The Role of the Periclean Mentor
The role of the Mentor
Overview
The Periclean Scholars program depends upon the passion and commitment of dedicated faculty Mentors. Over the life of the program, the intent has been to recruit Mentors from all schools and departments on campus, mirroring the diversity of faculty who teach COR 110, The Global Experience. Indeed, this “silo busting” element of the program is seen by many as one if its main contributions to campus life. Becoming a Mentor necessarily means playing an altered role in one’s home department for a number of years, and hence any commitment decision must be made in conversation with the relevant department chairperson and dean. The central role of the Mentor is to facilitate learning. Toward this end, the Mentor should encourage each student to bring the skills sets they are learning in their majors to the table as the Class addresses the issue of meaningfully partnering with each other and organizations on the ground in their country/region of focus. All classes should be run as seminars, with as much student involvement as possible within a rigorous academic setting. Students should own –and perceive that they own- the Class activities to an increasing degree as the Class travels through their three years together. That said, the Mentor should always be ready to use their position to firmly guide the Class away from decisions that run contrary to either the Periclean Pledge or the Core Humanitarian Standards.
Being a Mentor for a Class of Periclean Scholars is a multiyear commitment. The faculty person who accepts this role typically needs to be on campus with their Class all four years, but exceptions can be made with appropriate planning. The Mentor should work with her/his home department to plan ahead so that maximum use may be made of course reassigned time at least once during the four year commitment. In order to insure that the Mentor has appropriate time for this major commitment, there is one course release granted during years 1 (sophomore) and 3 (senior) for extra preparation time and course work.
Country/region of focus
Though travel, especially during the Winter Term of senior year, has historically been part of the program, this is not a requirement. Responding to feedback from both Periclean Scholars and Mentors, beginning in 2010 the new Mentor has the right and responsibility of choosing the country/region of focus for her/his Class. This is done in close consult with the Director. Various models have been used in the past; some Mentors have chosen to focus on a part of the world with which they have deep expertise and/or personal contacts. Others have chosen to embrace the journey of learning and discovery with their Pericleans, and have chosen a country/region based on their (or of the student’s) interests and/or a perceived need. Most current and alumni Classes feel strongly that they would like new Classes to “recycle” their country/region of focus, and indeed the Class of 2013 revisited Chiapas, Mexico, for example. Thus one option for the new Mentor is to go the “recycle” route, and this path clearly has many potential advantages.
Mentoring and scholarly work
In the best case, the faculty Mentor adjusts her/his research and publication plans so as to dovetail as much as possible with the direction(s) of her/his Class. Since the Mentor recruits and chooses the Class members, it is possible to select students with whom collaborations could be developed. SOTL research is one obvious possibility, but substantive disciplinary based research is quite possible as well.
Grant writing
The initiatives focused on by each Class typically involve both human and monetary resources, and part of the job of each Mentor is to work with her/his Class to write grants. A good goal to set for each year is to have submitted at least one both internal (e.g., Funds for Excellence) and external proposal (the Director can provide numerous examples). Though the Mentor is welcome to work with the Director to write grants, the best possible scenario is that the students in the Class research funding possibilities and actively contribute to the grant writing process. It is likely that “pan-Periclean” proposals will be written, and the Mentor may be asked to contribute to these efforts along with her/his Class. In all cases the Mentor should work with the Director to keep both the offices of Institutional Advancement and of Sponsored Programs informed at all stages. Special support from the Office of Sponsored Programs can come in the form of a visit to the Mentor’s Class for either general or more specific advice.
Accounting
Once a Class gets formed, fund raising (from on campus efforts or externally from grants) begins, and each Mentor is expected to act as the senior accountant for her/his Class. This role primarily involves working with the Class fundraising and accounting committees (see below) and making sure that funds are channeled to the proper accounts and overall good accounting practices become routine for the Class. The Director has a modest “pan-Periclean” account that can be used as per mutual agreement between the Director and the Mentor.
Relationship with the Director and Associate Director
The Director and/or Associate Director can be as “hands on” as desired/needed by the Mentor, and wisdom and assistance can come from the more established Mentors as well. The Director meets with each Class and Mentor individually throughout the year and, on an as needed basis, there are meetings of all Mentors and the Directors that serve to share ideas, coordinate efforts, and pass on the wisdom from one Mentor to the others. The Directors will keep each Mentor informed about all matters pan-Periclean and serve to facilitate Class related initiatives. Early in the year the new Mentor needs to set a time slot for her/his COR 225 (“Periclean”) class and inform the Director. The Director will make pass this information along through the proper channels. The same holds for setting times for PER 351, 352, PER 451, 452, and COR 445 that is, the Mentor should work with the Directors and program assistant to make sure that each Class appears in the university schedule of classes.
