The Carnegie Community Engagement Classification, awarded to a select group of U.S. colleges and universities, affirms ������Ƶ’s integration of community-based experiences into teaching, research and campus life.

The classification recognizes the university’s deep commitment to community and civic engagement, and it follows a recent U.S. News & World Report ranking naming ������Ƶ second in the nation for service-learning.

In her remarks at an afternoon reception in the Koury Athletic Center, ������Ƶ President Connie Book said the Carnegie designation reflects extensive and coordinated effort across disciplines and divisions. She noted that ������Ƶ has expanded community-engaged courses by more than 30% in the past decade, with faculty participation rising nearly 50%, and she highlighted partnerships ranging from local schools and health clinics to nonprofit and civic organizations.

Book described community engagement as “a brave space,” where outcomes are not always predictable, but where collaboration creates meaningful opportunities for students and partners alike.

As the university looks ahead, Book said, the designation sets a new benchmark for impact. “We want to improve the quality of life for all people in our community,” she added.

In welcoming remarks, Vice President for Student Life Jon Dooley labeled the recognition “a reflection of our strong collaboration between Student Life, Academic Affairs and community partners,” and Associate Provost Jen Platania said the honor was one that acknowledges the intentional integration of community engagement into teaching and campus life.

“It reflects the work of faculty who designed meaningful community-based learning experiences,
the staff who support sustaining those efforts, and community partners who collaborate with us in ways that enrich our students and strengthen our shared work,” Platania said. “This recognition belongs to all of you. It affirms the culture of engagement that defines ������Ƶ, where our students connect knowledge and purpose, and develop as thoughtful and engaged citizens.”

At ������Ƶ, the eight graduate students are paired with faculty mentors across disciplines within ������Ƶ College, the College of Arts and Sciences. Throughout the academic year, the graduate students visit campus to observe classes, attend department and faculty meetings, and, in some cases, teach. The goal is to provide a comprehensive view of what it means to be a faculty member at a university like ������Ƶ.

Tedd Wimperis, assistant professor of classical languages, is serving as a mentor to Tara Wells, a Duke University graduate student in classical studies.

“As the PFF program is intended to introduce graduate students into the many roles that faculty have within a university, I see my role as being a guide, a source of examples, and a point of contact for the mentee to experience faculty life at a liberal arts college,” Wimperis said.

Wimperis and Wells typically meet twice a month, sometimes informally over coffee and other times on campus for class visits or meetings. This is the third time Wimperis has served as a PFF mentor.

“I see it especially as a way of giving aspiring faculty a leg up in the transition from a graduate program to a faculty position,” Wimperis said. “I’m able to offer my mentee information and experience that I wish I had when I was in their position; knowing more about the job market, how to combine teaching and research productively, how universities work beyond the classroom and how to contribute to a thriving academic program.”

Preparing graduate students for a broader ecosystem is a central focus of the program. Wimperis hopes Wells leaves the experience with insight into teaching strategies, grant writing, the job market and work-life balance.

“As faculty, you’re responsible for a much wider array of responsibilities,” Wimperis said. “A big point, I think, is the importance of being part of a team. Becoming not only a great teacher, scholar, and mentor of students, but also a supportive colleague, is a recipe for success in the transition to faculty life.”

For Wells, the program has offered both professional insight and meaningful connections.

“The PFF program allows us to learn about what it’s like to be a faculty member at different types of institutions, such as small liberal arts colleges, large research-focused universities, state schools, community colleges and historically black colleges and universities,” Wells said. “Above all else, the most meaningful aspect of the program has been the opportunity to meet people from an unbelievable range of academic backgrounds and positions.”

Participants in the program attend visits to partner institutions, group meetings, a kickoff dinner with deans from participating schools and informal gatherings that allow the graduate students to reflect on their experiences together.

“I cherish the connections the program has made possible for me,” Wells said.

Her mentorship with Wimperis has been particularly impactful.

“Tedd has been great to work with,” Wells said. “He has shared interesting and useful information about his experiences being both part-time and full-time faculty. Tedd also takes particular care in ensuring that I am getting what I want and need as a mentee, which I greatly appreciate.”

Having a mentor in her discipline has allowed Wells to apply broader program lessons to the field of classical studies.

