œSifting Through Junk: Can AI/Machine Learning Help us Determine What Matters?ā€ was given by Keriayn Smith, associate professor at the School of Data Science and Society, with a secondary appointment in the Department of Genetics in the School of Medicine at the University of North Carolina Chapel Hill. The keynote talk is followed by oral and poster presentations, and concludes with a panel session for both academia and industry.

ā€œI was really impressed by the quality of the presentations and the confidence students demonstrated when presenting their lectures and posters,ā€ said Associate Professor of Exercise Science Matt Wittstein. ā€œThe diversity of topics also made the conference more fun, because there were plenty of opportunities to learn something new that the presenters were passionate to teach us about.ā€

ā€œThe IRIS conference allowed students to increase their networkingĀ skills while teaching them how to present their work to a widerĀ audience. Developing the skills associated with presenting highly technical research to audiences from diverseĀ backgrounds and interests is a challenge for even the most experienced researchers, and experiences like participating in IRIS provides undergraduates with this opportunity,ā€Ā said Assistant Professor of Biology EfraĆ­n Rivera-Serrano.

In this empirical report, Thurman and Rose tracked how gains in pull-to-stand, standing and walking experience contributed to infantsā€™ selection of more skilled pull-to-stand strategies and reorganized how infants used pull-to-stand behaviors to facilitate free play. They found even after months of practice pulling-to-stand, infants continue to modify their arm and leg movements and use various strategies to pull up. Infants also seem to use pull-to-stand differently during play as they gain experience over time, first to engage with objects and later to move about a play space. This research highlights the importance of studying coordination patterns of pull-to-stand in context.

Thurman is an active mentor of undergraduate research, a research seminar leader for the Center for Engaged Learning’s 2023-2025 research seminar on , and is the director of theĀ  at ĀŅĀ׏Óʵ. Thurman initially met Rose in 2021 when Rose was an undergraduate student at the university. Rose was an ĀŅĀ׏Óʵ College Fellow and joined Thurman’s research team as a mentee during her sophomore year, where she contributed to several research studies on infant motor development. Rose

began this research on infant’s pull-to-stand behaviors during her time at ĀŅĀ׏Óʵ and presented her work at the biennial conference for the in Salt Lake City, Utah in 2023. Rose completed requirements for the research project and ĀŅĀ׏Óʵ College Fellows, and graduated from ĀŅĀ׏Óʵ in 2023.

The journey to publishing this research took a considerable amount of time, andĀ Thurman and Rose continued to collaborate and deepen this project after Rose’s graduation.Ā They completed a range of new analyses beyond those included in Rose’s Fellows research, which required thorough literature reviews and meticulous data interpretation. Before finalizing the publication, Thurman and Rose also presented their work at two major professional conferencesĀ in 2024 at the in Austin, Texas, and at the in Glasgow, Scotland. These presentations played a critical role in enhancing the project. The feedback they received from these conference presentations provided invaluable insights that helped refine their analyses and strengthened the articleā€™s overall impact.

Altogether, this research project took Thurman and Rose four years to complete. This is not uncommon for developmental research projects that involve behavioral video coding, which requires researchers to watch recorded infant behaviors and mark moments of interest for analysis using specialized software. This work requires strong perseverance, high attention to detail and refinement which meant the road to publication was a long journey, but it paid off and resulted in a meaningful mentored research study that advanced both student learning and the field of infant motor development.

ā€œIn the astronomy lab, I looked at the Orion Nebula through a telescope and Iā€™d never seen anything like it. I hadnā€™t even looked through a telescope before. It just blew my mind,ā€ said Spicola. ā€œI walked away from that night with a feeling that I could do this for the rest of my life.ā€

Three years later, sheā€™s finalizing her Honors Program thesis project, creating a mixed-reality planetarium to help others study the stars.

Communicating the cosmos

After declaring her major in astrophysics with a minor in mathematics, Spicola got a summer job with the planetarium at the Schiele Museum of Natural History in Gastonia, North Carolina, near her hometown of Denver, North Carolina.

ā€œI was learning how to create live planetarium shows and create scripts for them to do all sorts of things,ā€ she said. ā€œIt was also general science communications, and I realized that I enjoyed communicating science to the public and making things more accessible to them by using this planetarium.ā€

With a desire to blend her planetarium experience and schoolwork, Spicola connected with Anthony Crider, professor of astrophysics, for her Honors Program thesis ā€“ working to create a virtual reality planetarium where students and faculty could learn without worrying about weather conditions or the time of day.

