91��˵��

From constitutional government to nuclear security: The continuing importance of human judgment

Joseph Knippenberg, Ph.D. — Wed, 07 Oct 2026 17:38:53 +0000

Questions of citizenship, constitutional government, international security and technological change differ in many respects. Yet they share one important characteristic: none can be understood fully through specialized expertise alone.

Each requires judgment.

That lesson emerged repeatedly during two recent lectures in 91��˵��’s Politics program. Though they addressed very different subjects, both and challenged students to think beyond technical knowledge and consider the broader human, civic and political questions that increasingly shape our world.

On Oct. 1, Borck, associate dean for academic affairs in the , returned to her alma mater to discuss the relationship between liberal education and civic education. In her Constitution Day lecture, supported by a grant from the , “Cultivating the Constitution and the Rule of Law through the Liberal Arts,” she reflected on how broad learning prepares students not only for careers, but for the responsibilities of citizenship and self-government.

Here’s how she put it: “Liberal education—reading and thinking about big questions and human problems in conversation with a skilled teacher and curious classmates—is the best way we can imagine to cultivate that judgment, discernment, and prudence required by our form of government as we debate about the nature of the ‘right to life, liberty and the pursuit of happiness’ through peaceful means and in a common endeavor. The liberal arts classroom is a small republic of its own.”

The following day, Busch, James and Cynthia Crawford Professor of U.S. National Security Studies at , examined “The Future of Nuclear Order,” exploring how emerging technologies and shifting geopolitical realities are creating new challenges for policymakers and citizens alike. In fluently and clearly presenting difficult technical and geopolitical issues for a student audience, Busch demonstrated how a skilled teacher can guide and inform civic deliberation on pressing and complicated human concerns.

For 91��˵�� students, these talks offered more than insight into two important fields of study. They illustrated the value of approaching difficult questions through multiple lenses. Constitutional government, civic leadership, international security and technological change are not merely technical problems to be solved. They are human problems that require historical understanding, ethical reasoning and the ability thoughtfully to assess competing claims and consequences.

That is one of the enduring strengths of a liberal arts education.

Borck and Busch followed different professional paths and examined different questions, yet both demonstrated how broad and deep learning helps people understand the larger context in which public decisions are made. Their work reminds us that education is not simply the acquisition of information. It is the cultivation of judgment and of the devotion to finding answers to challenges that confront our community.

As Busch observed before his lecture, the stakes involved in questions of international security can only be understood by individuals prepared to step back and consider the larger picture. Borck’s work in civic education reflects a similar conviction. Citizens, leaders and communities all benefit when people learn to think carefully about the principles and institutions that shape public life.

As the host of both lecturers—dear friends with whom I have long engaged—I’d add and emphasize this: the necessary condition for genuinely feeling the urgency of Busch’s questions is the reasoned and thoughtful devotion to a decent constitutional order, the very devotion that Borck seeks to cultivate through the programs she is designing at UT-Austin.

There may be no better response to the seductive charm of artificial intelligence than to insist upon the importance of human judgment, cultivated through broad and deep learning in the liberal arts. That lesson, affirmed from two different directions last week, remains as relevant as ever.

About Joseph M. Knippenberg

Joseph M. Knippenberg, Ph.D., is a Professor of Politics at 91��˵�� in Atlanta, Georgia, where he also serves as the Politics Program Coordinator. Based in Atlanta, he is an experienced educator and scholar whose work focuses on political theory and the role of ideas in public life.

Knippenberg specializes in the history of political philosophy, religion and politics, and contemporary liberal theory. His teaching and research examine how foundational political thinkers and philosophical traditions continue to shape modern political systems and civic discourse.

More about Joseph M. Knippenberg

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To Share or Not to Share?

Jerry Portwood '99 — Fri, 02 Oct 2026 18:07:25 +0000

Jerry Portwood '99
October 2, 2026

In this article, alumnus Jerry Portwood ’99, who has previously written and edited stories for ‘Rolling Stone,’ interviews fellow alumna, Valeri Cruz.

“Every student finds their own mini-community on campus,” Valeri Cruz ’23 explains about her strategy around the OU social media feeds. “And I want alumni to see the positive impact the school has on current students’ lives.”