“It’s been nice to have a faculty mentor in my discipline, while also having the balance of meeting many people outside of my area of study,” Wells said.

During the campus visit to ������Ƶ, the graduate students were welcomed by Assistant Provost for Academic Excellence and Integrity Angela Lewellyn and participated in a junior faculty panel featuring faculty in their first or second year at ������Ƶ. The panelists offered advice about the job search process and the early years of faculty life. The graduate students also had the opportunity to meet with ������Ƶ students.

“Hearing directly from students of the same age and level that I would be working with in the next few years gives me a chance to understand their perspectives, which is invaluable for providing the best experience and support for them,” Wells said.

As Wells looks ahead to completing her doctorate in 2027 and entering the faculty job market, she said the program has helped her think intentionally about supporting students, general advice and preparing for interviews.

“My biggest goal in life is to help others,” she said. “I am looking forward to making a difference in my students’ lives.”

Inspired by her ������Ƶ education, Joan Danieley ’82 has established a professorship that will focus on complex issues surrounding family histories and reconciliation.

The Joan Danieley Distinguished Professorship will support a faculty scholar in any field of study whose teaching and research explore family histories and how individuals and societies navigate issues of reconciliation.

The fields of study may include, but are not limited to, history, psychology, sociology, human service studies, English and communications. Topics of reconciliation may include the legacy of slavery, the aftermath of Nazi Germany, displacement of Native Americans, internment of Japanese Americans and the contemporary political divide.

Danieley, who is the niece of the late ������Ƶ President Emeritus J. Earl Danieley ’46, is passionate about the lessons society and individuals can learn from exploring issues of identity, ancestry and cultural heritage.

Danieley was deeply moved after watching the PBS documentary series, “Finding Your Roots,” hosted by renowned Harvard scholar Henry Louis Gates, Jr. The series explores the ancestry of celebrities and other well-known individuals from diverse backgrounds, some of whom have discovered family connections to slavery and the Holocaust. By taking viewers deep into the past, Gates seeks to demonstrate our common humanity.

“As I watched ‘Finding Your Roots,’ I was stunned by how family history and reconciling our pasts impacts us today,” Danieley said. “All these years later, the impact is palpable and the reconciliation continues.”

Danieley recalled learning about her own family history after reading the book, “Shuttle & Plow: A History of Alamance County, North Carolina,” written by ������Ƶ Professor Emerita Carole W. Troxler and William Vincent. Danieley said the book “completely changed my life.”

“In that book, they wrote about slavery and that my great-great-grandfather, Henry Hubbard Danieley, was rabidly anti-slavery,” she said. “But my great-grandmother’s family owned lots of slaves. We are all a mixture of contradictions upon which we layer the values we choose as our personal values.”

������Ƶ’s values inspired Danieley to make her estate gift to establish the professorship, which she hopes will encourage meaningful discussions among students and faculty.

“������Ƶ’s commitment to diversity, integrity, collaboration and respect for differences aligned with my values,” she said. “Putting ������Ƶ in my will acknowledges ������Ƶ’s effect on who I became and who I strive to be.”

The Danieley family’s roots run deep at ������Ƶ. Earl Danieley was one of North Carolina’s strongest advocates for higher education. Beloved by generations of students and alumni who knew him as “Dr. D,” Earl Danieley grew up on a farm in Alamance County, North Carolina, not far from the ������Ƶ campus. He earned his degree in chemistry in 1946 and later that year joined the ������Ƶ faculty to teach chemistry, beginning a remarkable career that spanned 70 years. In 1957, at age 32, Danieley was named the sixth president of then-������Ƶ College and guided the college to a new level of quality during his 16-year term, making improvements in academic standards and faculty credentials. He retired from the presidency in 1973 and returned to the classroom to teach, later serving in a variety of administrative positions. He passed away in 2016 at age 92.

“My ancestors agreed on their love for ������Ƶ and its influence on its students and community,” Joan Danieley said. “It was there that I began to get clarity on my values and the willingness to discuss these complex issues. I hope my donation will further this conversation and ultimately improve the reconciliation among diverse communities with differing histories, social norms and how we came into being.”

Provost Rebecca Kohn thanked Danieley for investing in faculty scholars and student learning.