Relationship with other Mentors
All of the Class Mentors need to work with each other and the Directors to maximize the effectiveness of the overall program and to minimize working at cross purposes at any point (e.g., coordinating the visits of Pericleans-in-Residence). In the early stages, the new Mentor should seek the advice of Mentor’s further along in the program and, in turn, provide support and advice to Mentor’s behind them, in effect, mentoring the Mentors.
Relationship with the Class
Being a Periclean Scholar Mentor is a job with many dimensions. The program is a mix of traditional academic work and social activism, and adding the classes to one’s normal load is significantly unlike adding other more traditional 2 or 4-hour classes. One of the most intense dimensions of the role of Mentor is that you will grow to know these students very closely, and they you. Your relationship with them individually and as a Class is critical, as are their relationships with each other and as a Class. Class dynamics are critical in large part because much of what happens during their three years together is as a team. In many ways it is useful to see membership in their Class as sharing significant similarities to other social organizations to which them may belong (e.g., Greek organizations). Just like with any relationships, the Mentor-Class relationship is best nurtured by openness, free communication, and mutual respect. The Mentor is the “professor of record” for all Classes, and as such must demand only the highest standards for course work, but at the same time the larger social experience of being a Periclean Scholar must be monitored.
Below the four year commitment is detailed.
Year Zero: Recruitment
Getting the word out
The new Mentor begins her/his duties at the very beginning of the year by working with the Director and Associate Director to get the word out to all first year students about the program. Having a presence at the annual Organization Fair held on campus (typically the first week of classes) in one option, but there are many others that should be considered. Examples include reaching out to Elon 101classes, other fellows programs, using social media, and ‘table-tent’ messaging.
One useful tool is ann informational trifold handout introducing the program and the new country of focus that can be composed (there are many models from past years). This trifold should tell the prospective scholar about the program in general and his/her Class specifically, including information on the Mentor-chosen location of focus (e.g., Cuba), the application process, and other information that would attach top notch students.
COR 110 classes fall and spring semester
Current Pericleans, most from the sophomore Class, can be called upon to get premission from COR faculty and arrange making short informational presentations in COR 110 classes both fall and early spring semester. Though Periclean is messaged in variuous ways around campus, every effort should be made to insure that 100% of all eligible students are aware of the opportunity to apply to be a Periclean. The Mentor is encouraged to work with the Director and Associate Director in getting the word out about the program and in exploring additional means of informing students about this opportunity.
Application process
The Mentor should have her/his application published on the Project Pericles web site very near the beginning of the year, no later than early September. The Director will facilitate that process. The application process for the Periclean Scholars has several elements. The Mentor is expected to write a prompt for the application “essay” to be written by the student. In the past Mentor’s have asked applicants to do some reading and research about the country/region of focus and, for example, present an argument for spending Class energies to address a specific issue or issues that the student has identified. These essays have been in the 800-1200 word range.
Traditionally a second part of the application process is for the student to get her/his COR professor to write a letter of recommendation. In some cases applicants have used other faculty for this duty, and this seems to work fine as well. These letters may come in the form of an email or hard copy.
A third and very labor-intensive part of the application process is a face-to-face interview with the Mentor. These interviews should serve both to further educate the applicant about the nature of the program (the long term commitment aspect, the academic focus, and the team work nature of the program). The other main purpose is to give the Mentor useful information with which to make informed decisions about which students to select, and as such a standard interview schedule should be followed. These interviews can be short (10 minutes), but in any case given that there may be as many as 50+ applicants, this is a massive investment in time. In the past some interviews have been done via Skype or over the phone. The Director can serve as an alternate interviewer and reader of application essays, and can be consulted at any point during the application process. Interview and selection rubrics used by previous Mentors can be used as a starting point for establishing a selection process that works for the incoming Mentor.
The entire application process should be done by spring break since the Mentor will need time to make final selections and inform students well before preregistration for fall classes begins. An email inviting students to be part of the Class should be sent as soon as the decisions have been made. A note should be sent out to students who were not selected as well (templates for both of these letters are available).