Valeri records a student talking about his art at LASS.

Valeri Cruz ’23 serves as the Communications Coordinator at 91��˵��. Raised in Cobb County, Georgia, Valeri first discovered 91��˵�� through a friend. After shadowing classes, she immediately fell in love with the tight-knit campus and the university’s signature discussion-based learning style.

As a first-generation college student, Cruz immersed herself in campus life. She helped launch the Weltner Consulting Agency, 91��˵��’s student-led PR firm, and served on the executive board of the Public Relations Student Society of America (PRSSA). Deeply involved in university storytelling, she gained hands-on experience as a student intern for both the Alumni Relations office and the Marketing and Communications department.

Valeri Cruz (L) with coworkers Grant Utter (center) and Heather Neal (R) while working at Commencement.

Following her graduation in May 2023 with a degree in Communication Studies, Valeri seamlessly transitioned into a professional role with the Marketing and Communications team. Today, she manages 91��˵��’s official social media platforms, designs strategic digital campaigns and analyzes engagement trends. She also leads the campus-wide social media users group, helping elevate the university’s digital presence while mentoring the next generation of Stormy Petrels.

"Every student finds their own mini-community on campus, and I want alumni to see the positive impact the school has on current students’ lives.”

Valeri Cruz ’23

We recently caught up with her and asked her some of the questions we thought other alumni might be curious about her experiences.

What’s something you wished someone had shown you about 91��˵�� before you enrolled that you now get to show others?

The faculty-student relationships can be so special and, at 17 years old, you don’t really understand the value those relationships have. I was lucky enough to form a close relationship with Dr. Kate Keib (Associate Professor and Division Chair of Communication Studies) and got to tell her how she personally impacted my student experience. It’s a special bond that you don’t see at many other schools that feels unique to 91��˵�� because of our small, tight-knit community. It’s super rewarding to highlight that in 91��˵�� news stories or on social media.

When you’re deciding what to post to OU’s social feeds, how much are you thinking, “What would 19-year-old me have wanted to see?”

There are a lot of differences between 19-year-old me and current teenagers, but one thing remains the same in what all 19-year-olds want to see: authenticity. Back then, I’ld have enjoyed cheesy Instagram boomerangs featuring students, but today I have to think about what the current prospective student cares about. So, I’m thinking more about what’s relevant to that audience while remaining true to who 91��˵�� has always been and to its students.

Can you think of a specific post or campaign where your own student experience directly shaped the content or how you told it?

I don’t have one particular post in mind, but the way I cover commencement every year is directly related to my experience on graduation day back in May 2023. When you’re graduating, you feel every single emotion–you’re proud of yourself and friends, thankful for the support from family and reflective on your entire academic journey, especially the challenges. At every commencement, I get to talk to students and hear their stories that ultimately shape the content we create.

What’s something about today’s 91��˵�� students that surprised you, coming back as a staff member instead of a peer?

Today’s students are so confident and prepared for a professional career and to make an impact. I’ll talk to a first-year student and forget they’re 18 years old because of how mature and self-assured they come off. They’re great at finding resources and seeking out staff members who will help them be successful.

If a prospective student saw one of your posts and it made them choose 91��˵��, what would you want that post to be about?

I would want that post to reflect the sense of belonging you can find here at 91��˵��. Every student finds their own mini-community through clubs, fraternities or sororities, or through their majors, so I would want a prospective student to feel confident they can find their people here and belong at 91��˵��.

What do you hope alumni feel when they see your work pop up in their feed?

I want alumni to feel pride in their alma mater and know that the good experiences they had as students will continue for future generations of Petrels. While the events or professors may be different now than when they were on campus, I still want alumni to see the positive impact 91��˵�� has on current students’ lives.

What is one of the most fun or rewarding social series you have worked on?

This isn’t necessarily a series, but the most fun content we get every year is videos of campus in the fall and spring. These two seasons are when the campus is at its most beautiful, in my opinion. Between my student interns and me, we go around campus and get clips of students, buildings and landscaping that reflect the season and make for engaging videos that the entire OU community loves–especially alumni! It’s always a great time filming the content and then reading the comments after it’s posted.