“The entire ������Ƶ community is indebted to Joan Danieley for recognizing the importance of investing in life-changing teacher-scholar-mentors who play an essential role in preparing students for success on campus and beyond,” Kohn said.

“This gift is a powerful example of how philanthropy can advance rigorous scholarship, while also creating space for courageous, necessary conversations,” said Leanna Giles ’02, associate director of planned giving.

Danieley, a retired health care executive, earned her ������Ƶ degree in physical education and health from the Dr. Jo Watts Williams School of Education in 1982 and earned master’s and law degrees from Tulane University.

“Leaving a legacy of love and reconciliation is how I want to be remembered,” she said. “It’s as simple as that.”

Make An Impact

To learn how you can make an impact at ������Ƶ through your estate, contact Leanna Giles ’02, associate director of planned giving, at (336) 278-5798 or lgiles@elon.edu.

• In “Contact” by Carl Sagan, mathematics becomes a universal language through which humanity deciphers a mysterious signal from space.
• In “Flatland: A Romance of Many Dimensions” by Edwin A. Abbott, a two-dimensional world becomes the setting for exploring geometry, dimensionality and new ways of understanding reality.
• The “Curious Incident of the Dog in the Night-Time” by Mark Haddon uses mathematical patterns, prime numbers and logic to shape how the narrator understands the world.

These works and others like them, he said, illustrate how stories can encourage readers to explore concepts such as infinity, probability and logic.

“In mathematical fiction, math is not just decoration,” Russell said. “The characters, plot or main ideas must connect to mathematics that can be explored and shared. A reader should be able to discover a real concept, such as geometry, infinity, patterns, probability or logic, and feel invited to understand it more deeply.”

Russell’s interest in mathematical fiction as a distinct subgenre of science fiction and literature will be supported in 2026-2027 with a full-year, full pay sabbatical at ������Ƶ as he studies that ways in which mathematical ideas can be woven into compelling and educational storytelling.

The defining feature of mathematical fiction, Russell said, is that it leads the reader toward real mathematical curiosity and further study. The longtime faculty member in the Department of Mathematics will work to establish a clearer definition for mathematical fiction, a genre that currently lacks formal treatment in academic literature.

His research, which won the support of ������Ƶ’s Faculty Research and Development Committee, will also explore how storytelling can influence attitudes toward mathematics and serve as a tool in mathematics education.

“My work combines creative writing and mathematics by using narrative as a vehicle for mathematical thinking,” Russell said. “Rather than presenting mathematics solely through traditional instructional methods, I explore how mathematical concepts, structures, and ways of thinking can be embedded within stories that appeal to readers and invite curiosity.”

This work builds on Russell’s long-standing interest in interdisciplinary teaching and research. His earlier work examined the intersection of mathematics, origami and mathematics education, including the creation of COR 3250: Math Origami in 2003 and nearly two decades of related publications, presentations and grant work.

“That work showed how artistic practices can deepen mathematical understanding,” Russell said. “This sabbatical project builds directly on that foundation by applying similar interdisciplinary principles, using storytelling instead of origami to engage learners.”

To deepen his understanding of creative narrative, Russell completed a Master of Fine Arts in writing popular fiction.

“Receiving a full‑year sabbatical allows me to approach this work with the depth, rigor, and sustained focus it requires,” Russell said. “Professionally, I hope this establishes a new line of interdisciplinary scholarship that I can pursue at ������Ƶ. Personally, it brings together my interests in mathematics, mathematics education, and creative writing into a single project.”

Following his sabbatical, Russell plans to integrate the results of this research into his courses related to mathematics education and interdisciplinary learning. He has plans to propose a new course focused on mathematical fiction.

������Ƶ’s Faculty Research and Development Committee selected Russell for the competitive sabbatical in recognition of the project’s originality and scope.

“The definition and development of ‘mathematical fiction’ will advance pioneering research through a robust plan for producing high-quality scholarship on this unconventional connection,” said Juan Leal Ugalde, associate professor of Spanish in the Department of World Languages and Cultures. “This multidisciplinary approach which will bring meaningful benefits to our academic community.”

