Project Pericles

Table of Contents


Updated 9/10/12

        Table Tents
        Moseley Digital Boards
        Awareness Weeks
        Sponsoring Movies
        Midnight Meals
        Campus Recreation
        Panels/ Speakers
        Logging Service Hours



The first Class of Periclean Scholars at Elon was recruited during the 2002/2003 academic year. In 2006, Elon won the President’s Higher Education Community Service Award; the award recognized Elon as one the country’s top three universities for community service, and Project Pericles was named as one of five exemplary service programs at Elon. Dr. Tom Arcaro, Elon’s Campus Director for Project Pericles, has been honored with the Daniels-Danieley Award for Teaching Excellence (2003-04), the Carnegie Foundation for the Advancement of Teaching, and the Professor of the Year Award for the State of North Carolina (2006). President Lambert showered the 2006 Pericleans with words of praise at their graduation. Project Pericles has been very successful at Elon. However, all programs, even excellent ones, can benefit from self-reflection and assessment. Like departments campus wide, Periclean Mentors constantly engage in accessment activities in order to identify areas of strength and areas needing improvement. Now at the eleven year mark, we believe it is a good time to begin to record what we have learned as a program more formally. We hope that you find this handbook helpful and view it as a ‘living document’ to which your revisions or additions are most welcome.   

–Heidi G. Frontani (2010 faculty Mentor) and Thomas Arcaro

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To the Mentors

Consider writing a three-year plan with your students during PER 272. Consider setting goals for fundraising, service hours, percentage of students to study in the country of study, student retention, number of SURF presentations, etc. For example, students might be encouraged to raise x dollars in y time frame or put in a certain number of service hours per term. For example, in an intense one month fundraiser our goal is to raise no less than $1,500, and our target is $3,400 or an average of $100/person for the month (33 students, plus faculty Mentor). Quantitative goals could supplement the qualitative evaluation, which takes place each semester via the final reflection essay.

Also consider keeping copies of everything that your Class produces (flyers, articles, e-net announcements, brochures, PowerPoint presentations, etc.) and making these available to future Mentors via a Moodle site or tenure file type folder. You may select a “Class Historian” from your Class to take responsibility for keeping a record of Class efforts and accomplishments. Knowing the ups and downs of other Classes should help current Classes to be stronger and stronger.

Faculty Mentors, their Classes and projects to date include:

  • Dr. Tom Arcaro ( Class of 2006 (HIV/AIDS awareness/education in Namibia)
  • Dr. Jim Brown ( Class of 2007 (Reducing malnutrition in Honduras)
  • Dr. Michael Frontani ( Class of 2008 (Cultural survival and access to education for Mayans in Chiapas, Mexico)
  • Dr. Steven Braye ( Class of 2009 (Providing housing for Angolan refugees in Zambia through Habitat for Humanity International)
  • Dr. Heidi Frontani ( Class of 2010 (Improving access to healthcare, increasing food security, and providing educational materials in three communities in Ghana’s Volta Region)
  • Dr. Crista Arangala ( Class of 2011 (Environmental conservation and education efforts in Sri Lanka )
  • Dr. Martin Kamela ( Class of 2012 (Empowering adolescent girls in Jamkhed, India)
  • Dr. Brian Nienhaus ( Class of 2013 (Working on issues of education and healthcare in Chiapas)
  • Dr. Ken Hassell ( Class of 2014 (Mountaintop removal in Appalachia)
  • Dr. Bud Warner ( Class of 2015 (Haiti concentration)
  • Dr. April Post ( Class of 2016 (Applications are being received until March 1, 2013)

The program has struggled with the question of ‘how many Pericleans is the right number of Pericleans’ per Class? Early on, Classes experienced considerable attrition when our program was not yet well known and students had few incentives to take 8sh of PER courses which did not count towards any major or minor. In recent years, the Directors of the International Studies major, Asian Studies Minor, Latin American Studies Minor, and African/African-American Studies Minor have worked with Periclean Scholars. They have to count PER 272 as a Periclean Scholars' course and all 8sh of PER courses toward their respective minors/concentrations, giving students more incentive to complete the series of four 2sh courses. Students need to work directly with the Directors in order to count their courses for a particular major or minor because credit for PER 272 and PER courses is on an informal basis; the courses will not automatically appear in the correct places on a student’s degree audit.

Recruiting 30 to 35 students can make for a large and somewhat difficult PER 272 seminar to manage. However, given attrition and the amount of students who study abroad for a semester, this number has been the target number of annual recruits.  

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 Work Study Students

Each semester, approximately two Periclean Scholars will be hired as work study students. These students can be from any Periclean Class. Tasks include creating programs for events, creating Pan-Periclean posters, working on the newsletter, updating the Pan-Periclean Moodle site, updating the handbook, compiling all information from alumni, assisting with events such as CELEBRATE, and other small tasks that come up regarding the program. In addition, Mentors should feel free to ask the students workers to assist them with small projects for their Classes such as making copies of a Periclean documentary, ordering books for the Class, etc.

For more information, please contact Dr. Arcaro or the Project Pericles Program Assistant, Catherine Parsons (

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Moodle is an efficient means of communication for Periclean Scholars Class. There will be a Moodle account for every individual Periclean Scholars class as well as a general Pan-Periclean Scholars account. Some important features include the ability to email the Class under the 'Quick Mail' section, by selecting 'Compose New Mail.' If your Class forms different topic and interest groups, then you can also email each group separately. The Moodle discussion page allows different discussion boards to be created where all Class members can post questions and important thoughts on project partnerships, fundraising ideas, and reading discussions. Moodle is also a useful place to post important documents, such as the Pericleans-in-Residence schedule, readings, schedules for meal-swipe Moseley table times, three-year plans, and grant proposals.
E-net is an electronic news center for the Elon University Community. Under E-Net you can post information on upcoming events, available jobs, volunteer opportunities, and other general news on Elon’s website. In order to approve your E-net request, you must submit your request a day before you would like it to appear.
The Pendulum has been very helpful in supporting Periclean events and milestones. Informing them a week ahead of any events would allow them to have someone at the event. However, having someone contact one of the editors a few weeks in advance could help in promoting the event, making higher attendance possible.
Table Tents
These are the trifolds found on tables in common eating areas on campus. The form can be found on the Dinning Services Website:
Moseley Digital Boards
Forms and directions can be found on the Moseley Website:
Several Classes have used Facebook to create a group for their Class. They have also advertised events and fundraisers.
Call the Technology Help Desk at x5200 to create an account for a webpage for your Class. No actual webpage will exist unless the Mentor or one of the Pericleans in that Class creates the website, using a web design program and then publishing it to the internet.
Your webpage account will have the following name: (the XXXX would contain the year of your particular Class).
A Periclean, Faculty Mentor, or third party can maintain the page, but it will need to have familiarity with web page design. If you want the page to be updated even after your Class graduates, keep this in mind when designating your webmaster.
If as the Mentor you will be maintaining your Periclean Scholars webpage, and you want it to have a more professional look, you may want to look into getting Adobe Create Suite III (around $250) or other web design program installed on your computer.
Your website can be an effective approach to letting a lot of people know about your projects and how they can help. Consider adding a link to your website onto your signature file in your email. Consider encouraging your Pericleans to do the same with their signature files.


In this section you will find information for students and Mentors regarding the recruitment, application, and induction of incoming Periclean Scholars

 IDS 110 Pods

During the second half of the fall semester and the first half of the spring semester, the Mentor for the incoming Class and current Pericleans will be giving a series of presentations regarding the Periclean Scholars Program to current first year students currently enrolled in IDS 110 classes.

Please begin organizing these PODS early as it will take a lot of time to coordinate with Global professors who may be planning their syllabus during the summer.

 Application Process

Each Class of Periclean Scholars typically contains about 30 students on average and strives to combine a variety of majors and interests. Requirements of and components for applying are as follows: a cumulative GPA of 3.0, a short biographical essay, a letter of recommendation from IDS 110 instructor, and an interview with the Class Mentor.

The interview process should help the student to understand the time commitment demanded by the Periclean Scholars' program. Students should not apply if they already have too many other commitments.

You might consider bringing a sign up sheet for interviews to each pod presentation. A 10 to 15 minute interview should suffice, especially if you provide a lot of information about program requirements in a brochure and/or presentation at the pod. Some students will not have participated in a IDS 110 pod and may need a bit more of your time. We have noticed that if you have sign-up sheets for appointments within a day or two of a pod that almost everyone who signs up shows up. If you have students sign up for interview appointments weeks after a pod, the chances of them showing up are greatly diminished.

When conducting interviews, here are some questions to consider:

  • How did you learn about our program?
  • Why are you interested in being a Periclean Scholar?
  • What questions, if any, do you have about the program?
  • What is your proposed major? What is your proposed minor, if any?
  • What extracurricular activities, if any, do you engage in on campus? (Are you a member of an athletics team, planning to join, or member of any other specialized program such as Honors, Fellows, a Sorority, etc. that might compete for your time?)
  • If accepted into the program, what would you hope to accomplish as a Periclean?
  • What do you see yourself potentially doing after graduating from Elon?
  • What relevant skills do you see yourself potentially bringing to the program? (Have you engaged in service learning, fundraising, written longer research papers, etc.?)
  • Do you have plans to study abroad? Where and for how long?
  • Any other questions, comments, things you’d like to share?

Get as much information about the students as possible:

When you are selecting students for your Class, give some consideration to diversity of majors, backgrounds, and skill sets. It will be desirable to have a Class that includes a ‘natural’ webmaster, accountant, group of fundraisers, researchers to give SURF and NCUR presentations, writers for the Pendulum, Colonnades, documentarians, etc.

Application components and deadline:

Traditionally, the applications for Periclean Scholars have been due the Friday of the beginning of Spring Break. Normally the students are asked to write a short biographical essay and obtain a letter of recommendation from their IDS 110 or other relevant instructor for the application. In 2007, to enhance academic rigor, a short research essay component was added to the application process and the minimum GPA was raised from 2.5 to 3.0. The Faculty Mentor may choose to read the application essays and make decisions on his or her own or to invite other Mentors or even students to be part of the application review process.

Ask students to include a header on their application with their name, campus box (to facilitate sending out letters), major, and GPA, or simply use the form below.

Be flexible:  You recruit your Class to do work in a particular country or region (such as the 2014s in Appalachia). Have a backup plan for whatever you or the students wind up choosing to be the Class’ focal topic. If the country or region selected suddenly goes to war or has a coup, how will you proceed? Having thought about some possible alternatives in advance might prove helpful in such a case. To date, the 2008s were unable to visit the school they were helping to construct in Chiapas, Mexico because of security issues (localized infighting among the Zapatistas) and went to another school instead; the 2009s had to change their country of study from Angola to Zambia due to security issues (landmines) and language issues (they speak Portuguese in Angola) and the 2011 Class was unable to travel to Sri Lanka over winter term because of unrest (bombings related to the Tamil separatist movement).

As Mentor, you should think of the Class as a small non-governmental organization. As with any NGO, you will want to recruit people with a range of skills, from fundraising to media production, researching, event planning, and speech giving. Make use of experts who have experience working with or running NGOs (Elon’s Business School, EV!, Service Learning, etc.). Mentoring a Periclean Class will require a wide variety of skills such as flexibility, dedication, knowledge, and understanding. A Class of Periclean Scholars should contain a wide variety of majors, interests, backgrounds, and skills in order to create the best possible project and experience.