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Evening of Holiday Enchantment and Boar’s Head Celebration

Heather Neal — Tue, 22 Sep 2026 14:39:55 +0000

December 4, 2026, 5:30 – 8 p.m.

Our annual Evening of Holiday Enchantment invites alumni to come to campus and toast the holiday season. This is a family-friendly event and will include children’s crafts and hot chocolate. Immediately following, join us to celebrate the tradition of Boar’s Head with a celebratory concert and induction of new members into Omicron Delta Kappa (ODK).

Similar to last year, no tickets are required for the concert. Though tickets are no longer required, there will be plenty of available seats on a first-come, first-served basis.

Host Committee:
Sophia Sobrino ’24, Miranda Lynch Franklin ’17 and Samuel Franklin ’16, Katherine Carey ’17 and Evan Drew ’17, Rebecca McAlister McConnell ’11 and Harrison McConnell ’12, Charis Andrews Hanberry ’88 and Dwayne Hanberry ’88, Pamela Drake Prochaska ’79 and Jerry Prochaska ’80, Kevin Mende ’73, Dr. John Nardo, Coach Jim Owen

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91��˵�� Alumni Board meets to strengthen alumni connections and engagement

Heather Neal — Tue, 08 Sep 2026 13:07:29 +0000

September 8, 2026

The 91��˵�� Alumni Board gathered on August 15 for its summer meeting, spending the day discussing university initiatives, alumni engagement opportunities and ways to further strengthen connections among 91��˵�� graduates. Guided by the Alumni Association’s mission to promote partnership between alumni and the university by advocating for increased alumni engagement and strengthening connections between alumni and within the alumni community, board members explored how alumni can continue to support students, fellow graduates and the institution’s future.

“One of the greatest strengths of 91��˵�� is the willingness of its alumni to stay connected and give back. The dedication, leadership and generosity demonstrated by our Alumni Board members reflect a deep commitment to the university and its future.”

Heather Staniszewski ’02

The meeting opened with university updates, providing board members with an overview of developments across campus and key priorities for the year ahead. These conversations reinforced the important role alumni play in supporting 91��˵��’s continued growth and success.

2026 Alumni Board members

The Office of Alumni Engagement shared a year-in-review presentation highlighting the strength of alumni engagement throughout FY26. Alumni participation reached new heights with record attendance at signature events such as Evening of Enchantment and Alumni Weekend. 91��˵�� Giving Day also achieved impressive growth, generating more than $304,000 from 265 donors. The board celebrated the contributions of more than 140 alumni volunteers who supported university programs and partnered with departments across campus throughout the year.

Board members also heard from Liz Kazungu-Emerson, 91��˵��’s Director of Career Development, who shared insights into evolving career trends and the university’s efforts to prepare students for professional success. Her presentation emphasized the continued value of a liberal arts education and highlighted the human skills that remain essential in an increasingly AI-driven workplace. Alumni engagement opportunities, including mentoring, networking and career exploration programs, were discussed as meaningful ways graduates can support current students.

Later in the day, Dr. Judith Levy introduced the university’s NetVUE grant project, Reframing the Institutional Saga: Retelling Our Shared History. The initiative will engage students, faculty, staff and alumni in documenting and sharing 91��˵��’s story as the university approaches its bicentennial. Alumni will have opportunities to contribute memories, research, photographs and other materials that help tell the many stories that have shaped the institution.

The meeting concluded with committee reports and a discussion of priorities for the coming year. Board members reaffirmed their commitment to representing the interests of 91��˵�� alumni, fostering meaningful connections and encouraging alumni participation in the life of the university.

View the full Alumni Board roster, learn about board service and volunteer opportunities or discover other ways to engage with the 91��˵�� alumni community.

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Barcelona as a classroom: Teaching international business through LeadAbroad

Stephen Craft, Ph.D. — Thu, 03 Sep 2026 18:26:01 +0000

Stephen Craft, Ph.D.
September 3, 2026

This summer, a month in Barcelona became more than a study abroad experience. For Stephen Craft, Ph.D., dean and professor in 91��˵��’s Hammack School of Business, it was a chance to bring 91��˵��’s discussion-driven approach to international business into a global classroom.