Induction Ceremony
Typically in the week after pre-registration for fall classes has ended there will be a formal Induction Ceremony for the new Class of Periclean Scholars. This event is organized and hosted by the second year students (just ending their first year of being Pericleans) and includes, typically, charges from representatives from each standing Class, the Director, and the new Mentor. In the past a senior administrator (e.g., Provost) has spoken, but this varies from year to year. All new Pericleans are expected to attend, and as this event is typically in the late afternoon only lab courses are affected. The Mentor should work with the Director and the professors involved to find the best solution to any time conflicts. In some years the new Mentor has handed out material artifacts representative of the country/region of focus as a symbol of their commitment. After the ceremony (about an hour) there is a reception with snacks and drinks for the new Class and a Class picture is taken. The Mentor can use this time for initial team building and networking. In recent years the new Mentor has ordered an appropriate book (related to the country of focus, for example) to hand to each new Periclean thus underlining the academic emphasis of the program.
Moodle
A course Moodle site should be created as soon as the Class is established. In the past, Mentors have had a Class meeting in the weeks just before summer break to get the Class started on their teambuilding, research and fundraising. This site can be used over the summer to get the Class off to a solid start.
Year One: COR 225 (4sh)
Syllabus
The Mentor should have the syllabus for this course written well before the beginning of the fall semester and have both the Director and more seasoned Mentors provide direction and feedback (models are available of syllabi from past Classes are available). The syllabus should have a rigorous academic component equal or greater that any other 200 level classes she/he teaches, and grading rubrics should be clear, fair and well communicated. Though all Periclean Scholars classes are a mix of academics and “extra-curricular activity”, grades should be based on predominantly on measureable academic performance. Digital copies of syllabi from all semesters must be sent to the Director and program assistant near the beginning of each semester.
Course goals
This fall semester course should have several main goals. First, this course should set high academic standards and expectations for reading, writing and analytical thinking. In large part, this semester should be devoted to having the students become very conversant with the history, culture, politics, religion, and current events in their country/region of focus. Part of this deep research should be into the various social and/or environmental issues in this region, focusing on their complexities. Finally, this research should lead the students into discussing issue or issues to focus on for the Class and potential partners on the working on those issue(s) either on location or remotely.
As much as possible it is useful in terms of student ownership of the Class if they are expected to present their research to the Class. A second main goal of this first semester is team building. Most class time must be spend on academic learning, though time should be set aside to get to know each other and general team building. Nearly every Class has bemoaned the fact that they did not get to know each other very well until junior or senior year and have advised that the process be started earlier and more aggressively. By the end of the semester the Class should have agreed on (1) their issue(s) of focus and (2) the partnerships that they want to develop related to those issues, though these conversations may go on into the spring. Midterm and final examinations are encouraged as opportunities both to assess learning and to help clarify foci.
Class structure
From the very beginning of the program, Classes have found it useful and even necessary to organize themselves into various working groups or committees. The Mentor should guide the Class toward an effective organizational structure that will sustain them for their entire career as Periclean Scholars. Membership and work on these committees should be woven into the course syllabus. Some of the more critical committees include:
- Fund raising and grants
- Accounting
- Publicity (including trifolds, web site, posters, etc.)
- Pan-Periclean
- Social (team building)
- Research groups
Second to the academic learning that is a primary goal of each Class, perhaps the most important decision a Class makes is with whom they will partner in their country/region of focus. These partnerships have become an integral part of the Periclean Scholars program, and though it is possible a Class may chose not to follow this tradition, all past and existing Classes would agree that connections to individuals or organizations on the ground in their Country/region of focus has been invaluable. The role of the Mentor is to provide direction as to how to create and nurture these relationships and, importantly, how to vet and be vetted by partners. These partnerships can and often do lead to the invitation to campus of a “Periclean-in-Residence.” Begun in 2003 by the Class of 2006, the Periclean-in- Residence program allows for a short (1-3 week) visit by expert or experts from the country/region of focus who serve as a resource for the Class but also for the great campus community as well (see Periclean Handbook for a detailed description and FAQ related to Pericleans-in-Residence). Every Class of Periclean Scholars has had at least one Periclean-in-Residence during their three years. Funds for these visits are limited, but have been made possible with creative use of both internal and external funds. The Director typically works closely with the Class and their Mentor in arranging these visits.
Local partnerships
Though making and working with partners in the country/region of focus is important for most Classes, working with local partners has been a Periclean Scholar tradition as well. These local partnerships have been modest and lower key in some cases (the Class of 2006 partnered with Alamance Cares here in Alamance County and donated the proceeds from the screening of their narrative film to this organization) but for several Classes these partnerships have been central to their larger goals. Examples include the Class of 2011linking together via email and the Internet middle school students in rural Sri Lanka with students at Graham Middle School in Alamance County, the Class of 2012 connecting adolescent girls in rural India with the Dream Girls program of the Burlington Housing Authority, and the Class of 2016 working very closely with the local Hispanic group LUPE.