Sample Application Form:

2016 Application for the Periclean Scholars Program

Name: ____________________________________   Campus Box: _____________

Major or Intended Major: _______________________________________________________________

First Semester GPA: ______    Email: __________________________

Global Studies Professor: ________________________________

To be eligible to apply for the Periclean Scholars Program, you must do each of the following:

___ Write a 1-2 page letter of application outlining why you would like to become a
       Periclean Scholar, what you hope to contribute to the organization, and what you
       would like to gain from it.
___Write a 1-2 page response to a reading placed on reserve at the library by Professor
       April Post
___ Complete (or be taking) Global Studies IDS 110
___ Submit a letter of recommendation from your Global Studies professor
___ Have a GPA of 3.0 or above
___ Be interviewed by either Dr. Post or Dr. Arcaro
___ Complete this application form

All parts of the application are due at April Post’ office in Carlton, room 318, by Friday, March 1, 2013, at 4:00 pm.

Please briefly discuss your four most important or meaningful commitments (organizations, leadership roles, etc.) which you have participated in or are currently participating in.

1. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How did you hear about Periclean Scholars? (Check all that apply)
___ IDS 110 Pods ___ Online ___ A Periclean Scholars Event
___ A Professor ___ A current Periclean Scholar ___ Other (___________________)


Celebrate Event

The CELEBRATE Event was first held in the fall of 2009 and will be an annual event that will serve to (1) bring fellow Pericleans together (a Pan-Periclean event) and to (2) invite any interested first year students to learn more about the program. Both the Mentor for that year i.e. for the first year students and the director will talk about the program and.

Induction Ceremony

After each Periclean Scholar has been accepted to the program, the sophomore Class is charged with planning the induction ceremony. The ceremony is usually held in Holt Chapel where members of existing Classes speak about the program, read short biographies of each member of the new Class, and formally welcome the students into the Periclean Scholars Program. Each scholar is presented with a Project Pericles pin and a small token of congratulations on acceptance into the program. After the induction ceremony, there is typically a reception immediately following with refreshments, drinks, and fellowship among the Scholars.

The Mentor Role

Provide as much information as early as possible about your Class to your potential recruits:  This method should help them make informed decisions and potentially cut down on attrition, which has been an issue for several specialized programs at Elon. Information is normally shared via IDS 110 ‘pods’ in the fall and spring of the potential recruits’ first year at Elon, but other approaches (Elon 101, brochures, interviews, etc.) might also be used.

Ask Elon’s campus director for Project Pericles (Dr. Tom Arcaro, to get materials you want potential recruits to know about your Class posted on Elon’s Project Pericles website as soon as possible. This way potential recruits are not looking at information for the previous Class of recruits, which may differ notably from what you want to do. 

Plan ahead and give yourself the time you will need to get started:

  • Consider requesting reassigned time for the fall or spring of your Class’ first year at Elon in order to give yourself enough time to prepare
  • Create a syllabus for PER 272 Periclean Scholars. Be sure to include a final reflection essay as a course requirement
  • Prepare materials for IDS pods
  • Make presentations to pods (three to four in each the fall and spring)
  • Interview applicants
  • Review application essays (traditionally around 45-65)
  • Send out letters of acceptance, rejection, or waitlisted for the program (by early to mid-April)
  • Arrange for and conduct an induction ceremony (around the time students register for fall Classes in the spring; the event includes Pericleans from all four Classes)
  • Contact Roger Gant to get your course Moodle site set up earlier than is usual (for communication purposes during early fundraising/group bonding)
  • Schedule potentially one or two orientation meetings in the weeks following the induction

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Three Years of Classes

 Classes Across All Years

Sophomore Year

In the fall of sophomore year, the newly inducted Periclean Scholars will begin their official work as a Class with their Mentor. They will enroll in a four credit hour course and begin researching, organizing, and planning their goals for the next three years. The Class should be organized by creating a project that stems from the input of both the students and the Mentor in order to work in the most efficient way possible.

The Class should begin extensively researching the area of assignment to plan a sustainable project that everyone agrees on and is in the best interest of the people of the region.

Once a Class has had the chance to gain some working knowledge of the country, areas of interest and need should be developed and explored as potential project ideas. Feasibility, safety, and access are important things to consider when identifying possible project ideas for the Class.

It may be in the Class’s best interest to partner with an NGO or contacts in the student’s area of interest so that the best possible project is chosen. It is necessary for the students to play the proper role in the planning, implementation, and execution of that project such that those who are on the ground in the chosen country are relaying what they see as important. Additionally, students need to feel ownership in their initative, but still balance involvement in the local community.

Once ideas have been generated, students can present proposals about what the project could or would look like, or there can be a simple vote. This part is entirely up to the Class.

Junior Year

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, the Class plans for reaching more long term goals should be clarified, refined, and acted upon. In the history of the program,  each Class 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.

Senior Year

The majority of 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 (

The Periclean Scholars program works closely with the Isabella Cannon Centre for International Studies of 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.

As graduation nears, each Class begins to focus more clearly on plans to sustain the partnerships and initiatives begun as undergraduates. A Sustainability Committee 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.

A survey is created by each specific Class in order to assess the future of each individual project. This survey should assess the students' views regarding the continuation of their project, their interest in the Periclean Scholars Alumni Association (PSAA), and Mentor involvement.

Expectations and evaluation of the program should also be considered at this time.

Local Partnerships

Often times, the project focus of a Class does not only lie in the country of interest but also in the local/greater Elon and Burlington community. Reaching out to the community in which our University resides is important in order to give back and form partnerships with local residents.

The Kernodle Center for Service Learning is an excellent and ideal resource for the Periclean Scholars, looking to go out into the community and form a three-year relationship with a local partner to develop or continue a project of need.

Some countries also have pockets of immigrants or refugees that have settled in this area and may be in need of some contacts or assistance.

Local schools have been very receptive to Pericleans coming in and discussing their projects and countries of focus with students. For example, the Class of 2010 went to several elementary schools to give short presentations to younger children about the life and culture of Ghana.

Several local agencies also have fundraising or awareness events that can serve as a bonding event for a Class. For example, the annual AIDS walk in Greensboro is an excellent way to show community support and solidarity.

Three-year student-developed plan

A requirement of the program is for students to develop a three year plan that details what they are planning on accomplishing during their remaining time at Elon. This academic exercise is an opportunity for the student to pull together their individual goals and to plan along with Class goals.

NOTE: Individual three-year plans will vary considerably by student, but each should include a summary, information on proposed major and minor, and entries for each fall, winter, spring, and summer from fall of the sophomore year through the spring of graduation. Generally, each Periclean Scholar will propose one major/longer term project and one to three minor/shorter term project(s) to over their three years, plus assist with fundraising. [Note: for a Business Major the major project and/or minor project(s) may be fundraising project(s).]

Creative Idea: The goals could be new, different, and even specific to the Periclean Scholars program, itself. For example, the Class of 2010 formed mentor/mentee roles with new inductees into the Class of 2013 Pericleans in order to help guide the new Scholars through the first semester as Pericleans.

Each student’s three-year plan should draw on his or her strengths and fit within his or her overall academic and/or career objectives (i.e. a cinema student might propose a film project related to the country or people of the country; an English major a writing project which results in an article, short story, or poem about the country of choice in a campus or national-level  publication; a business student create or support a small business in the country of choice; an art student create a painting, mural, sculpture, or photography exhibit on the country of choice or members of its Diaspora; a sport management major organize an Sports Fest on campus with sporting, musical, research and other components; a theatre student perform in a play written by an English student which highlights the life of a persons from the country of choice with AIDS; a pre-med student volunteer at a hospital in the country of choice for a semester; an ‘undecided’ major organize for a native citizen to visit campus to speak with our Class and other Classes,  etc.). Students from any major can propose research papers/ presentations at the campus or national level. These are just SOME IDEAS, be creative in designing your own three-year plan.

Also, this assignment is not limited. For instance, the Class of 2012 created a group 3 year plan in addition to an individual plan that is solely in the context of the project in order to narrow the focus. Dependent upon your Class, there will be multiple plans in accordance with multiple project groups, as was such in the Class of 2012. If there is only one project group, that of the whole Class, then the Class can work together to develop the plan. Of course there maybe overlap from the individual plan as well.


Each year the sophomore Class will have the option to host their first set of Pericleans-in-Residence, which encompasses approximately a week long stay of guests native to or residing in the Class’s country of focus. The Class should plan the schedule of their stay from the time of their arrival to the time of their departure, including housing, food, and transportation to and from the airport. It would also be great to plan an activity open to the Elon community in order to spread awareness and get the Periclean Scholars' name out there. An event could be a panel discussion. In addition, it will be a wonderful learning opportunity for Pericleans as well as the University as a whole.

The Periclean-in-Residence has become an integral and even transformational dimension of the Periclean Scholars program, with each new Class bringing in guests to help them understand their chosen topic much more clearly.  The four Pericleans-in-Residence that the Class of 2006 hosted (Drs. Philippe Talavera and Lucy Steinitz, Anita Isaacs, and Majiua Marigulala) helped define and focus this Class’ mission and in no small fashion contributed to the success of the documentary series on HIV/AIDS in Namibia.  Karen Godt, the Periclean-in-Residence hosted by the Class of 2007, continues to have an impact on that Class and on the Elon community as a whole; her daughter is in the Class of 2011. The other Periclean Scholars Classes have similarly benefited from this program. The 2008s invited Peter Brown of the Schools for Chiapas; 2010s invited Dr. Augustus Vogel, Director of Atidekate an organization for Returned Peace Corps Volunteers who worked in Ghana, and Dr. Roger Gocking, a historian of Ghana from Mercy College in New York.

In addition to spending time with the Class that invited them, every effort is made to offer the resource of these Pericleans-in-Residence to the larger campus community and to the large surrounding community. Speaking engagements both on and off-campus have been a regular part of this program.

Who qualifies as a Periclean-in-Residence?
In the past, a Periclean-in-Residence has been someone who is an expert in the field of study either due to their own research or personal experience with the issue. He or she should be able to provide insight into the issue, the severity of the issue and why it is important and, possibly, present new information and a new way of looking towards the problem. This person should also be comfortable speaking in front of audiences of all sizes and be incredibly passionate about the issues at hand.

How do you contact them?
A Periclean-in-Residence can be initially found through personal contacts or networking. Once an appropriate candidate is found, one should call, email, or send a written letter telling the person about you, your organization, and why you are interested in having them speak.

How can their presence benefit the campus?
A Periclean-in-Residence not only greatly benefits the entire Elon University staff and student body, but also the local community at large. Especially since Elon prides itself on being a global community, having a Periclean-in-Residence speak can provide information on issues going on in the world that should be of significance to everyone. Pericleans-in-Residence can use their knowledge and presence to greatly impact and educate people in various organizations and can be a call to action to both students and staff involved in an issue.

What types of audiences will they appeal to?
Especially if the Periclean-in-Residence has different themes they can discuss each night, he or she will appeal to a wide range of audiences. This audience includes local community organizations with similar missions, empowered groups of Elon organizations/clubs, specific academic departments and majors, or even simply to individuals with an interest in the subject matter.

What events can be held with a Periclean-in-Residence?
There can be a wide range of events held; however, the main purpose of the Periclean-in-Residence is to benefit the Elon community. This includes attending Classes, speeches to large groups, discussion panels, and question and answer sessions. In addition, a Periclean-in-Residence can be involved in community events related to the issue like fundraisers.