Faculty are encouraged to apply for sabbaticals if they are conducting extensive research or engaged in significant additional study that will result in their professional development. At ������Ƶ, faculty may apply for full-year/full-pay sabbatical, a leave of one-half of a full year’s teaching load at full salary, or for a leave of absence full academic year at half salary.

Since joining ������Ƶ in 1997, Russell has received two external grants, including a $1.7 million National Science Foundation grant focused on origami, engineering, art, mathematics and education in collaboration with colleagues at North Carolina State University. He also received a Japan Foundation grant supporting professional development and classroom activities related to origami and Japanese culture for colleagues in the Alamance Burlington School System.

“This project represents a natural continuation of my interdisciplinary work at ������Ƶ,” Russell said. “Just as origami allowed me to connect mathematics with art, mathematical fiction offers a new way to connect mathematics with storytelling. I see this as work that can benefit students, educators and the broader public while strengthening ������Ƶ’s reputation for innovative, cross‑disciplinary scholarship.”

Registration is now open for “Phoenix Summer” set for July 6-17, 2026, on ������Ƶ’s campus in Alamance County. The program will be led by faculty in collaboration with the Office of the Provost, ������Ƶ College, the College of Arts and Sciences and Undergraduate ������Ƶ.

Students will live in residence halls, dine on campus and take part in daily programming designed to mirror the rhythm of college life. Phoenix Summer invites students to immerse themselves in hands-on, college-style academics while fostering curiosity, community and independence.

Students will select two courses to focus on throughout the program. Options include:

• Order in the Court! An introduction to Law and Justice
• Chemistry in the Kitchen
• Exploring Astronomical and Poetic Light
• Start-Up Spring: Concept to Creation

During the day, students will participate in their courses. Evenings and weekends are packed with creative activities, social events, off-campus excursions, signature ������Ƶ experiences and more to help students connect with peers. The programming blends academic rigor with social-emotional well-being.

The fee for the two-week residential experience is $4,000. Limited seats are available.

“Phoenix Summer is more than a camp — it’s a two-week college immersion program where students live on campus, explore big ideas, participate in engaging hands-on learning and begin to see themselves as part of the ������Ƶ Community,” said Theresa Higgins, academic coordinator for alternative start programs.

For more information about Phoenix Summer and registration details, visit or contact Theresa Higgins, academic coordinator for alternative start programs, at thiggins7@elon.edu.

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

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

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

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

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

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

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

The transition planning phase reflects a clear institutional decision and does not represent an immediate change to how courses are taught or delivered. Moodle will remain fully supported; no Spring 2026 courses are affected, and no action is required from faculty or staff at this time.

Why now?

Over the fall semester, Teaching and Learning Technologies, in partnership with academic and IT colleagues, conducted a comprehensive review of the university’s learning management system. That process included open forums, surveys and structured feedback from more than 125 faculty and staff members and more than 400 undergraduate and graduate students.

The evaluation highlighted the importance of adopting a learning management system to support current and evolving approaches to learning and engagement.

Beginning the transition planning now allows the university to move forward deliberately, ensuring the transition is well supported and aligned with ������Ƶ’s broader commitment to engaged learning and student success.

Why Canvas?

Canvas was selected following a careful review of faculty and student input, market analysis and platform capabilities.

“This decision was guided by the needs and hopes of our faculty and students,” said Rebecca Kohn, provost and vice president of academic affairs. “Our community asked for a system that is reliable and flexible; one that can adapt to diverse approaches to teaching and learning. Canvas emerged as the platform that best aligns with those priorities as we look ahead.”

What this means and what’s next

As planning moves forward, a few key points may be helpful to keep in mind:

• Moodle remains fully supported through the transition.
• No action is required from LMS users at this time.
• No change will be made to how courses are taught or delivered for Spring 2026.

Teaching and Learning Technologies will lead the transition process in close partnership with academic and IT colleagues. TLT will coordinate training, support and future communications, ensuring faculty, staff and students have clarity and guidance well in advance of any changes.

As details take shape, including a clearer transition timeline and answers to frequently asked questions, TLT will share updates with the campus community. Additional information is expected before March.

“Transitioning to a modern, user-friendly platform like Canvas supports engaged learning and student success,” said Kelly Reimer, senior director of Teaching and Learning Technologies. “Our goal during this early phase of work is to establish a strong foundation for both the technical transition and how we will support faculty and students in ways that minimize disruption to teaching and learning.”

