Freshmen excel with help from mentors

Freshmen excel with help from mentors

East Carolina University celebrated the academic accomplishments of first-semester students and their impactful mentors during ECU Excels in the Main Campus Student Center. More than 2,700 students who recorded a 3.0 GPA or higher during the fall 2025 semester and nearly 225 faculty and staff attended the recognition event.

Dr. Elizabeth Coghill, executive director of Student Academic Success Services, and Dr. Lauren Thorn, director of the Center for Student Success, together lead the ECU Excels program.

A Professor and a Student

Brittany Thompson, a senior teaching instructor in the School of Communication, was nominated by five students.

Among the classes Thompson teaches are COMM 1001 - Introduction to Communication and Honors 2000, which is a required class for Honors College freshmen with a focus on ethical leadership and public service. She said that both courses involve students who aren't communication majors and allow her to get to know students from a variety of backgrounds. The ECU Excels event is like a mini class reunion.

"I like going to the Excels event so I can see all of my students," she said. "I also like going to see all of the other students who did well in their first semester, and it's a chance to see other students and congratulate them."

In her communication class, Thompson works to make the material relevant for students and demonstrate how what they're learning in the classroom is relatable in the real world.

"I think it's the way I present the content and trying to show them how communication impacts their lives," she said. "When I'm teaching the intro class, it is 'here's a concept, but let's look at it in your life.' A lot of their assignments are to take this, apply it and journal about it. I also try to be authentic. I tell a lot of stories to show how concepts are applied and can be applied in their lives."

Thompson is also in the early stages of pursuing a doctorate in rhetoric, writing and professional communication. She feels that being a student helps her better connect with the students she teaches.

"I think I try to relate to them in that way. Mainly, I like to talk about my love of learning," she said. "I tell them that college is a place to learn, play with material, and if you get it wrong, you learn how to get it right. I also talk about things that I'm learning because I think that applies to what I'm teaching. It gives me more knowledge to share."

Alasha Dawkins, a first-generation student majoring in political science with a pre-law concentration, as well as criminal justice, was one of the students who nominated Thompson. The Rockingham native said Thompson was encouraging and engaging.

"In my first semester at college where I have no family close by, she made me feel heard in a way," Dawkins said. "She was always smiling and gave us small words of encouragement. She helped me personally by keeping me engaged in the class and sharing her stories, as I found it inspirational to see how she's finding out what she loves and continues to expand her education."

Dawkins points to a single action by Thompson that was critical to helping her adjust to life as a Pirate.

"I believe in a sense she helped me adjust to college by continuous conversations; no matter what she or I was doing, she would stop me just to have a conversation with her," she said.

Scholarship Leader

Summer Edwards is the director of university scholarships. Edwards taught a COAD 1000 - Student Development and Learning in Higher Education course to students who received a scholarship, either as a Chancellor's Scholar or Voyager Scholar. The class, which is not required and open to students of all majors, teaches students about ECU's campus resources, how to budget both time and finances and how to successfully transition to college.

In her role, Edwards works with students throughout their time at ECU, which is different from many COAD instructors who may see these students only in the first semester. This allows her to build relationships and see students grow from their first days until graduation.

Edwards said she focused her class on helping students find their purpose and build their leadership skills.

"This was my first semester teaching a COAD class, and it was a great way for me to get to know these students a little bit better," Edwards said. "I wanted to teach the class to help build the connection with the scholars that I'll work with for the next four years. The support that students get and the content involved in those classes really helps with the transition and knowing what resources are available."

Alyssa Mayberry, a freshman criminal justice and anthropology double major from Weaverville, was a student in Edwards' class and nominated her. The first interaction between the two was centered around a classroom activity involving pets. That would become a bonding point as the semester progressed.

"The first class we had, I did an activity where students were given a bingo card where they had to get up and mingle with each other," Edwards said. "We talked about who had a pet that was different than a cat or a dog. Apparently, she has a pet raccoon. I thought, 'OK, that's kind of cool, I want to hear more about that.' Throughout the semester, I held one-one-one meetings where students would come and talk about how everything is going. Through those meetings I was able to connect a bit more with her."