How long can they stay?
A Pericleans-in-Residence should stay long enough to fulfill their purpose of teaching various aspects of an issue to a wide range of people and organizations. A week and a half to two weeks would be an appropriate time period.

Where do they stay?
In the past the Pericleans-in-Residence have stayed with students, however if this makes them uncomfortable, a hotel would be the best option.

Where does the funding come from?
Funding the visit of a Periclean-in-Residence can come from limitless places; it is imperative to tap into all of your resources. Often other academic departments who would be interested in sharing the Periclean-in-Residence with their students will be more than happy to co-sponsor

How do you schedule them?
Make sure you contact the Periclean-in-Residence in advance to finalize their schedule. Double check with Elon, as well, to make sure they are scheduled for when they are suppose to be scheduled. It is important to have the Periclean-in-Residence’s schedule pretty structured with events before they arrive, but still leave some room for flexibility if other opportunities arise.

Do they get paid?/ How do you thank them?
They have not been paid in the past, but their plane ticket has been purchased for them and on the ground expenses have been covered. A Periclean-in-Residence  makes a great personal sacrifice to travel and come to Elon, so it is necessary to thank them accordingly. Personal mementos, such as a scrapbook of their visit to show off their accomplishments, are an excellent gesture. The 2010s used minor fundraising to give Anita Isaacs a $250 for her HIV/AIDS organization in Namibia and purchased some crafts from her; they also have created a $100 honorarium to Dr. Gocking, and several hundred dollars to Dr. Vogel’s organization for the purchase of children’s books in the village in Ghana in which he served as a Peace Corps volunteer. These gestures were appreciated by our guests.

Do they need transportation?
He or she would probably need a student to several student volunteers to be willing to chauffer then around. It would be helpful if a sign up sheet was made previous to his/her arrival. This method is helpful for several reasons in that it takes the responsibility off of one sole person to transport him/her everywhere and it helps organize in that everyone will know who is in charge when.

How do you get Global Classes involved?
In the past, we have assigned students to go and speak to different Global Classes.

Where do they hang out?
They can hang out with students, on campus, etc. We have hosted several activities for past Pericleans-in-Residence such as lunches and dinners with students and even trips to the State Fair and Chapel Hill. Again, it is probably a good idea to make a sign up sheet to finalize the students' responsibilities for the Periclean-in-Residence's stay.
What time of the year do they come?
Time of year depends on what works best for the speaker as well as Elon’s schedule.
How do you prepare for their arrival?
  • Decide where they will stay
  • Make a schedule of activities (academic and entertainment)
  • Make a list of questions to ask them to become more knowledgeable on the subject.
  • Everyone should be caught up on the subject so there are questions to ask
  • Advertise their coming and events and what will be happening at each event

How far in advance should you invite him/her?

We recommend around 2 or 3 months in advance in order to provide him/her with time to prepare as well as to have more options open in the campus calendar. It also allows the Periclean-in-Residence enough time to make appropriate arrangements and for the Class to prepare for hotel and flight reservations.

How do you promote events?

Take advantage of all of the on-campus marketing tools! These include:

  • E-net
  • Electronic posters in Moseley
  • Advertising at a Moseley table
  • Flyers around campus
  • Student speakers coming to Classes
  • E-mail list servers (different organizations, facstaff, etc)
  • WSOE
  • ESTV
Who do you invite to events?
There can be a wide range of groups to invite to different events during the course of the Periclean-in-Residence’s visit.  These can include the following:
  • The whole campus
  • Certain Classes/majors
  • Closed group events with just the Periclean Scholars
  • Outside campus events/community/cultural events
 Periclean Sustainability Survey
A survey is created by each specific Class in order to assess the future of each individual project. Below is the 2010 Assessment Example:
What is important to you in the future and sustainability of our Class’ efforts?  For each item please circle the response which most closely fits your beliefs.
1= not important  2= somewhat unimportant 3= neutral 4=somewhat important  5=very important
1. Maintaining contact with community of Kpoeta              1    2   3    4   5
2. Maintaining contact with one another as a Class              1    2   3    4   5
3. Working together with on-campus Ghana initiatives (fundraising, Friends of Ghana, collaborating with younger 2010 Pericleans, etc.)   1    2   3    4   5
4. Maintaining contact with the greater Periclean Scholars Program (younger Classes and alumni from older Classes)      1    2   3    4   5
5. Financially supporting the Kpoeta Health Clinic with required monthly/yearly monetary donations       1    2   3    4   5
6. Indefinite commitment to health clinic facility maintenance             1    2   3    4   5
7. Pursuing a drug store in the health clinic               1    2   3    4   5
8. Expand upon Kpoeta projects in the future (i.e. physician’s assistant and midwife for the clinic, road, etc.)       1    2   3    4   5
9. Time/financial involvement with initiatives in Sokode (nut shelling machines, Kindergarten, etc.)        1    2   3    4   5
10. Time/financial involvement with other Ghana initiatives (book drive, solar cookers, etc.)         1    2   3    4   5
11. Supporting one another’s personal initiatives/projects that come up post-grad.           1    2   3    4   5
12. Having a board of directors (defined responsibilities and positions) for Class members post-graduation       1    2   3    4   5
13. Pursuing grantsas part of our continued fundraising efforts             1    2   3    4   5
Open Ended Questions:
14. How do you envision our Class’ role/relationship with Elon University and the greater Periclean Scholars Program post-graduation?  
15. How do you envision Dr. Frontani’s role post-graduation?
16. What role do you envision for yourself with Periclean Scholars 2010 initiatives post-graduation (donating time, money, etc.)?
17. What are your expectations for the communication of our group post-graduation?
18. What role do you envision for the younger members of our Class (those not graduating this May)?
19.  What financial commitment are you willing to make to 2010 projects, if any?
20. What do you think we should call ourselves after graduation?
21. What do you envision would be the role of a potential “board of directors”?
22. How do you envision our fundraising efforts will continue after graduation?
Please write any additional comments/thoughts related to the above:

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Periclean Scholars are part of Project Pericles, a national project dedicated to increasing civic engagement and social responsibility. They are dedicated to promoting awareness of global issues and to helping provide solutions to the problems surrounding these issues in culturally sensitive and sustainable ways. Students apply to become Periclean Scholars in the second semester of their first year. Each Class of 33 students chooses an issue to address during their sophomore year and then spends the next two years engaged in activities that integrate academic reading, research, and writing with service and outcome-oriented experiential learning activities. All Periclean Scholars Classes operate as seminars, with heavy emphasis on student ownership and leadership in most aspects of the Class. Students from all majors are encouraged to apply. Periclean Scholars are required to take all of the following Classes.

In this foundational course, students develop a mission statement for the Class and research in depth the issues and topics related to that mission. Emphasis is placed on becoming deeply familiar with the multiplicity of factors that surround the group’s chosen issue and developing individual and group goals, both short and long term. They examine the process of understanding how to be effective agents of social change. Offered fall semester. Civilization or Society.

In the junior year, the Periclean Scholars cohort will continue broadening and deepening their knowledge of the content area(s) in the group’s chosen geographic location and/or issue(s). The Mentor will guide and encourage the cohort to begin using the knowledge, conceptual and theoretical frameworks, and skill sets that they are learning in their majors as they engage in activities outlined in their chosen mission statement. PER 351 is offered in fall semester; PER 352 is offered in spring semester.

These courses serve as a capstone to the program. The students fully put to use all that they have learned in both their earlier Periclean Classes and their majors in service to the projects and goals that they set out to address from the beginning of their experience. The Mentor will guide them in both reflecting on what they have accomplished and in planning for how they will begin their lifelong role as Periclean Scholar alumni, sustaining the initiatives they began as undergraduates.

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Examples of Reflective Assignments

Periclean Scholars 2006 Reflective Assignments:

Final Assignment Part I Due 16 Feb 2006
Part I                          Due February 16th

Write comprehensive list of all the contributions that you have made to our mission. This can be just a bullet listing but must include –as much as you can recall- all activities, big and small. Many of you have presented speakers, shown the documentaries, taken trips, accepted leadership positions within the group, etc. Use your colleagues to help jog your memory and make sure your list is complete.
             Colleen Clark
             February 15, 2006

Part I: My Contributions as a Periclean Scholar

• Planned Kids’ Krusade, a week long advocacy event about children orphaned worldwide, some of which by HIV/AIDS; met with other Periclean Scholars for the first time, spring 2003
• Lateral entry into the Pericles Program, fall 2004
• Board of Directors, fall 2004
• Helped layout the syllabus for Class, fall 2004
• Made blue Periclean Scholar t-shirts with Becky, summer 2004
• Presented AMOOH at St. George’s, Fredericksburg, VA, sold CD’s at this event, fall 2005
• Attended an AIDS discussion/AMOOH showing at Guilford College, spring 2005
• Attempted to plan Class wide retreat, fall 2004
• Spent time with Anita Isaacs during her visit to Elon, fall 2004
• Spent time with Lucy Steinitz during her visit to Elon, hosting several functions for her in my home, fall 2005
• Hosted all preparatory meetings for winter term travel, fall 2005
• Attended AHS conference in Tampa, Florida to show documentary and learn about other humanist actions around the country, helped to sell documentaries and solicited a $200 donation for Project Pericles, fall 2005
• Raised funds for the entirety of my trip to Namibia and enough to donate N$1,500.00 to Deep Roots Education, a nonprofit in Namibia that helps fund secondary school fees, fall 2005 and winter 2006
• Traveled to Namibia with the Periclean Scholars and served as group chaplain, winter 2006
• Upon return, met with President Lambert to discuss Periclean Scholar recommendations for civic engagement at Elon, spring 2006
• Currently serving on the Periclean-in-Residence committee, spring 2006
• Working with Julie Bourbeau and another friend to write and illustrate a children’s book about Namibia, spring 2006
• Working to professionally digest the experiences of the YWCA visit in Namibia through a short piece for my feminism Class, spring 2006

Final Assignment Part II Due 2 March 2006
Part II                         Due March 2nd

Describe and reflect on how your experience as a Periclean Scholar has had an impact on your (1) family, (2) friends, (3) peers and (4) professors. Make sure that you include your impact on the various (5) community groups (Rotary Clubs, churches, former high schools, etc.) that you may have spoken to and/or gotten donations from. What have you taught them about Namibia and HIV/AIDS? How have they changed their behavior and/or views because of your influence? What have they said to you that makes you know you have had an impact on them? This could turn into a long essay, so make it easier on yourself by breaking it down into sub-sections.
                Laura Iannacone
                Part II: Pericles Assignment
                March 2, 2006
There was a point, following my sophomore year, where my parents told me that I would need to look into transferring to another school because Elon was becoming too expensive for them to afford. However, my involvement in Project Pericles made it impossible for me to even consider going to any other school, because I felt as if my involvement in the project was crucial-- not only to the program, but to myself and for my own well-being.  In this sense, early on my family has made sacrifices due to this program. But in the end, I feel as if they have gotten more out of this program than they previously thought. My mother really has embraced my involvement in this project, and even though she was wary of my traveling to Africa to begin with, she has seen how much of an impact the experience has had on me and how I've been able to get my message across to the world (CNN, especially).  Both my mom and my dad have been able to take the work of our Class and incorporate it into their workplace.  My mom sold the beaded AIDS ribbons that Anita made at her place of work.  She wore hers on her apron and she had so many people ask her about it that she actually requested that I bring some home. My father, before the trip to Namibia, brought the donations letter to his boss and was able to get a donation from Hearst/Comag Marketing group to go towards our efforts over winter term. I was blown away by the amount of people in my family that came out of the woodwork last semester to support me in raising money to travel over Winter Term. Two of my aunts almost completely funded the trip, having such an interest in AIDS and really wanting to see me do something good. Each of them have the full set of documentaries and have really taken our mission to heart since they have heard about it. All of my extended family has heard about our trip over January and I've shown them pictures and shared my stories with them. It's really amazing to be able to share my experiences with my family because I really wish they could have experienced it with me and come with me on the trip. I think it's so important for people to witness an issue firsthand, and my experiences have given them the insight that AIDS in Namibia exists. My family is completely supportive in the work that we have done and will continue to support me and the efforts of our group.