ā€œWe thought we could bring the planetarium experience to students at ĀŅĀ׏Óʵ rather than relying on nighttime labs or all these factors that come into play when you’re trying to figure out what to do for an astronomy lab,ā€ she said.

Spicola and Crider are currently testing a prototype using Metaā€™s Oculus Quest 3 VR headset and Unity game engine. Now, the goal is to make the virtual planetarium a ā€œmixed realityā€ experience where users can see the sky in the headset but still interact with the people around them, a professor teaching a class, for example.

ā€œA planetarium is a very interconnecting experience where you can be in this room with other people learning about the sky and having a planetarium director, or some kind of expert, teaching you about what youā€™re seeing,ā€ said Spicola. ā€œWe wanted to recreate that in a virtual and physical space.ā€

A cosmic challenge

Developing the software for the planetarium has been a challenge for Spicola, who did not have video game design experience. But the learning opportunity excites her.

ā€œWeā€™re tackling such a big challenge, and I love talking to people about it,ā€ she said. ā€œIt is an innovative project, and it has the potential to impact so many people if we can get it developed and have a solid application to share with others.ā€

She and Crider are learning along the way and may collaborate with some game development experts in the future to help.

ā€œItā€™s been a great experience, and Iā€™m incredibly grateful that I can have a one-on-one research experience and mentor relationship with Dr. Crider in my undergraduate studies,ā€ said Spicola. ā€œItā€™s rare for undergraduate students to be able to work with their dream mentor on their own research project.ā€

When looking for a university, Spicola chose ĀŅĀ׏Óʵ because of the attention undergraduate students receive from faculty and the ability to do undergraduate research ā€“ one of the five ĀŅĀ׏Óʵ Experiences.

ā€œAubrey really values both the beauty of the night sky and the joy in sharing it with other people,ā€ said Crider. ā€œWhile a lot of experiences in virtual reality can be isolating or ‘unreal,’ Aubrey is leaning into it as a means to help humans to connect to nature and to each other.”

When she graduates in spring 2025, Spicola is looking to continue her interest in astronomy through graduate school, with her telescope set on Cornell University. This past summer, she participated in the Cornell Research Experience for Undergraduates, analyzing pulsar profiles utilizing Python programming language.

ā€œRegarding the project, I would hope that I can reach out to some collaborators or developers and make sure that it gets out to people, that professors and students are able to use it in the classroom, helping students learn astronomy and be inspired by it the way I was,ā€ Spicola said.

Reporter Ashley Mowreader talked with Assistant Provost Peter Felten, who serves as executive director of the Center for Engaged Learning, and Director of New Student Programs Emily Krechel, both of whom served on the university’s Mentoring Initiatives Design Team.Ā  During the 2023-24 academic year, the team supported eight pilot programs around mentoring and meaningful relationships and hosted an inaugural mentoring summit at ĀŅĀ׏Óʵ during the summer.

Krechel told Mowreader that the sooner institutions can help students develop personal connections not just with peers but also with faculty and staff, the better they are going to adjust to college. “What weā€™ve noticed is that, when students start to form relationships early, theyā€™ve discovered they have a greater connection, not just to the institution, but to the environment that theyā€™re within. They feel a part of the community,” Krechel said. “I know different people have different feelings around the term ā€œsense of belonging,ā€ but really itā€™s that sense of connection that helps students feel like, ā€œI can thrive here.ā€

Felten explained that a key barrier, particularly among first-generation students, is the sense among new students that everyone else has it figured out and they are the only ones struggling. “IĀ think one of the things we need to doā€”whether itā€™s through an orientation like Emily coordinates at ĀŅĀ׏Óʵ for residential students, or itā€™s at a community college where none of the students live on campusā€”is help students recognize that itā€™s normal, itā€™s regular to have questions, to have doubts, to have concerns, and that successful students have appropriate help-seeking behaviors,” Felten said. “Successful students take the risk to connect with a peer and say hi to somebody or something like that. Thatā€™s not a sign that youā€™re doing it wrong. Thatā€™s a sign that youā€™re going to be successful.”

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