Three year plans
Each student and Class should be encouraged to establish a three-year plan during the first semester. The individual student plans should indicate how their major of study and/or other student roles (e.g., Honors Fellow) will be worked into their three-year efforts. The Class as a whole should establish both a mission statement and a three-year plan with specific goals listed. Both individual and Class three-year plans should remain constant “works in progress” and be revisited on a regular basis at the beginning of each new semester. This can be worked into a writing assignment as part of the course requirements. These plans should be open to change as the Class progresses.
Fund raising
As part of the research and writing done by the Class, emphasis may be placed on seeking both internal and external grants to fund initiatives. Though this may seem premature, the exercise of writing grants can serve to clarify both the mission and methods of the Class. Any external grants should go through the Director and the Development Office and should be coordinated with other pan-Periclean efforts. Other fund raising efforts (typically internal, e.g., meal card swipes) should be viewed as having two desired goals, that of raising funds or course, but also to inform the larger Elon community about the country/region of focus and relevant issues. Toward that end, each Class should develop informational materials explaining the mission of their Class and their various goals. Each Class has an account number into which funds can be placed within the general Pericles account, and the Director will facilitate this. Funds raised can be used for team building materials (e.g., a Class t-shirt or “bumper” sticker), for specific initiatives, or for supporting initiatives of their partner(s). Each Class needs also to establish a web site (e.g., org.elon.edu/pericleanscholars20XX) that can include a variety of materials and should grow and expand as the Class matures.
Pan-Periclean responsibilities
Each Class is asked to elect or select two representatives to the Periclean Steering Committee that meets with the Director and/or Associate Director fortnightly. Steering Committee members will report actions of their Class to this body and report back to their Class what the other Classes are doing. Each Class is asked to support the Periclean Newsletter by writing articles and Class updates.
All of the “pan-Periclean” activities described above should be incorporated into the syllabus for the Class in a meaningful manner. Participation in pan-Periclean events like the fall “Celebrating Periclean Scholars” and the spring Induction Ceremony should also be part of a class participation grade.
PER 272 (2sh): Spring semester
Although each Class has met unofficially during the second semester of the sophomore year in order to keep activities and momentum moving forward, beginning in 2009, PER 272 was established as a 2sh course. Having a structured course allows for more, and more intense Class contact. It may be possible that the program officially adopt this new course depending up how a three-year trial phase works out. The Mentor, in consultation with her/his Class, established the meeting time and syllabus.
Induction Ceremony
During the spring semester it has traditionally been the sophomore Class that has organized and hosted the Induction Ceremony for the new Class of Pericleans. A committee needs to be appointed either at the end of fall or very early spring semester to make sure all arrangements are in place for this event.
Lateral entry
Each Class typically begins with a full compliment of students (33+), but attrition does occur for a variety of reasons. Each Class has had students apply for lateral entry into the program, and in many cases these students have been accommodated. The process for reviewing agreeing on, and inviting candidates is up to the Class, and the Mentor should monitor this closely insuring that proper protocol has been followed.
Year Two: PER 351 (2sh), 352 (2sh)
During the second year of the program the Class needs to maintain emphasis on academic learning about the country/region of focus and the issue(s) that they have decided to pursue. Assignments and reading covering both more in depth information of the country/region of focus and the issue(s) chosen by the Class are necessary. In past years the Mentor has allowed the Class members to take a more active voice in constructing the course syllabus, setting the agenda for daily classroom activity, and so on beginning in this second year.
One characteristic of the second two years of the program is that the students are increasingly working on their own individual and/or small group projects. That is to say, some course learning is general to all of the Class (e.g., common readings, country/region updates, etc.), but some learning may be specific to individuals or groups. The syllabus can be, for example, imagined as having two sections, one group and one individual. One model of how to deal with his in the syllabus is to have 50% of the grade be an Individual Syllabus (IS) complete with assignments, due dates, grading rubrics, and so on. To be clear, every IS should have reasonable work output, doable deadlines, and clear grading rubrics. One model for how to proceed with assessment of IS material is to establish a Peer Review Committee (PRC) of 3-5 students who in turn are responsible for tracking the progress of several of their colleagues (and in turn are also tracked by another PRC member). This model must include specific rubrics, deadlines, and so on so that the PRC member can provide feedback both to the student and to the Mentor. In the junior year Class plans for reaching more long term goals should be clarified, refined and acted upon. Each Class in the history of the program has chosen different initiatives, but the common denominator among all of the Classes is that they have communicated with and listened to the partners they have developed in their country/region of focus to set reasonable, appropriate and sustainable goals for their Class.