When it comes to Project Pericles and the work that I have done with this program, my friends are generally the first to hear about what's going on. Many of my friends have been to ALL of the documentary premieres, tell other friends about our projects, and talk about our mission with their families. In my life at Elon, these have been the people that have supported me the most, going to our Periclean-in-Residence speakers, at times to be there to hear me introduce our guest, but ALWAYS to take in whatever message is sought to be told. I feel as if, in ways, I have not been the person that has taught my friends what they know about HIV/AIDS and Namibia. I've been that person that has provided them with the means to learn what they know. What is empowering about this is that by giving them these tools, they are able to help themselves. In particular, I remember back to junior year when we were deciding on the slogan for our t-shirts. Originally, the thought behind it was that the shirts would be something we would wear as a campaign to tell people to be informed and get tested for HIV. When this was all going on, I told my friends about the project, and one of my friends in particular told me "I'll get an HIV test, but I need you to go with me." Since then, she has gotten tested for HIV and pledges to always have safe sex. Just to attest to the power of the message that we send, our mission to inform our community--even if it's just one person at a time-- is being accomplished.
The willingness of my friends to, at the drop of a hat, contribute to projects of mine, particularly the Box Project, has blown me away. The impact that we have made on the ground in Namibia, particularly our experiences over winter term and the stories I have brought back to my friends here, makes them feel like they have a connection in Namibia as well. Many of them contributed clothing that was brought to Namibia in January and distributed at various organizations. Now, months later, these same friends are donating MORE of their time, energy, and belongings in the name of our mission. I ask them why they do it, why they are helping. The answer is the same every time. They want to do something to help and know that, through me, some good will come of their contributions. I feel like my friends have not just changed their views about Namibia and HIV, but they've changed their LIVES because of what they have learned. Most recently, I have had the pleasure of inadvertently being a Mentor to an Elon freshman. In the fall, I was his TA for General Chemistry. Since then, I've been able to give him advice about Class, about teachers, about studying, and in general about Elon. Now, he wants to become a Periclean Scholar. The other night, he sent me a message saying that he had just seen the movie Hotel Rwanda and knew, the second the movie was finished, that he had to do something to give voices those who cannot speak to the world. Ironically, I thought back to myself as a freshman, having just seen the documentary Left Behind, and realizing from then on that I needed to do something to make a change in the world. I feel like I'm starting a chain reaction within the hearts of my friends: a chain reaction eliciting emotions like hope, drive, and initiative to make a difference in the lives of others.

The response from the Elon community, especially Elon students, to our work and the projects that we have been doing has been amazing since the start of our work in 2003. Turnouts for all of our events have been booming on campus. Probably the most significant outpouring of care and love from my peers has been during the course of my work for the Box Project, which really was just kind of an idea on a whim. I've been stunned by how quickly my peers were able to take this into their hearts. Not only were my own friends contributing to this project, but the entire Biology department (students, faculty, and staff) have opened their hearts and pockets to this cause. Maybe it's because I'm a senior and I have some rank within the department, but the ease at which the word was spread and the enthusiasm that I have received has been incredible. The Biology Club is giving the proceeds from their spring fundraiser "Buy a Beta from Tri-Beta" to go towards some of the shipping costs and/or direct funds to the Hatutale's. AZD has included the project as part of their philanthropy (I'll be receiving a check from them today!).  Strangers, people I've never met before, have been contacting me saying that they have things that they would like to contribute. By simply sharing a story, these reactions have been induced. In this way, I feel as if I've impacted my peers.  When given a direction, when given a first hand story, something or someone that they feel like they can connect to, you would be amazed at how people will react and give of themselves to give to others. I've been able to share stories from my trip, information about AIDS, and just general knowledge to my peers, and in return I am receiving gifts from their hearts.

My professors have shown immense interest in our work from the beginning. Freshman year, my global professor, Steve Braye, was the one who introduced me to this project and recommended me to the program. Since then, he is always interested in seeing what we are up to and how I've been doing. My academic advisor, Sandy Seidel (up until last year--she's now at UVA) was extremely supportive and always talked about Pericles in her Elon 101 Class and actually recommended several of her students to the Periclean Scholars program (several of which are now Pericleans in the younger Classes). Doug Stemke came to speak to our Junior year about the biology of the AIDS virus, something that many of us struggled to wrap our minds around. Over the summer, I took a course at UNC-G and brought our work, documentaries, and future trip up to my professor and immediately, she was able to incorporate A Measure of Our Humanity into the curriculum for the summer course, offering extra credit for those who watched it and answered some of the discussion questions we had posted on our website. Clearly, Dr. Arcaro has been a big push during this whole process, mentoring us and guiding us along through this journey. Faculty continue to approach me and ask how our trip over January went. Dr. Brant Touchette was my Mentor for the water research we did while in Namibia. He can now pronounce Namibia and spell it, which is an accomplishment in and of itself.  His support was vital through the whole winter term planning process. Dr. Janet MacFall of the Environmental Science department was also a Mentor and contributor to the winter term water research. Her interest in public health and the water ecosystems of Namibia led her to contributing $500 to my efforts. The Undergraduate Research Department, headed by Karl Sienerth, also contributed $500 to the research and has (hopefully) accepted my project to be a SURF presentation this April. The entire Biology faculty has been extremely supportive of the Box Project. Jeffrey Coker, one of the Mentors for Biology Club, sent out a mass email to all the Bio majors and faculty, and through that I attribute the massive response I have seen. I have received donations from faculty and staff. In this way, I feel as if I have made an impact on my professors. They are willing to help at a moments notice because they have seen me grow as a student, especially throughout the time I've been involved in Periclean Scholars.

Community Groups
I feel as if I have impacted community groups indirectly. Personally, I have spent most of my efforts focusing on those in my close proximity, and I'm not involved in many community organizations. However, people I have spoken to and given information to have in turn gone to community organizations like churches, for example, and impacted those organizations by showing our documentaries and sharing our stories. A community church is donating money and clothing to the Box Project, thanks to one of the Pericleans from another Class. Tarheel Research, Ltd. is a research company that is working on an innovative method in farming: encapsulating seeds in gel capsules. They supported my work over Winter term with $250 and have since expanded their efforts to sending seeds to third world countries, specifically in Africa, singling out drought-hearty plants that would do well in the soils in particular areas. They have asked for my feedback on the landscape and farming in Namibia since I've been back. In this way, I feel as if I have impacted my community.

Final Assignment Part III Due 16 2006
Part III                       Due March 16th

Revisit your list of accomplishments (Part I) and describe (1) the overall impact these activities had on your undergraduate career, (2)how these activities helped you directly or indirectly in learning and applying the skill sets you learned in your major(s) or minor(s), and (3) enhanced your leadership and organizational skills.  In other words, what has it meant to you –both in terms of personal and professional development- to be a member of this program?

Final Assignment Part IV Due 30 March 2006
Part IV                       Due March 30th

What advice would you give to the Classes of Periclean Scholars that follow in your footsteps? What mistakes did we make that could or should have been avoided? What successes did we have and how would you advise they learn from these activities? What specific advice would you give to the Mentors of those Classes? To the members of those Classes?

Final Assignment Part V Due 6 April 2006
Part V                         Due April 6th

How do you think your undergraduate career would have unfolded had it not been for this program? And, as a related question, how have your post graduation plans (both short and long term) been impacted by your career as a Periclean Scholar?

The last three years have definitely been a learning experience. First and foremost, I think that we learned, through being separated into two Classes when we were sophomores, that things just roll a lot more smoothly when there is an open line of communication and when we are together as a cohesive unit. This way, everyone's up to date with everything and no one feels out-of-the-loop.

We also learned that we all aren't perfect all of the time (unfortunately) and that we just have to roll with the punches sometimes. Things don't always work the way you plan them out and they have to be adapted. Everyone doesn't always get along, but we have to do what we can to make sure everyone is happy in one way or another. But there are always people that you can't please no matter what you do, so-- it's really a lesson in life and how you work and communicate with people, very important to learn but can get frustrating!

When you're working with a group of people who are motivated and have clear goals, it makes it so much easier and more fun to work together!! Being able to get to know my fellow Classmates and faculty advisor over the three year period was essential for our travel abroad and even just overall, to be able to work as a cohesive unit.

Contacts, contacts, contacts! Form relationships with influential people in the country you are studying, especially those who are making strides with the issue that you are covering!! We have been fortunate to meet some extremely bright, talented, and ambitious individuals and groups that have enhanced our work and our experiences!

As much as you may want to organize everyone together all at once, as Periclean Scholars we are very ambitious and other obligations may get in the way of meeting together. We have overcome this by just allowing open communication and being flexible with people who may not be able to make it at certain times.

Never be afraid to ask for help! As Periclean Scholars, we take on big projects that we may think that we can do on our own, but work better when you involve others. Share what you're doing not only with Classmates, but other organizations and departments! The more help you can get, the better, and the more exposure you can have for your project or event!
Make time in your life for this program. The Periclean Scholars program can give so much back to you if you devote a part of your life to it. As a Biology major, I have a lot on my plate academically. However, I have always left room for Pericles and have reaped the benefits from being involved. I was able to travel to Namibia, I've been involved in so many smaller projects, and through it all I have bettered myself in several areas, like public speaking, promotions, just overall being more outgoing, etc. If you allow this program to have a special place in your life, you'll get so much more out of it!

Of course, there are so many more recommendations I can give on a personal basis depending on their majors and other involvements. What I've included thusfar are the tips that I would have found most important if I had had a Mentor coming into Pericles as a freshman! Overcoming these "bumps in the road" have allowed us to become stronger as a Class, so even making mistakes allows you to learn something about yourself and about your group. I hope that all of the subsequent Classes get as much out of being involved in the Periclean Scholars as we did; this will certainly be an experience and a committment that I carry with me throughout my life!

Final Assignment Part VI Due 13 April 2006
Part VI                       Due April 13th

How do you feel we have done thus far in terms of fulfilling our mission statement? What have we done to educate both the people of the United States and Namibia about the issues surrounding HIV/AIDS? What do you think we can/should do to sustain our impact? What will you do to carry on our mission?

Final Assignment Part VII Due 20 April 2006
Part VII                      Due April 20th

In one paragraph not to exceed 100 words summarize Parts I through VI.