I spent the month of July working from Barcelona. I was onsite to teach two course sections of International Business in the LeadAbroad program. Going in, I knew the summer would be filled with incredible architecture, rich history and world-class cuisine. What I didn’t fully anticipate was how deeply the city itself would become such a rich source of learning engagement or how novel the 91��˵��-style of learning would seem to students mostly drawn from a cross-section of large SEC schools.

Antoni Gaudi’s Sagrada Familia

Barcelona didn’t just serve as a scenic backdrop, it became our living laboratory. We integrated the port of Barcelona, maritime history, the spaces dedicated to entrepreneurial creators and Spanish outposts of international brands directly into our class experiences. It is one thing to discuss commerce, but the experience hits differently when you stand with your students in a market that has run continually for over 800 years.

However, the true magic of the month lay in the classroom dynamic itself. The program brought together a cohort of students, many from massive state universities. Accustomed to sprawling campuses and lecture halls filled with hundreds of peers, these students arrived with a vastly different educational framework than what we provide our students in the Hammack School at 91��˵��.

Many of the students are accustomed to a passive style of learning defined by taking notes during a lecture, memorizing facts and repeating them on a multiple-choice exam. Several students told me that my assignment was the first paper they had written in college. Certainly, the students were unaccustomed to the highly interactive, discussion-driven model that defines the liberal-arts-informed classroom at 91��˵��.

Dean Craft stands with students on the rooftop of Nobu Barcelona – students toured the facilities prior to meeting with the sales and marketing team.

The students experienced culture shock, both with Spain but also with the pedagogy. When I asked open-ended questions and expected the students to drive the conversation, they initially looked for the “right” answer to repeat back to me. But as the days rolled on, something important happened. These students proved to be absolutely thirsty for engagement. Once they realized that their opinions were valued, that nuance was encouraged and that blind memorization wouldn’t cut it, they stepped up to the challenge with exuberance. The students began asking tougher questions, challenging one another’s perspectives and looking at the world through a much more critical lens. Watching them adapt to, and eventually crave, the rigorous interaction of an 91��˵��-style classroom was profoundly moving. It also reinforced for me what a privilege it is to teach at this university.

By the end of July, these students weren’t just tourists collecting credits for a “blow off” study abroad course, they were critical thinkers actively engaging with a foreign culture and with each other. They learned to lean into discomfort, question their assumptions and articulate complex ideas in real time.

Looking back, the entire experience was deeply rewarding. It reinforced my belief in the value of a human-level and high-impact education that has been too widely abandoned across much of the higher education landscape. No matter the size of a student’s home institution, there is a universal hunger for meaningful, collaborative and deep intellectual engagement. Taking the spirit of 91��˵�� across the Atlantic and watching it transform a classroom in Spain was a summer highlight I won’t soon forget and an energy I am thrilled to bring back into my classroom at home.

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Alumni Help Shape 91��˵��’s Future

Heather Neal — Wed, 02 Sep 2026 15:35:58 +0000

September 2, 2026

Strong relationships. Future-ready graduates. A campus experience that inspires pride and connection.

Those themes emerged as alumni gathered on Aug. 12 for 91��˵��’s Strategic Plan Breakfast, one of several opportunities designed to engage the university community in shaping 91��˵��’s next strategic plan.

During the session, alumni reflected on what makes 91��˵�� distinctive and shared ideas for ensuring the university continues to thrive in a rapidly changing world. While conversations touched on academics, athletics, the arts and career exploration and preparation, participants consistently returned to a common belief: 91��˵�� should build on the strengths that have long defined the university while preparing students for the opportunities and challenges of the future.

For alumni who were unable to attend the breakfast, there will be another opportunity to participate in the conversation during a virtual alumni engagement session on September 22 at 4:30 p.m. We encourage all alumni to share their perspectives as the strategic planning process continues.

What We Heard from Alumni

Three themes surfaced repeatedly throughout the discussions:

Relationship-driven education remains a defining strength

Alumni highlighted the lasting impact of faculty mentorship and the close-knit learning environment that distinguishes an 91��˵�� education. Many also expressed enthusiasm for strengthening connections between students and alumni through mentorship, networking, career guidance and experiential learning opportunities.