Examples of Class projects
Many Classes have put major effort into producing documentaries about their country/region of focus and their chosen issue(s). These projects have ranged from modest (a six minute video for Habitat for Humanity Zambia produced by the Class of 2009) to the more aggressive (the Class of 2006 produced a four-part documentary series on HIV/AIDS in Namibia and a short narrative film). Many Classes have devoted themselves to “brick and mortar” projects, and these too range from the modest (an addition to a school in rural Sri Lanka by the Class of 2011) to the extraordinary (a large clinic, nurses quarters, a drug store and kindergarten all organized and sustained by the Class of 2010). A third example is the organizing of a summit or conference in the country/region of focus. Though this model has only been used by three Classes thus far (the Future Leaders Summit in Windhoek, Namibia organized by the Class of 2006, the Leaders in Environmental Advocacy [LEAF] event hosted by the Class of 2011 in Colombo, Sri Lanka, and the CSR-Non-Profit Summit in Pune, India hosted by gthe Clsss of 2012), the Classes of 2017 is considering a similar events for their senior years in Namibia. A wide array of other initiatives have been pursued by individual Classes, and in all cases the Mentor should encourage creative new ideas for both Class and individual projects and goals. Each semester the Class should be updating their mission statement, three year plans, web site, informational trifolds, and other promotional materials.
Semesters abroad
One issue that is perennial with the Periclean Scholars program is that Elon students study abroad a great deal, very commonly for a semester during the junior or even senior year. The tradition has been that the scholar has been “excused” from being a formal part of the Class for these study semesters, but that she/he stays in close contact with their Class via Moodle and/or other social media (Googlesdocs, Facebook, etc.). In many cases students return from abroad with renewed passion and commitment to their Class initiatives.
Celebrating Periclean Scholars
A major annual pan-Periclean event is Celebrating Periclean Scholars, and historically it has been the responsibility of the junior Class to organize and host this event. Details on how the event has been planned and run are included in the Mentor’s Handbook. The Mentor, working with the Director, needs to facilitate the students in their planning so that the event sets the right tone of celebration. This event, in addition to highlighting the activities and accomplishments of each Class, serves also as a recruitment event. First year (and other) students that are interested in learning more about the program are invited. In the past a senior administrator has spoken at this event (Dr. House in 2009, Dr. Lambert in 2010 and Dr. Book in 2014).
Periclean Scholar of the Year Award
Every year a rising senior is selected to receive the honor of being named “Periclean Scholar of the Year” at the annual Induction Ceremony in the late spring. Early in spring semester of PER 352 the Class needs to decide how that person is selected. The model that has been used for the past several years is that the junior Periclean Scholars decide how to nominate candidates and have them write a letter of support for those students. The final decision of the recipient has then been the responsibility of the seniors, with the Director presiding over the final selection process. This award has been endowed by a gift from the Eugene M. Lang Foundation and supports a $500.00 scholarship for the student selected.
Year Three: PER 451 (2sh), COR 445 (4sh), 452 (2sh)
The role of the Mentor in the senior year can be very intense, especially depending upon how the Class decides to spend their January term. Everything above describing the role of the Mentor junior year continues in the final year, though there are some additional duties that tend to be placed on the Mentor.
COR 445
Approved by the appropriate University committees in 2015, the Class of 2016 was the first to take advantage of COR 445, limnited to only senior Pericleans. This class counts as the university senior capstone course. Most Classes have chosen to travel to their country/region of focus during Winter term of their senior year. As mentioned above, this is not a requirement for the program, and any decision to travel must be made in the context of making the most effective use of both financial and human resources. To be clear, there should be a clear plan to accomplish specific and significant goals during this travel. Examples of how study travel to the country/region of focus include are many, and a new Mentor should consult with past Mentors on what has worked well and not so well in past years. Information can be found on each Class web site as well (org.elon.edu/pericleanscholars20XX). The template syllabus for COR 445 is on file and the Mentor should work qwith the Class to decide which option regarding travel works best to reach their goals
The Periclean Scholars program works closely with the Isabella Cannon Global Education Center on these Winter Term study trips, and planning should begin in the early spring of the junior year. Depending upon the nature of the travel and what the intended outcomes are, this can be a full time effort of the Class and takes constant input from the Mentor. Help will from the Director on all aspects of this travel, and if mutually agreed, the Director can be the second faculty person accompanying the students. Funding for this travel, just like all Winter Term study abroad travel at Elon, comes from the students themselves. A detailed budget that includes absorbing the cost for the Mentor should be generated very early spring semester of the junior year.