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a. Student Steering Committee
b. Mentor Steering Committee
c. Strategic Planning Committee
d. Committees within Your Own Class
          Education/ Awareness
          External Link
          Fundraising/ Finance

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To date, Periclean Scholars Classes have been responsible for raising virtually all of their own programming funds.  No Class has been given a ‘starting budget,’ although funds for creating application materials, induction ceremony programs, and senior dinners have been made available. Most Classes have opted to create a Class T-shirt and program funds potentially can be borrowed and repaid when students receive and pay for their shirts.

There has been the desire since the program’s inception to offer a summer stipend to the Faculty Mentor for the start of the program. The 2015 Mentor was the first Mentor to receive such a stipend.

There are several accounts for the Periclean Scholars. Each is a joint account for all Periclean Scholars Classes. Thus, it is imperative that you accountant for your Class document each deposit and withdrawal very carefully. You should not be accessing Periclean Scholars funds without checking with Dr. Arcaro first unless they are funds that your Class raised and deposited. 


Get a receipt: Always indicate “Class of XXXX” or “XXXX Pericleans” on transactions, replacing XXXX with the year of graduation for your Class, and getting a receipt. The Bursar’s Office prints out a receipt for you on the spot. University Advancement will print out a record of deposits to the account for a given time frame.

Say Thank You: It is good practice to have a student who can work with the accountant to collect names and addresses of donors to send out thank you notes.

Each Class of Periclean Scholars has used a variety of approaches to raise money for projects. Grant writing, letter writing campaigns, working with local restaurants, swiping Phoenix cards for Phoenix cash or Meal Plan dollars, craft sales, video sales, having donation buckets at events or tables at College Coffee or Moseley Center, etc. have all been used. What follows is an assessment of how well each of these approaches has worked to date as well as some details on the logistics.

Accountant Handbook

The accountant will be responsible for each of the following duties over term(s) in office:
1. Making deposits and withdrawals from University accounts
2. Maintaining a written and/or electronic record of all account activity, donations, expenses, etc
3. Reporting funds to the Class when necessary and monitoring the allocation of funds to individual Classmates as well as the group
4. Collecting, copying and recording all receipts for purchases by individuals. Creating a “master accounting book” is highly advised, as a central location for all necessary documents
5. Counting money at various fundraising events and sorting bills and rolling coins for deposit when necessary

Each of these duties will be outlined further in following pages.

Record your account numbers here, if they apply:

Bursar Account: _________________________________________________________________

University Advancement: ____________________________________________________


Other: ____________________________________________________

These account numbers will be required for withdrawals and deposits. Be sure to make known to the Bursar that you are depositing or withdrawing from “the Periclean Scholars Class of __________” as all of the Periclean accounts are lumped together and the money will not be allocated to the proper Class unless the Bursar is notified.

General Responsibilities: Maintaining a written or electronic record of all account activity is imperative to the success of the organization. To abide by the Elon Honor Code, following University policies and procedures is of utmost important when acting in the role of accountant.

In order to deposit funds, one must first total all cash and check amounts. Organize the money in a proper fashion to give to the Bursar’s office for deposit. Visit the Office of the Bursar in Alamance Building 111 in order to complete the transaction. When giving monies to the attendant, BE SURE to note that your funds are for “the Periclean Scholars Class of  _______." Currently, Periclean Scholars as a whole has one main account, and the funds are allocated to each Class as noted on deposit slips. In order for YOUR Class to receive the proper amount, this information must be made known at the time of the deposit.

You will receive a receipt for the funds from the bursar attendant. It will note the amount received as well as the party that made the deposit. Correct the deposit if your receipt does not say “Periclean Scholars (YEAR)”. You may either ask the bursar attendant to make a copy of this receipt or accomplish the task yourself. This receipt and its copy must be filed in the accounting master book, as well as in the overall master book, kept by the Mentor.

Should your Class receive a grant from Elon University, an Institutional Advancement account may be set up for you. Deposits are made in a similar fashion if necessary, by visiting the Bursar in Alamance Building 111. However, a set amount of money, in the amount of your grant, will be provided initially in the account, and you will primarily make withdrawals from this type of account.

All checks are sent to UA so that the donor can get a receipt for tax purposes (as long as they gave the money as a direct donation rather than receiving tee-shirts, Ghana cards, etc.).


Various types of withdrawals can be made from Bursar and University Advancement accounts. Cash withdrawals can be made in order to reimburse the Mentor, an individual or third party. This should be for small or trivial amounts.

Two other types of withdrawals, check requests, and wire transfers, require additional forms to be completed. Check request forms are included in the appendix of this document, and one must visit Cindy Duke in Carlton 119 in order to get a typed wire transfer form for submission.

Following are detailed instructions for each of the check request and wire transfer processes:

Completing a check request is a fairly simple process. Ask Catherine Parsons ( to email you a blank check request form. Once you have a blank form, fill it out with the necessary information (name, address, account numbers, amounts, etc.). Be sure to include a description of what the money was used for in order to keep proper documentation.

A signature is required for the check request to be processed in all cases.

For amounts of up to $999, the director of Project Pericles, Dr. Tom Arcaro, may authorize payment. Visit his office in Lindner 209C and contact him before hand. This form may then be submitted to the Accounting Office via campus mail (Campus Box 2900) or in person.

The office is located at 314 Haggard Avenue, near the Arts West building.

For amounts over $1,000, the Associate Provost, Dr. Connie Book must approve withdrawal. Notify her of your need for approval, and then visit her office in Alamance 118. Once she signs the form, it may be submitted once again to the Accounting Office at 314 Haggard Avenue.

Again, make copies of these forms as they will serve as receipts for such transactions. File these copies in both the accounting master book as well as the overall master book with your Mentor.

Wire Transfer

Completing the process for a wire transfer is a bit more complicated than a simple check request. It is highly advised to transfer as much money as possible to avoid multiple wire transfer requests and make the transaction as efficient as possible.

To obtain a wire transfer request form, email Catherine Parsons. She will type up the form for readability and acceptance at the Accounting office. Once this form is obtained, make sure to have the proper authorization as follows.

For amounts of up to $999, the director of Project Pericles, Dr. Tom Arcaro, may authorize payment. Visit his office in Lindner 209C and contact him beforehand. The wire transfer may then be submitted to the Accounting Office via campus mail (Campus Box 2900) or in person. The office is located at 314 Haggard Avenue, near the Arts West building.

For amounts over $1,000, Dr. Connie Book must approve withdrawal. You may visit her office in Alamance 118. Once she signs the form, it may be submitted once again to the Accounting Office at 314 Haggard Avenue.

Again, make copies of these forms as they will serve as receipts for such transactions. File these copies in both the accounting master book as well as the overall master book with your Mentor.


The more organized, the better. Record keeping is imperative to show proof of proper handling of monies that pass through the organization.

Keep the Class and fundraising committee updated on the status of funds, fundraising ventures and other financial issues that may arise. Your Class may want to use funds to support a Class bonding event or other experience. Be sure to vote on the allocation of funds as it pertains to your project and other supported endeavors.

All cash and checks should be kept in a safe place, away from a situation where it could be taken or misplaced. Deposits should be made swiftly, as to keep minimum liability upon the accountant to handle funds. The Class of 2010 raised over $40,000, a great deal of responsibility for the accountant.

Money does not transfer quickly, especially with check requests and wire transfers. Be sure to begin these processes as soon as possible.

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Slower, but generally steady income via swiping Phoenix cards for Phoenix cash: Fill out a form at the Moseley front desk providing information about why you would like to request a table, or use the SPACES online system to request the same. Only certain tables have outlets for the Phoenix cards (tables 7, 8, and 9) at Moseley, so indicate that you need one of these tables on your form. Once your table has been approved you will receive an email indicating approval.

You must reserve the Phoenix card swiping machine separately, through the Phoenix card office near the mail center in Moseley.  You may not have the card swiping machine for more than three days in the same week. The machine comes in a plastic bin and has all the directions on it for use.

Faster, more lucrative but limited to once a year swiping Phoenix cards:
Contact ARA/dining services EARLY in the semester or term to request approval for swiping Phoenix cards for meal plan dollars. A very limited number of groups will be approved, so ask early! Each swipe will take $2 off a student’s card and ARA will donate up to $1000 per approved student organization engaged in swiping Phoenix cards for meal plan dollars. If approved for this activity, then go through the same steps for requesting a table at Moseley as described above. Note: the meal swiper is a very expensive (around $6,000) device and it is very important that the students using the device return it to the Dining Services office in Colonnades (rooms 101/108).

Slower and somewhat reliable funds via information tables with a donation bucket (at College Coffee, Moseley Center, Holly Hill Mall): Like Phoenix cash swiping these approaches can be expected to bring a few hundred dollars at best after several days of effort involving considerable planning to staff the tables based on everyone’s busy schedules. The positive aspect of these approaches is that although the income is not great, they tend to be a fairly reliable ways of bringing in small amounts of money.

Not guaranteed, but potentially larger sums via grant writing: This approach can be a means of securing somewhat larger sums (thousands versus hundreds). For individual Classes to date, grants have come from the campus level, via the Project Pericles office in New York, or through students having personal connections to someone at a foundation. The Fund for Excellence grants via Arts and Sciences (which can be as much as $5,000 for speakers, cultural festivals, etc.), Community Project Initiative Grants, and the Civic Engagement Course Enhancement Grant via Project Pericles and Elon (each gives $2,000 for $4,000 total) are some of the more realistic possibilities. The Campus Director for Project Pericles has secured $125,000 from a local group of businesspeople and these funds have endowed the Periclean Alumni Grants for which individual Classes can apply (around $1,000 per Class at this point).

Perhaps the largest sums available via grant writing will be through the Lumen Prizes first awarded in spring 2008. Fifteen Lumen Prizes will be awarded to students in their sophomore year each year. In 2008, Pericleans received five of the 15 Lumen Prizes ($75,000), however, most of this money is slated for tuition remission for individual prize winners and the remaining funds go into the purchase of equipment, books, airfares, and other personal perks for prize recipients. Thus, the Lumen Prizes are really a wonderful means of highlighting the scholarly aspect of Periclean Scholars (via eventual SURF, NCUR and other national conference presentations and publications), but not an effective means for a Class to raise considerable funds for development projects.

For the most part, longer term approaches to gaining relatively small sums, via the sale of videos, CDs, pins, postcards, artsy blank cards, school bonds, crafts, etc.: Whereas fundraising via the Phoenix Card swiping unit is relatively rapid and virtually guaranteed IF you can be one of the few groups to get the swiping device, obtaining funds via other approaches is often much slower and for the most part should essentially be viewed as part of outreach and education rather than fundraising.

The 2006s made several videos and a CD for which most of what was invested has been recouped within a five year period. The 2007s designed an enamel pin with the Periclean logo and Elon’s name on it, but these have been given as gifts to graduating Pericleans and incoming Pericleans, and like videos and CDs, have served as a means of outreach and education more so than fundraising. The 2008s had a school bond campaign, but found few buyers for them or their post cards; these were inexpensive experiments which required little investment of funds. The 2009s worked with a Zambian artist who waived the rights to her artwork so that all of the funds raised could go towards Habitat for Humanity housing in Zambia; this approach has been successfully combined with having Elon purchase hundreds of sets of blank cards and envelopes as gifts at the 2008 SURF banquet and end-of-the-year faculty luncheon, making it perhaps the best model to date for somewhat larger scale (few thousand dollars) fundraising. The 2010s have sold craft items (headbands, necklaces, wallets, tote bags, etc.) made from fabric obtained in Ghana; even with several 2010 Pericleans having craft making and sewing skills, sales have been modest and the time put into making the crafts and the cost of the cloth are such that craft sales can hardly be considered part of fundraising, but like videos, enamel pins, and school bonds really more a form of outreach and education.