Faculty engagement & Next Steps

Faculty involvement remains central as the transition planning continues. Opportunities for faculty engagement, support and training will be communicated by Teaching and Learning Technologies as plans are refined.

“As a member of the LMS evaluation project team, I was grateful for the quantity and depth of feedback we received from colleagues and students,” said Eric Bauer, faculty fellow for technology and assistant professor of biology. “I’m excited to see how my colleagues creatively use the many new tools within Canvas to make their classes even more engaging and easy for students to navigate and look forward to exploring with them the possibilities of the new LMS.”

The transition to Canvas will be implemented over time, with ongoing communication and support as the university moves through the next academic year.

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

Fulbright grants are awarded on the basis of academic and professional achievement, as well as demonstrated leadership potential in their fields. As semifinalists, these ������Ƶ students and alumni have been recommended by the National Screening Committee of the Institute of International Education for final consideration by review panels in their respective host countries. Semifinalists will be notified of their final award status this spring, beginning in late March, barring any delays or disruptions at the federal level.

This year’s Fulbright semifinalists are:

Azul Bellot ’26

• Psychology and Sociolinguistics
• Semifinalist for a Fulbright English teaching assistantship to Spain

Jo Bogart ’26

• Creative Writing and Classical Studies
• Semifinalist for a Fulbright study/research grant to the United Kingdom

Anya Bratić ’26

• International & Global Studies and Public Policy
• Semifinalist for a Fulbright English teaching assistantship to Vietnam

Rony Dahdal ’26

• Computer Science, Math, and Philosophy
• Semifinalist for a Fulbright study/research grant to Sweden

Jubitza Figueroa ’21

• Political Science
• Semifinalist for a Fulbright English teaching assistantship to Spain

Alex Fleischmann ’26

• Psychology
• Semifinalist for a Fulbright English teaching assistantship to South Korea

Rebecca Lovasco ’26

• Psychology
• Semifinalist for a Fulbright study/research grant to Taiwan

Caroline Mitchell ’26

• Middle Grades Math and Special Education
• Semifinalist for a Fulbright English teaching assistantship to Bulgaria

Molly Moylan ’26

• Biochemistry
• Semifinalist for a Fulbright English teaching assistantship to Spain

Madison Powers ’25

• Journalism
• Semifinalist for a Fulbright English teaching assistantship to Spain

Aryanna Vindas ’25

• Dance Performance & Choreography
• Semifinalist for a Fulbright English teaching assistantship to South Korea

������Ƶ students and alumni interested in the Fulbright Program or other nationally competitive fellowships are invited to contact the National and International Fellowships Office. To begin the Fulbright application process, please visit the Fulbright Application Process page to register for one of the following virtual Fulbright information sessions during the spring semester:

• Wednesday, March 11 at 4 p.m.
• Thursday, April 9 at 4:30 p.m.
• Thursday, May 21 at 12 p.m.

Associate Professor Angela Lewellyn, who currently serves as senior associate dean for ������Ƶ College, the College of Arts and Sciences, will assume her new role in the Office of the Provost on Jan. 2, 2026.

“Throughout her tenure at ������Ƶ, Dr. Lewellyn has exemplified the teacher-scholar-mentor model and a deep commitment to the university’s mission,” said ������Ƶ Provost and Vice President for Academic Affairs Rebecca Kohn. “Her prolific accomplishments will serve her well in providing important leadership in areas that advance some of our most prestigious academic undergraduate programs and support academic integrity.”

Lewellyn’s responsibilities as assistant provost for academic excellence and integrity will include:

• Leadership for academic undergraduate programs, such as the Honors Program, the Lumen Prize, the National and International Fellowships Office, and support of collaboration across Fellows and Scholars programs;
• Inclusion of student voices and perceptions of courses through processes for gathering Student Perceptions of Teaching and distributing results to appropriate individuals;
• Support of academic integrity through active engagement in policies and processes connected to the Honor Code, the Honor Board, the Call to Honor Ceremony, and academic conduct;
• Engagement with students throughout academic standing policies and processes involving academic suspensions, probations, and appeals;
• Representation of the provost on the following standing and advisory committees:
  • Fellows Committee
  • Honors Program Advisory Committee
  • ������Ƶ Committee
  • Academic Standing Committee
  • Infectious Disease Committee
  • Retroactive Medical Withdrawal Committee

Lewellyn succeeds Professor Jason Husser, who returned to the faculty in the Department of Political Science & Public Policy and continues direction of the ������Ƶ Poll.