Mayberry credits Edwards for assisting in her transition to college life, both in and out of the classroom.

"She (Edwards) was the reason I adjusted to college," Mayberry said. "I went to her with every question and she always got me an answer even if she didn't know. She was even there when all I wanted to do was talk about how much I missed my dog."

Mayberry made just as much of an impact on her mentor.

"It's special to know that I've made an impact on that first semester," Edwards said. "For Alyssa, coming from the western part of the state, she doesn't get to zip home anytime she wants to, so it's nice to know that she can talk about pretty much anything in a safe space."

Having completed her first semester, Mayberry is off to a strong start in her college journey and credits ECU Excels for the positive push.

"ECU Excels helped boost my confidence in my academic career. It showed me that I was on the right paths and good academic standing will be rewarded," she said.

Alan Escamilla, a freshman from Clayton majoring in computer science, also nominated Edwards.

"Ms. Edwards was one of the first people at ECU who made me feel truly seen and supported as a student," he said. "From the beginning, she showed genuine care not just for my academics, but for how I was adjusting to college life."

As a first-generation student, Escamilla said that the adjustment to college "felt intimidating at times." Luckily for him, Edwards was there to help.

"She (Edwards) made that transition easier by reassuring me that it was OK to ask for help and by reminding me that I belong at ECU. Her encouragement helped me gain confidence and trust myself as I navigated new responsibilities and expectations," he said.

Escamilla appreciates the system of support that ECU Excels offers.

"The program helped bridge the gap between high school and college, making ECU feel less overwhelming and more like a place where I could grow and succeed."

Escamilla's growth and success were put on display in December as he was invited to speak to donors at the annual Leo Jenkins Society luncheon.

"Being able to thank those who support programs like ECU Excels personally helped me realize how many people believe in students like me. It made me proud to share my story and grateful for the opportunities their generosity makes possible," he said.

Classroom Chemistry

Dr. Subodh Dutta, professor of chemistry, was nominated by seven students.

"I've been teaching at ECU for 20 years and have been fortunate to receive many of the teaching awards the university offers," he said. "However, being nominated by students is especially meaningful to me. It is deeply rewarding to know that ECU students feel supported, engaged and motivated in my classes, and that they recognize the effort I put into their learning experience."

Dutta prioritizes student engagement and feedback in his classes, which helps him gauge student understanding in the moment and make improvements for future courses.

"Since I came to ECU, I've made it a priority to improve my courses every semester based on student feedback. I believe that communication and engagement are essential for student success," he said. "In my classes, I use tools such as the Poll Everywhere app to actively engage students, assess their understanding in real time and address misconceptions immediately. This approach helps students feel heard, supported and confident in their learning."

Grace Tarlo, a nursing-intended major from Lansdale, Pennsylvania, nominated Dutta after she was a student in his Chemistry 1120 class.

"I nominated Dr. Dutta because he was an exceptional chemistry professor and a major reason I was able to earn an A in the class," she said. "He genuinely cares about his students' success and is deeply committed to helping us understand the material and thrive in the course."

Tarlo noted that Dutta worked with students to help them understand the course material through personal and virtual methods.

"Dr. Dutta supported my learning by offering dedicated study hours and providing pre-recorded lecture videos on Canvas, ensuring we always had access to the material whenever we needed it. As a first-year student, it was challenging to keep up with my exams and coursework. Dr. Dutta helped me adjust to college by consistently reminding us about upcoming assignments and thoroughly reviewing the material. His guidance made it much easier to stay organized and confident throughout the course," she said.

While the first-year students come away prepared for success in college, Dutta also sees the benefits of ECU Excels for faculty members.

"ECU Excels provides faculty with a meaningful opportunity to connect with students beyond traditional classroom settings," he said. "These interactions strengthen student confidence, foster a sense of belonging and reinforce the message that faculty genuinely care about their success. Programs like this play a vital role in supporting student retention and academic growth."

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