The Class of 2010 implemented an innovative project beginning in Fall 2008. For the first time, a discount card was offered for purchase to students, faculty, staff and the Elon community. Partnering with local businesses, members of the Fundraising Committee contracted with twelve businesses to donate a discount to the Periclean Scholars Class of 2010. These discounts were then printed on a plastic card, which was the size of a credit card. The discounts were valid for an entire calendar year (January to December 2009). Each business agreed to give the customer a discount when the card was presented at the time of purchase. As a committee, we allowed businesses to decide what discount they would give. A list of companies and their respective discounts as well as the design of the card is included with this document. This project helped raise $2,000 toward the development of a healthcare center in rural southeastern Ghana.

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The CELEBRATE Periclean Scholars event is typically held fall semester and is designed as a chance for prospective freshman to learn about the program, while honoring the current and past Periclean scholars. PR for the event can be arranged via flyers and Moseley table handouts. This should be utilized as a Pan-Periclean event in which all Classes come together and present the importance of the Periclean program. It will be an annual event, and in the past it has been held in Yeager recital hall with Aramark catered finger foods post-event. 

Awareness Weeks
The Awareness weeks are typically weeks picked out by each individual Class in the spring (March/April), where they promote their projects and awareness of their country through activities such as speakers, movie sponsoring, and video screenings. Awareness weeks are catered to fit the needs and wants of each individual Periclean Class. 

Sponsoring Movies
In order to sponsor a movie through Periclean Scholars, you must first decide the definitive date you would like to sponsor a movie, and then contact the Student Union Board (SUB) to make arrangements. Contact Janis Baughman at, director of student activities; she will put you in contact with the appropriate SUB committee. Her office is located in Moseley 207B, and her phone number is (336) 278-7271.

The cost to sponsor a movie is approximately 500 dollars, and co-sponsoring either with SUB or another organization can cut the cost in half. Good organizations to consider co-sponsoring with are International Club, Asian Studies club, and Elon Volunteers organizations. SUB movies typically run on Saturday nights from 8:00pm until 10:00pm. Extra funding can be allotted if the event is done on weekend night hours because it provides an alternative to alcoholic activities on campus. The SUB directors are cooperative and willing to adjust, so if your Class decides that they would like to sponsor a movie on a different night or a different time, discuss your options with the SUB office. 

Midnight Meals
You must contact SUB in order to sponsor Midnight Meals. E-mail Janis Baughman (refer to Sponsoring Movies previous section). Midnight Meals can be co-sponsored as well with other organizations, such as RipChord. Midnight Meals is held Thursday nights at 11:00pm with free food. 

Campus Recreation 
In order to arrange any sort of collaboration with campus recreation (ex:  5K, India themed yoga class etc.) contact Alison Poliseno at
When arranging panels and speakers, be sure to advertise the event and use SPACES to book the space that will be used for the speaker. You will be in charge of contacting the speakers you with to have. If the speaker is external (author, columnist, documentary film maker etc.), then you will need to arrange accommodations for them, including logistics of housing, receptions, and dining for after and before the panels, and any other necessary booking. If the panel is designed to bring awareness toward your issue, then look towards inviting faculty members on the panel who are specialized in your area. Ensure that the Elon University community is aware of the panels and speakers since often times other departments, such as international studies and communications, are interested in helping fund and participate in these events. 
Logging Service Hours
Students can count their hours spent fundraising for philanthropic purposes, and for outreach and education to raise awareness of social issues, on their Elon Experiences Transcript or EET ( by submitting (email is fine) their hours to Libby Otos ( at the Kernodle Center. The student should provide his or her name plus an account of how the hours were spent as well as their datatel number.
For example:
Jane Smith
0.5 hours swiping Phoenix cards
1.0 hour Moseley Table
2 hours letter writing to potential donors
3.5 total service hours for (term, year)
If students fail to submit their hours one term, they can add them on to the next, but the preferred practice is for the students to log them each term.
Ask students to CC you as Mentor when they email their service hours to Libby, then you will have all their hours on hand for assessment purposes.
Please note that students in your Class should let Libby know that their hours are for Periclean Scholars so that they can be marked as such on their EET.
Non-Periclean Scholars who assist with your projects can also receive credit for the hours they give, but they should submit their hours to Libby as “Independent Service.”
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Other Opportunities

In years past, a number of the Periclean Scholars have traveled to their country of study by the time they are seniors (anywhere from one quarter to one half of the Class on average). Travel most often takes place during the summer or winter term. By selecting a country of study ahead of time, rather than allowing the students to select a country of study of their choice, you may be able to have your Pericleans engage in travel study to the target country through existing winter term or semester abroad programs. If you cannot send your Pericleans with existing programs, you will be likely be trying to organize a study travel experience and multiple new academic Classes, potentially with little or no reassigned time. Winter term study travel plans do not have to go through the all campus screening process since this is a special “travel embedded” program. Close communication with the Isabella Cannon Centre for International Studies is highly recommended, however.

Non-Periclean Support for your Periclean Scholars Class

There are a variety of programs that can support your Periclean Scholars course at little to no cost to your Class.

Belk Library holdings: You may place orders for books, journals, videos, and CDs related to your country of study or program focus with Teresa LePors or another librarian. We are fortunate to have an improved library budget and most of your requests should be available within a few months of ordering them.

General Studies: Contact Dr. Jeff Clark ( if you believe that an event or speaker you would like to host would also be of interest to others. He may have funds available to help support your event. The earlier you place your request, the more likely that it will be funded in part or in full. He may also be able to support a upperclassman who has considerable experience in your Periclean country of study to serve as an occasional lecturer for your Class.

Your Department: Like General Studies, your department may have some funds to help support a visit by a speaker of mutual interest.

Sponsored Programs: Bonnie Bruno ( can provide assistance identifying relevant grants.  Grants can be time consuming to write and difficult to obtain, but they are an option. Your best bet may be through area studies related programs (looking to African Studies Centers nationally for any Africa-related grants, etc.), although Heifer International and many other programs, should be considered.

Fulbright Scholars program: This program is an excellent way to provide students with access to an academic from your country of study.  Dr. Brian Digre ( and Dr. Betty Morgan ( both have experience bringing Fulbright Scholars to the Elon campus.

Undergraduate Research Program: This program supports student research over the summer through the SURE program and provides minor travel grants and other funds to support student research. For more information visit:

Isabella Cannon Center: The center has provided assistance for study abroad courses to the Periclean countries of study. Pericleans should be encouraged to apply for the study abroad essay contest and photo contests. Pericleans should also be encouraged to participate in the Study Abroad Forum which is held each fall.

You may know of a student with a lot of experience in your country of choice and want that student to help out with your Class in some way. Students may be able to receive course credit. Check with International Programs to see if there are any students from your country of study on campus or coming to campus sometime soon. They may serve as valuable resources. In some cases, their scholarship may even require them to give talks about their country on campus for free.

Organizations to which your Pericleans belong: A diverse group of Pericleans should belong to a diverse group of campus organizations. Students can use their sororities, clubs, and other groups to raise awareness and funds. You may also consider forming a “Friends of XXXX Pericleans” group open to students who did not get accepted into the program, did not have the time to make the three-year commitment, etc. “Friends” might be granted access to your course Moodle site to enable them to keep up with your group’s activities, and participate, where applicable. NOTE: although the ‘Friends’ idea sounds good, both the 2009s and 2010s who have tried this approach have found that those who say they will serve as ‘Friends’ have generally not been involved with the Pericleans in any meaningful way, with very few exceptions.

Facebook: Many students prefer to work through Facebook rather than their course Moodle site’s discussion board.

Elon Docs, School of Communications: Periclean Productions is a part of Elon Docs, under the School of Communications. This structural connection assures that each Class will have the opportunity to create some useful media. Although some projects have been created by small groups of students independently (see Rachel Hinson’s short video at, several Periclean Scholars Classes have created videos with the technical assistance of Elon’s School of Communications. Videos created have ranged from a few minute “video postcard” to 20 to 30 minute explorations of issues.

Creating videos can be a wonderful way to get the word out about your Class and their project(s), but it can also be costly. You may require grant monies or other funds for start up. You may be able to recoup most of your investment through the sale of your video to a textbook company for use as ancillary material, but as mentioned, to date videos and CDs have been an investment in outreach and education, not an effective means of fundraising.

National Project Pericles Office Support

Project Pericles Course Enhancement Grants:

A short grant application is required. Successful applicants receive funds from the National Office and matching funds from Elon. These grants are not necessarily offered each year. For information on a recent round of funding for this grant visit:

Periclean Ideals:

Encourage your Pericleans to vote each November. Democracy and citizenship are Periclean ideals.

(More to be added)

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Periclean Scholars Alumni Association
Through the Redwoods Group Endowment Fund for the Sustainment of the Periclean Scholars Program, the mission chosen by each Class can be sustained in perpetuity. The word ‘sustainability’ runs throughout conversations among all Periclean Scholars Classes and is the key litmus test for any project. Each cohort of the Periclean Scholars grapples with that question, as the students craft their own mission statement and work toward their long term service learning project. The inaugural Class of Periclean Scholars established the Periclean Scholars Alumni Association with the vision that Periclean Scholars would make their involvement to their cause life long by staying in contact with each other and coordinating their long term efforts.

Under the direct mentorship of and with counsel from the Director of Project Pericles, the Periclean Scholars Alumni Association will gather every year with the charge of examining proposals from past and current Periclean Scholars Classes (or, more specifically, the non-government organizations with whom they partnered, e.g., Schools for Chiapas or Catholic AIDS Action). The group would make recommendations on a distribution of funds from the Redwoods Fund. With guidance from Elon faculty and the Redwoods Group, the alumni would evaluate each past project and make a decision on how best to invest the proceeds from the Redwoods Group Endowment Fund. Evaluation and reporting will be central to the work of this group with annual activity reports sent to Redwoods Group.

Alumni will be asked to contribute to the fund over time to increase its impact. With funds from alumni and the Redwoods Group, the amount of the endowment will increase, and new members of the Periclean Scholars program would begin their mission knowing that whatever they choose to pursue will live on far past their undergraduate years.

The objective here is twofold. The primary goal is to make the projects initiated by each Class more sustainable. A second –but critical—goal is to make the entire Periclean Scholars program even more vibrant and sustainable by giving alumni a lifelong home for their outreach passions.

In order for the association of Redwoods Group and Periclean Scholars to be most meaningful, the Redwoods Group leadership or others from the organization may be in contact with the Elon students as they plan their projects and travel. The Redwoods Group CEO will be available to speak to the students in the program regarding the responsibility of a corporation to improve the global human condition. Finally, Redwoods Group would hold open for Periclean Scholars who are rising seniors some spots in their summer Undergraduate Leadership Program.

A gift of $125,000, payable over five years will provide both an endowed fund at the end of the pledge period ($100,000) and a restricted annual gift ($5,000 per year). This will mimic the future endowment payout and allow the funds for Periclean Scholars to be available immediately. Other gifts may be added, including those of alumni Periclean Scholars themselves, to expand the endowment in the future.