As assistant provost for academic excellence and integrity, Lewellyn will prioritize the work of the university’s signature Fellows and Scholars programs, while also ensuring the value of an ������Ƶ education by supporting the Honor Code across all units within the university.

In addition, the role presents an opportunity to work with the Office of ������Ƶ to recruit future students to share in distinctive learning opportunities available at the university, and to work with faculty to support their efforts to demonstrate teaching excellence.

“Having served ������Ƶ for more than two decades as a faculty member, program coordinator, department chair and associate dean, I developed a deep appreciation for ������Ƶ’s distinctive blend of academic rigor, engaged learning and community values that support a vibrant intellectual community for students, faculty and staff and that respects human differences,” Lewellyn said. “This role presents an exciting opportunity to extend my longstanding commitment to academic excellence and integrity in service to our students, faculty, staff and institutional mission.”

This role presents an exciting opportunity to extend my longstanding commitment to academic excellence and integrity in service to our students, faculty, staff and institutional mission.

– Assistant Provost Angela Lewellyn

Since joining the ������Ƶ faculty in 1999, Lewellyn has held a series of prominent leadership roles in ������Ƶ College, the College of Arts and Sciences. Beginning as an assistant professor of social justice, she soon expanded her impact by coordinating the Women’s and Gender Studies Program from 2003-2005 and serving as chair of the Department of Sociology and Anthropology from 2005-2010.

During this period, she also held a Faculty Service-Learning Scholar appointment, underscoring a commitment to engaged pedagogy. Lewellyn’s leadership to university initiatives include service from 2008-2010 as academic coordinator of the Civic Engagement Scholars program.

Since 2010, she has served as associate dean and senior associate dean of ������Ƶ College, the College of Arts and Sciences, while continuing her work as an associate professor of social justice. At the same time, she also taught courses in social problems, criminology, sociology of gender, and social deviance.

Lewellyn holds a Ph.D. and a Master of Arts in Sociology from North Carolina State University and a Bachelor of Arts in Sociology from Wake Forest University.

Members of the Search Committee for the Assistant Provost for Academic Excellence and Integrity

• Brandon Booker, Associate Teaching Professor of Cinema and Television Arts
• Naeemah Clark, Associate Provost for Academic Inclusive Excellence, Professor of Cinema and Television Arts
• Shannon Duvall, Co-chair & Professor of Computer Science
• Sean Giovanello, Associate Professor of Political Science and Public Policy
• Whitney Gregory, Dean of Students and Assistant Professor
• Janet Myers, Co-chair & Interim Assistant Provost for Academic Excellence, Professor of English
• Ally Wente, Associate Professor of Music and Chair of the Department of Music

The goal of this project is to create an open-source model for developing research data infrastructure for small Emerging Research Institutions (ERIs) who aspire to grow their research enterprise from both sponsored programs and research productivity perspectives. Project objectives include: 1) Creating interactive tools like a Research Publications Dashboard and a Sponsored Programs Dashboard for informed decision-making, 2) Developing a Forecasting Model to predict institutional return on investment through sponsored programs, and 3) Providing customizable tools for adapting the open-source data model. The design will integrate with the institution’s existing databases, providing a comprehensive view of research productivity and funding activities.

An open-source model reduces start-up costs and technical skill requirements, benefiting small ERIs. Data output from the dashboards will be incorporated into the forecasting model, integrating historical data and real-time inputs. Unlike generic models, this forecasting model is specifically designed to address the unique challenges and opportunities faced by small ERIs. The model will be created by University of San Diego and then validated through partnerships with peer institutions (������Ƶ and Pepperdine University), ensuring credibility and knowledge sharing. It is designed to be scalable and adaptable, supporting long-term strategic planning and aligning research priorities with funding trends.

Doug Purnell and Scott Sawyer will be working with Hall on this project.