Students need skills for a changing world

Artificial intelligence emerged as a recurring topic throughout the morning. Alumni emphasized the importance of helping students develop both AI fluency and the uniquely human skills that will remain essential in an AI-enabled world, including critical thinking, communication, creativity, adaptability and ethical judgment.

Campus experiences create connection and belonging

Participants discussed the important role that traditions, the arts, athletics and campus facilities play in shaping the student experience. Alumni encouraged continued investment in spaces and experiences that foster school spirit, promote wellness, showcase student talent and strengthen students’ connection to 91��˵�� and one another.

The breakfast began with a challenge from President Kathryn McClymond, Ph.D., who encouraged attendees to think about the “student of 2035” and the world that student will inherit. While higher education continues to evolve, she noted that 91��˵��’s future will remain grounded in the university’s mission and values.

Rhana Gittens Wheeler, Ph.D., chief inclusive excellence officer, also provided an overview of the strategic planning process and shared themes emerging from earlier engagement efforts across campus. Alumni were invited to react to those ideas and contribute their own perspectives as the planning process moves forward.

In closing, McClymond reflected on the strong alignment that emerged throughout the discussions.

“I am encouraged that we all share a common vision for elevating what 91��˵�� does best. Higher education is navigating tremendous change, but our work remains centered on students. When we help a student discover their purpose and potential, the impact extends well beyond that individual and into the communities and lives they touch.”

She also thanked alumni for their engagement and emphasized that their voices will continue to play an important role in the development of 91��˵��’s 2027-2035 Strategic Plan.

What’s Next?

The university is currently in Phase 1: Strategic Vision and Framework Development, engaging stakeholders across the 91��˵�� community to help define the institution’s long-term direction and priorities.

Current: Phase 1 – Strategic Vision & Framework Development
Develop the strategic direction for 91��˵�� 2035 through broad stakeholder engagement and leadership collaboration.
Outcome: A shared strategic framework defining the university’s priorities and long-term direction.

Fall 2026: Phase 2 – Program & Campus Capital Improvements/New Builds Needs Assessment
Identify the programs, facilities, infrastructure and campus spaces needed to support the strategic vision.
Outcome: A capital plan aligned with strategic priorities and the student experience.

Fall 2026: Phase 3 – Financial Resourcing and Fundraising Planning
Determine the financial resources needed to advance the plan’s priorities.
Outcome: A funding strategy that connects institutional priorities with long-term sustainability and fundraising goals.

Spring 2027: Phase 4 – Comprehensive Campaign Feasibility Study
Evaluate readiness for a comprehensive campaign.
Outcome: A campaign strategy that supports implementation of the 2027-2035 Strategic Plan.

Throughout the coming months, alumni will continue to have opportunities to share feedback and help shape 91��˵��’s future. A draft strategic plan is expected to be shared with the community for input before a final version is released in late spring 2027.

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Alumni Book Club with Petrel Page Turners

Heather Neal — Mon, 31 Aug 2026 15:46:11 +0000

Wednesday, October 14, 2026, 7:00 p.m.

The 91��˵�� Alumni Book Club, hosted by Richard Bakare ’03, is meeting for an in-person event on campus this fall. The book club will meet together with the Petrel Page Turners student organization on Wednesday, October 14, at 7 p.m. in the Hearst Hall Lobby to discuss Only Funny in Farsi��by Firoozeh Dumas.��

Students, alumni, faculty and staff are invited.

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Teaching in the Age of AI

Jeremy Bennett, Ph.D. — Fri, 28 Aug 2026 19:08:32 +0000

Jeremy Bennett, Ph.D.
August 28, 2026

Teaching in the Age of AI: What I Learned from the Governor’s Teaching Fellows Program��

I went into the Governor’s Teaching Fellows program expecting to pick up a few new teaching ideas, learn about some useful tools and come back with things I could try in my own classes.

I did get all of that, but I also came away thinking much more deeply about what teaching will look like as AI becomes a normal part of both education and the workplace.

One of the big questions we kept coming back to during the May 2026 symposium was pretty simple: How can AI actually make teaching better and help prepare students for what comes next? We also talked about whether it makes more sense to think of AI as “augmented intelligence” instead of artificial intelligence — something that can support human thinking rather than replace it.

That idea stuck with me.