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Can I become a Periclean Scholar if I am a Fellow (Leadership, Honors, Business, Elon College, Communications, Teaching)?
YES! Since the Periclean Scholar program began with the Class of 2006, many Periclean Scholars have been also been involved with other University Fellows programs including Honors, Leadership, Business, Teaching, and Elon College.
How can I do all of the work demanded by my Fellows program and be a Periclean Scholar?
Following guidance from their Mentor, Periclean Scholars choose a major focus for their Class, typically (though not necessarily) featuring meaningful partnerships with international entities, e.g., Habitat for Humanity International and the Heifer Project. Based on this broad focus, they establish individual and Class goals, both short and long term. Each Periclean Scholar is encouraged to “double-dip” on major projects both within their major and other programs with which they may be involved. Though “double-dipping” may not be possible or desirable in all cases, if done with proper planning and coordination between the student, the academic advisor, the Periclean Scholar Class Mentor, and the Fellows advisor, it is certainly possible.
How do I apply to become a Periclean Scholar?
The application process takes place in Spring semester of your first year. There are three components to the application: a letter of recommendation from a faculty person, a letter of application, and an interview with the Class Mentor. Applicants are notified of their acceptance prior to preregistration for the Fall semester of their second year.
What courses do I need to take as a Periclean Scholar?
Sophomore year: PER 225 4 semester hours, Fall semester
Junior year: PER 351 2sh, Fall semester; PER 352 2sh Spring semester
Senior year: PER 451 2sh, Fall semester; PER 452 2sh Spring semester
Total semester hours: 12
Are there exceptions to the required courses?
Yes. Many Periclean Scholars choose to study abroad for a semester and thus miss one of the 2 semester hours during their junior or senior year. This does not impact their status as a Periclean Scholar. Also, in the past Periclean Scholars Classes have chosen to allow lateral entry into the program. In this case, a student may begin the program as a second semester sophomore or a first semester junior.
Further Questions?
If you have questions in participating in the Periclean Scholars program, contact Dr. Tom Arcaro (Director of Project Pericles) at 336.278.6442 or

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Being and Becoming a Periclean Scholar


Being a Periclean Scholar at Elon University is a privilege and an honor. It is a multi-year commitment at the undergraduate level that turns into a lifetime commitment after graduation. Being involved as a Periclean Scholar is a demanding role, but one that makes a demonstrative difference not only in the lives of the individual Periclean Scholars, but in the lives of the many partners we have world wide.  Below is a year-by-year description of what being a Periclean Scholar involves.

Year 0 [first year at Elon]
• Spend time learning about the program from conversations with current Periclean Scholars, current PS Mentors, and the Director (Dr. Arcaro).
• Go to events sponsored by all three standing Classes of Periclean Scholars including talks by Pericleans-in-Residence, the Celebrating Periclean Scholars event in the fall, etc.
• Meet the Mentor for your Class and talk to her/him about the country/region of focus.
• Do research on the country/region of focus.
• Talk to your academic advisor about how being a Periclean Scholar can fit into your four-year plan.
• Apply early in the spring semester by securing a letter of recommendation from your IDS 110 professor, and meeting with the Mentor for your Class for the application interview.
• Think long and hard about the decision to apply and look very honestly at your ability to make a long-term commitment and teamwork skills.
• Work on team building with your Class at and after the Induction Ceremony.
• Identify other Pericleans in your Class who may share your major, interests, and/or skill sets and begin to imagine how you can team together on various group initiatives that might move you and your Class forward toward your goals.
• Stay in touch and keep networking and team building during the summer (remember, social, justice and environmental issues do not function on an academic calendar).

Note: the following lists are for the most part cumulative, and what goes for one year goes for the others. Consider this a guide or break down of personal responsibilities for each year of involvement in the program.  

Year 1 [sophomore year]
Be involved in non-Periclean activities, but always make being a Periclean Scholar one of your very top priorities 
• Attend every Periclean class and do even more homework than you are assigned, learning as much as you can about your country/region of focus
• Begin working on your individual three-year plan, making sure to incorporate your major and any Fellows (Honors, Leadership, Communications, Business, Teaching, Elon College, etc.) projects into this plan as much as possible
• Contribute meaningfully in the design of your Class three year plan
• Each Class needs to decide how to decide, i.e., how decisions will be made about focus, fund raising, travel, etc.  Be a part of this discussion
• Help your Class to identify and vet (and be willing to be vetted by) partners both locally and in your country/region of focus
• Begin thinking about who you may want to invite to campus as a Periclean-in-Residence.
• Keep in close contact with your academic advisor, making sure to count your Periclean hours appropriately to your major and minor(s).  In most cases, Periclean Scholars will be able to count their PER hours toward a minor (e.g., the 2011’s and 2012’s can count their hours toward a minor in Asia/Asian Pacific Studies minor)
• With your academic advisor work out your study abroad plans for your Elon career, keeping in mind that it is likely that your Class may choose to travel to their country/region of focus winter term senior year.  This travel (as are all Elon study abroad experiences) is student funded, and you will need to plan for this financial burden
• Consider applying for a Lumen Prize and/or SURE research that you can relate to your Class mission and goals

Year 2 [junior year]
Be involved in non-Periclean activities, but always make being a Periclean Scholar one of your very top priorities.
• During junior year many Pericleans spend a semester abroad. It is likely that both fall and spring semester you will “lose” as many as 7-8 of your classmates, often key players in terms of team dynamics. Class morale and teambuilding will take special effort.
• Revisit your three-year plan and reassess your goals and objectives.
• Work with your Class to revisit your Class mission statement and three-year plan.
• In second semester, identify classmates to be nominated for Periclean Scholar of the Year (goes to rising senior).
• Consider presenting research that you have done related to Periclean in SURF and/or NCUR.
• If your Class is planning a senior winter term travel to your country/region of focus begin your planning now.  Fall can be used for brainstorming, but by mid-spring you need to begin committing to a plan.

Year 3 [senior year]
Be involved in non-Periclean activities, but always make being a Periclean Scholar one of your very top priorities. 
• In the fall, if your Class has designed a capstone project in your country/region of focus, you will need to take an active part in this planning.
• Always be thinking of a way that your class assignments in any of your classes can be used to benefit your Periclean Scholar Class (e.g., if you have a class in digital media convergence do a project highlighting your Class initiatives).
• Always be thinking of how you can focus your capstone assignments for your Fellows involvement into Periclean (e.g., Emily Sears and Hayley Gravette ’06, dedicated their “common good” project to organizing the event where Testing Positive was screened as a fundraiser).
• Always be thinking of how you can focus your senior seminar ( for your major) efforts into work related to your Class efforts.
• Plan for end-of-year events such as the senior banquet. Get prepared for the end of this chapter of being a Periclean Scholar.
• Plan for sustainability of your efforts beyond graduation, including representation on the PSAA Steering Committee and stewardship of the various initiatives and partnerships that you began in the last three years.

Years 4+ [post graduation]
• Upon graduation you become a member of the Periclean Scholar Alumni Association (PSAA).
• Consider taking on a two tear term being your Class representative on the Steering Committee of the PSAA.
• Stay in communication with your Classmates and your Mentor using all appropriate social networking vehicles; make sure that your Mentor and the Director have your contact information (email, surface address, employment/graduate school, etc. status).
• Donate regularly to Elon University and designate your gift to go directly to Project Pericles knowing that these funds will go directly to the PSAA and will directly benefit the partners that Classes vetted.
• Find out if the organization or business that you work in has a philanthropic outreach office and find out how this entity might be a resource for the PSAA.
• Find of if the organization or business that you work for has a matching program for donations.
• Continue to research and keep up with your country/region of focus and the issues that drove your Class.
• Continue to maintain contact with the organizations with which your Class partnered, and especially the individuals that your Class invited to campus as Pericleans-in-Residence.
• Keep in communication with the Elon University Alumni Relations office and be aware of travel opportunities back to your country/region of focus.
• When you receive a copy of the newsletter in your email box read it thoroughly and forward it on to family, friends and work associates.
• Consider writing a short article for the newsletter about your life and career especially as they have been impacted by your undergraduate experience as a Periclean Scholar.
• Always remember the reason you made the commitment to become a Periclean Scholar as a first year student at Elon. Never ever let that passion wane because it is you at your best and, more importantly, you continuing to make a difference in our world as a true global citizen.

Continual Efforts and Key Points: Use the statements below as a general check list in ensuring yourself accountable as a Periclean Scholar
Be involved in non-Periclean activities, but always make being a Periclean Scholar one of your very top priorities.
• Attend every Periclean class and do even more homework than you are assigned.
•Be willing to put in extra time outside of the scheduled classes and meetings for research, networking, attending related speakers, exploring and planning fundraising opportunities, etc.
• If you go abroad, stay current with your Class by remaining active via Moodle, e-mail and other social media.  While abroad seek out ways to move forward the vision of your Class via contacts in your country of study (e.g., the 2013’s that study abroad will find groups knowledgeable about the politics of Chiapas in nearly any major city around the world, and so on).
• Work on team building with your Class both during formal class time and also beyond class time socially. This means communicating effectively and building a rock solid base of trust and mutual respect.
• Work on your relationship with your Mentor.
• Attend Pan-Periclean events and events planned by the other Classes, especially events featuring Pericleans-in-Residence.
• Read and pass on the Periclean newsletter.  Talk about each issue with friends and family, and especially your parents.
• Always have your “elevator speech” updated and polished so that you can take advantage of those moments to tell others about the program. keeping in mind that every time you talk about Periclean you are advancing the goal of engendering global awareness and civic engagement.

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The Role of the Mentor

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 IDS 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. 
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 proper 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 twice during the four year commitment.  A modest compensation for extra preparation time is provided to each new Mentor the summer before their Class meets for the first time.
Country/region of focus
Though travel, especially during the winter term of senior year, has historically been part of the program, it 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 his/her Class 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 Classes feel strongly that they would like new Classes to “recycle” their country/region of focus, and indeed the Class of 2016 is revisting Honduras.
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.
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 (se 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
The 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 Director that serve to share ideas, coordinate efforts, and pass on the wisdom from one Mentor to the others.  The Director 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 PER 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 and PER 451, 452, that is, the Mentor should work with the Director to make sure that each Class appears in the university schedule of classes.
Relationship with other Mentors
All of the Class Mentors and the Director need to work with each other 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 Mentors behind them, in effect, mentoring the Mentors.
Relationship with the Class
The Periclean Scholar Mentor role is one with many dimensions. The program is a mix of traditional academic work and social activism; adding the Periclean Classes to one’s normal load is not like adding other more traditional 2 or 4 semester 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 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. However, at the same time, the larger social experience of being a Periclean Scholar must be monitored.
Year Zero:  Recruitment
Organizational Fair in September
The new Mentor begins his/her duties at the very beginning of the year by having a presence at the annual Organization Fair held on campus (typically the second week of classes) to highlight all student organizations.  Reservation of a table and space at this event should be coordinated with the Director. In preparation for thisevent at least two items should be organized: an informational trifold handout should be composed (there are many models from past years).  This trifold should tell the student about the program in general and his/her class specifically, including information on the Mentor-chosen location of focus (e.g., Haiti), the application process, and other information that would attach top notch students. A second item to prepare is an informational poster (up to 3’x5’) with much of the same information as the trifold, but with perhaps more pictures and attention to an “eye-catching” design. Duplication and all other associated costs for these materials come from the general Pericles budget.
It would be optimal to have the Mentor present at the table the entire time to meet new students, but typically members of the three standing Classes will person the table, hand out materials to interested students, answer questions, and take down names and email addresses of interested students.
The Director of General Studies will work with the new Mentor to make presentations at POD sessions, during both fall and spring semesters. At these sessions, the Mentor will have time to do a basic PowerPoint presentation about the vision for his/her Class.  At these sessions the trifolds and poster should be recycled.  Trifolds should be given to each student and a sign up sheet for future contact should be made available.  Models of these presentations are available.
Application process
The Mentor should have his/her application published on the Project Pericles web site at the beginning of the year. The Director will facilitate this 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.
A second part of the application process is for the student to get her/his IDS 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 (15 minutes), but in any case given that there may be as many as 70 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.
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 as 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.  Every year the new Pericleans are presented with a Periclean Scholar lapel pin by members of the standing Classes.
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.
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:  IDS 225 (4sh)
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 as well). The syllabus should have a rigorous academic component equal or greater that any other 200 level classes he/she teaches, and grading rubrics should be clear, fair and well communicated.  Though all Periclean Scholars Classes are a mix of academics and extracurricular activities, grades should be based on predominantly on measureable academic performance.  Digital copies of syllabi from all semesters must be sent to the Director at 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 the following topics:
• Fundraising and grants
• Accounting
• Publicity (including trifolds, web site, posters, etc.)
• Pan-Periclean
• Social (team building)
• Work groups
Many ad hoc committees need to be formed from time to time including:
• Arrangements for Pericleans-in-Residence
• Celebrating Periclean Scholars
• Induction Ceremony
• “India Week” (for example)