Sustainability committee
As graduation nears, each Class begins to focus more clearly on plans to sustain the partnerships and initiatives begun as undergraduates. A Sustainability Committee (however named) should be organized by each Class as early as first semester senior year, but no later than spring semester. Plans should be made for how to ensure continued communication channels among and between Class members, Mentor, Director, and partners. Importantly, this committee needs to plan on how to both materially -and in terms of human resources- continue to support their partners.
Periclean Foundation
The Periclean Scholar Alumni Association (PSAA) was established in 2006, renamed the Periclean Foundation in 2012, functions to maintain cohesion among the alumni. In 2008, the Periclean Foundation was endowed by the Redwoods Group Foundation (CEO Kevin Trapani, Elon parent ’07), and roughly $5000 is generated annually. The Periclean Foundation has the responsibility to decide how those funds are allocated, and the intent is that they are to be used to sustain the partnerships each Class initiates. Ideally each alumnus commits to contributing to the Periclean Foundation so that as more Classes and partnerships accrue, there will be sufficient funds to meaningfully support all partnerships. The Mentor should make sure that her/his Class has a good sustainability plans than includes annual giving through the Periclean Foundation.
Final assessment and feedback
Part of the end of the semester should be spent in reflection with the Class on the entire journey. As part of a final examination for PER 452 the students, for example, could be asked to detail what they have learned about themselves, their country/region of focus, their chosen issues and, importantly, the process of working as a team for over three years. The Director will work with university research to do an external exit evaluation.
Letters of recommendation
By the nature of the program, it is usually the fact that the Mentor has an intimate knowledge of each student in the Class, perhaps even better than their academic advisor. Thus, one critical role of the Mentor during the senior year is to respond to numerous (likely close to 100% of the Class) requests for letters of recommendation for graduate school or other post-graduate plans, e.g., Teach for America, Peace Corps, etc. Since the Periclean Scholars program is fairly complex but important to describe for these letters, the Mentor will save time by having a standard paragraph written describing the program and the goals of her/his Class in broad outline. Of course saving these letters to be updated and revised for future requests is advised.
End of year celebration
Each senior Class has organized an event at the end of the school year to celebrate their three years together and the many accomplishments of the Class. The main Pericles budget absorbs the cost of a nice meal for all students and select guests of the Class at this event, and the Director needs to be involved from the beginning stages of planning. Choice of venue, date, and range of people to be included needs to be made very early in the spring. Some Classes have chosen to invite parents and friends to this event, and in that case extra funds would be needed. The Class of 2010 set the precedent of having a fairly elaborate event the Thursday evening before graduation that served as a fund-raiser as well.
Graduation
Beginning in 2010, all graduating Periclean Scholars are listed on the official graduation program, and the Mentor must get a complete list to the Registrar (and Director) very early in the spring semester. Every Class has chosen to have some physical representation of their Class displayed on their graduation gowns (e.g., the AIDS pin worn by the Class of 2006 to commemorate their focus on the HIV/AIDS crisis). Beginning with the Class of 2010, stoles have been crafted for the graduating seniors to be worn over the gown. The 2010’s had theirs designed and made in Ghana, the 2011’s had theirs designed and made in Sri Lanka, and so on.
Leaders of the 21st Century
Beginning in 2011, the graduating Class of Periclean Scholars are celebrated at the Leaders of the 21st Century Celebration held early evening on the Friday before graduation. Along with Honors Fellows, North Carolina Teaching Fellows, Isabella Cannon Leadership Fellows, Business Fellows, Elon College Fellows, Lumen Scholars and Communications Fellows. The graduating Class and Mentor are responsible to work closely with the organizers of this event.
After graduation
Though the formal relationship between the Mentor and her/his Class ends at graduation, it is inevitable that the Mentor will keep in touch with many of the Scholars as they begin their post-Elon lives. For many reasons keeping lines of communication open are needed, and the Mentor should work closely with the Director and Alumni Relations to ensure that contact is maintained. The sustainability of the partnerships that have been created is now in the hands of the Periclean Foundation, and the Mentor needs to encourage active involvement in this organization.