Periclean partnerships
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 inviting a Periclean-in-Residence to campus. 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.  The Class of 2011 has linked together via email and the Internet middle school students in rural Sri Lanka with students at Graham Middle School in Alamance County, and the Class of 2012 connected the adolescent girls program in rural India with the Dream Girls program of the Burlington Housing Authority. 
Three year plans
Each student and Class should 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 Classs 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.
As part of the research and writing done by the Class, emphasis should 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 at least one informational trifold explaining the mission of their Class and their various goals.  Each Class should have an account number into which funds can be placed under the general Pericles account, and the Director will facilitate this proceding. 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., 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 Student Steering Committee that meets with the 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. As Periclean Scholars and members of the Elon University community our voices carry considerable weight both within and outside the walls of the campus.  To this point we have not maximized the use of this influence, and I am proposing that part of the syllabus in every Periclean Scholar Class should be the assignment to write a letter (email option) to a decision/policy maker at some level (examples:  Members of Congress, Embassy officials, United Nation’s representatives, NGO leaders/CEO, persons of influence [e.g., celebrities and/or other high level public figures]).  Digital copies of these missives and all responses to same should be collected by each Class every semester, and we can begin to collect these over the years and semesters thereby (1) making our voices heard more broadly and (2) learning from experience as to what kinds of communications garner the higher and more effective response rate from the recipients.  This assignment can be done individually, as part of a Class or as a whole Class.
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 271 (1sh): 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 271 was established as a 1sh 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 his/her 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 most 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 this unique aspect 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 enacted.  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
The Classes of 2006, 2007, 2008, 2009, 2011, and 2012 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. A wide array pf pther initatives 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 Blackboard 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, also serves 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 and Dr. Lambert in 2010).
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), 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.
January term travel
The majority of Classes have chosen to travel to their country/region of focus during Winter term of their senior year.  As mentioned above, this aspect 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 website as well (
The Periclean Scholars program works closely with the Isabella Cannon Centre for International Studies of 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 Scholar Alumni Association
The Periclean Scholar Alumni Association (PSAA) was established in 2006 and functions to maintain cohesion among the alumni.  In 2008, the PSAA was endowed by the Redwoods Group Foundation (CEO Kevin Trapani, Elon parent ’07), and roughly $5000 is generated annually.  The PSAA 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 PSAA so that as more Classes and partnerships accrue, there will be sufficient funds to meaningfully support all partnerships.  The Mentor should make sure that his/her Class has a good sustainability plans than includes annual giving through the PSAA.
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.
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 fundraiser as well.
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 2011’s had theirs designed and made in Ghana, and the 2011’s have theirs designed and made in Sri Lanka.
Leaders of the 21st Century
Beginning in 2011, the graduating Class of Periclean Scholars will be 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 is responsible for providing approximately six minutes of multimedia content for the program, and work on this package needs to begin early in the final semester.  Whatever is produced should emphasize the journey that each Class has undertaken and highlight their major accomplishments.  The Director will facilitate this production.  Faculty, administration, staff, parents and friends attend this important event.
After graduation
Though the formal relationship between the Mentor and his/her 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 Scholars Alumni Association, and the Mentor needs to encourage active involvement in this organization.

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Periclean Scholars Steering Committee (PSSC) FAQ

What is the PSSC?
The PSSC is a small group of Periclean Scholar leaders who meet with the Director and/or Associate Director on a fortnightly basis.

Is this a new initiative?
No. The PSSC has been active at some level for most of the existence of the program. The activity level varies depending upon the needs of the program and other variables.

Which Pericleans make up the PSSC?
Ideally, there are two representatives from each standing Class as well as representatives from other past graduating Classes who have current undergraduate members. All Pericleans and Mentors are welcome to come to these meetings.

How can I become a representative for my Class?
Each Class should determine which two (or more) members will represent their Class. The method for choosing these representatives should be discussed as part of your deliberations on course syllabi. You should make your feelings known if you want to perform this service “officially” and, in any case, all Pericleans are welcome to come to the meetings and provide input.

What is the overall purpose of this body?
The central mission of the PSSC is to further communication, coordination and planning both between Classes and the Director.

Who sets the agenda for the regular meetings?
Any Periclean Scholar or Mentor can present agenda items for these meetings. The Director or Associate Director have historically set the general agenda.

What typically happens at these meetings?
Reports are issued from each Class and from the Director. Representatives give updates on activities, partnerships, grant writing initiatives and so on. The Director passes on an update on his/her activities and typically facilitates the meeting. Additionally, Pan-Periclean activities are discussed (e.g., Induction Ceremony) and plans are clarified.

Does this body have a budget?
There is no specific budget set aside for the PSSC, but the Director has a budget that is to be used for supporting the program. If the PSSC decides that there are materials or activities (e.g., Pan-Periclean breakfast bagels and coffee) that are appropriate use of funds then the Director frees up the resources to make it happen.

What are the duties of the Class representatives to the PSSC?
The Class representatives are to take notes at the meeting and present the updates learned at the meeting at their next regular Class meeting. Additional duties include working on Pan-Periclean initiatives and providing support both for other Classes and the program as a whole.

Do Class representatives get credit or a grade for their work on the PSSC?
Mentors are encouraged to include Pan-Periclean activities in their syllabi and to that extent the work is evaluated and credit is given. Being a member of the PSSC is a significant service to the program and is deeply valued.

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Periclean Newsletter FAQ

How long has there been a Periclean Newsletter?
The Class of 2006 started a newsletter their junior year, though there were only a few issues by the time they graduated. Other Classes took up the idea with varying degrees of success between 2007 and 2009 when the Class of 2011 rejuvenated the idea.

How often does this publication come out?
This has varied over the years, but the goal has been to put out approximately six per year.

Are there themed issues?
Yes, a typical year would look like this: (1) early September issue highlighting events over the summer and alumni news, (2) early November issue covering fall events and featuring the Celebrating Periclean Scholars gathering in October, (3) late December covering end of semester news and accomplishments, (4) late February issue reporting on Winter Term activities and early semester news, (5) late April issue featuring the Induction Ceremony, and (6) a post graduate special issue featuring the graduating Class.

Who is in charge of this project?
There has always been student ownership of the newsletter, though the Director has typically been the final editor. Catherine Parsons, the program assistant, is now involved in the workflow and can assist in production. The optimum structure would be to have members from at least two Classes work together on the newsletter.

Do Pericleans that work on the newsletter get “credit” for this work?
How the job of working on the newsletter has figured into the course syllabus and/or course grade has varied from Class to Class and from Mentor to Mentor, but the intent is that writing done for the newsletter is clearly part of your class participation.

Who can submit articles?
Each Class should have a “Class update” article in each issue, and beyond that, any Periclean is welcome to submit news and/or feature articles as they wish.

Can alumni and partners be featured and/or submit articles?
Yes!  In fact this is one of the more important dimensions of the newsletter.

Can photographs be submitted?
Yes, definitely.  Art of any sort always makes the publication more inviting for readers. Typically a caption and/or explanation needs to accompany any photo that is submitted.

Can my article include hyperlinks?
Yes.  Hyperlinks can be included since the vast majority of readers get their copy of the newsletter digitally in PDF format.

Who gets the newsletter?
Digital copies are sent to all current and alumni Pericleans, all current and past partners of Periclean Classes, friends of the program both inside and outside of Elon (e.g., Dr. Lambert here at Elon and Kevin Trapani of the Redwoods Group in Raleigh).  Pericleans are urged to forward the newsletter to family and friends, and hard copies of the newsletter are put on display in various places on campus.

What is the purpose of the newsletter?
There are many reasons to produce a high quality newsletter. First, the newsletter serves to create a deeper sense of connection among the existing Classes and to sustain the sense of connection to the program of the Periclean alumni. Secondly, the newsletter serves to educate all of the non-Pericleans about the world. Periclean Class projects (past and present) cover many countries around the world and important issues that impact the people in those countries. Every time, for example, a parent or sibling looks at the newsletter they are learning more about the world and hence becoming more informed global citizens. Finally, the newsletter is a good way to introduce the program to potential friends that may be able to support various Class initiatives.

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Periclean World Corner (PWC) FAQ

What is the idea behind the PWC?
The purpose of the PWC is fairly straightforward: the intent is to create and sustain a revenue stream for the Periclean Scholars program at Elon University. Periclean Scholars (and Mentors) bring back goods from their travels (i.e.: scarves from India) and these items are then sold at the PWC. The revenue will then go to the Periclean Scholars Alumni Association or to current Classes.

What about import laws?
At this point we are operating at such a minor level with single students, for example, bringing back relatively small amounts of goods (value of approximately $100.00), and in the present case we are beneath the level of official concern regarding import laws.  However, the owner of the store where the PWC is located is working on getting his import credentials certified such that in the future he will become the import agent.  Details on how that will work are still being determined.

Where is this PWC?
The PWC is a small, clearly marked and branded space in a retail outlet called "For Every Season" inside the Holly Hill Mall on Huffman Mill Road in Burlington, NC. The store has a good, central location in the mall with reasonable traffic.

Who owns “For Every Season?”
David Higham, Periclean Scholars Class of 2006, owns and operates this store (as well as many other businesses in the local area) and it has been in business since 2010.

How long has this initiative been active?

The PWC was put into place just before Christmas in December 2011.

What kinds of items can be put up for sale?
The general rule of thumb is that anything that will sell can be put on display at the PWC, but that is the catch: what will sell can be very tricky to predict. The safest route to go, at least in this beginning stage of the operation, is to think in terms of reasonably priced gift items ($1.00-$30.00) that one might buy as a small gift for a family member or friend. Single items are discouraged in favor of 10+ of the same item. Also, items that are smaller and/or easier to display are preferred.

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No material mentioned or written in this handbook can be copied or reprinted without permission. C. 2010