A lot of the conversation around AI in higher education has focused on cheating and how to stop students from using it. The program pushed us to think about the issue a little differently. Instead of only asking, “How do we keep students from using AI?” we were encouraged to ask, “What do students need to know in order to use AI well?”

That does not mean we should just accept everything AI produces. Actually, some of the most useful parts of the program focused on the problems with AI, including hallucinations, bias, privacy concerns, academic integrity, overreliance and the limits of AI detection tools.

One of the takeaways was that simply banning AI probably is not going to solve much in the long run. AI detectors are not always reliable, and blanket bans do not necessarily stop students from using the technology. A better approach is to be clear about expectations, talk openly about academic integrity and help students understand when AI can be useful and when it can get in the way of real learning.

One idea I especially liked was the difference between an AI-resistant assignment and an AI-resilient assignment.

An AI-resistant assignment is designed to limit or prevent the use of AI. Think in-person exams, oral presentations or proctored work. There are definitely times when that makes sense.

An AI-resilient assignment is a little different. It is designed so that student thinking is still visible and important even if AI is available.

That really changed how I thought about assignment design.

Instead of trying to create an assignment that AI cannot touch, maybe the better question is whether the assignment still requires the student to think. Can they explain their reasoning? Can they critique an AI response? Can they compare alternatives, make a decision, defend a position or reflect on what they learned?

The goal is for AI to be one part of the process, not a shortcut around the process.

We also spent time looking at actual AI tools and classroom applications. We talked about tools for research, literature reviews, course design, presentations, data analysis and instructional support. We saw examples of NotebookLM being used with course materials and custom chatbots being used for role-playing and stakeholder exercises.

What I liked about those examples was that the AI itself was not really the point. The learning came from what students did with the AI output afterward.

They had to question it. Evaluate it. Decide whether it was accurate. Think about what it missed. That puts the student back in the center of the learning process.

That leads to probably my biggest takeaway from the whole experience: the human still has to stay in the loop.

Students still need knowledge. They still need judgment. They still need to know when something does not sound right. They need to recognize weak evidence, bad assumptions and questionable conclusions.

In some ways, AI may actually make those skills more important.

The same thing is true for faculty. AI can help us brainstorm, design assignments, create examples, organize information, analyze data and save time on certain tasks. But the output still has to be reviewed and checked. Good use of AI requires context, clear instructions, follow-up questions and human judgment.

I left the Governor’s Teaching Fellows program more interested in AI, but also more cautious about it. I do not think those two things conflict.

AI has a lot of potential in higher education, but using it well is going to require faculty who are willing to experiment while still keeping student learning at the center of what they do.

That was probably the biggest value of the program for me. It gave me time to think about teaching in a different way, hear from faculty outside my own discipline and consider what students are going to need from us in the years ahead.

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Center for Teaching and Learning Microgrants Support Faculty Innovation

Janelle M. Pham, Ph.D. — Fri, 28 Aug 2026 16:35:59 +0000

Janelle M. Pham, Ph.D.
August 28, 2026

91��˵��’s Center for Teaching and Learning Microgrants Program aims to help faculty bring creative, student-centered ideas into the classroom. The new program provides small grants that support course-level enhancements, experiential learning opportunities and innovative teaching approaches designed to enrich the student learning experience.

A Small Grant with Classroom Impact

Microgrants may be used to explore new teaching methods, expand active-learning activities or support experiences such as course-related field trips. By offering flexible funding for targeted projects, the program encourages faculty to test ideas that can make learning more engaging, applied and memorable for students.

The program is open to full-time 91��˵�� faculty who are actively teaching during the fall or spring semester, including tenured, tenure-track and non-tenure-track faculty. Funding is intended for projects connected to fall or spring courses and is currently not available for summer courses.

Funding Overview

Faculty may request up to $250 for an eligible project. The program awards up to $1,000 in microgrant funding per semester, with a total annual budget of $2,000. Unused funds from the fall semester may be added to the spring funding pool.

Projects are generally expected to be completed within the semester in which funding is awarded. Projects that extend across multiple semesters may be considered individually, depending on the scope and purpose of the work.

91��˵�� faculty can find the application for microgrants on the Center for Teaching and Learning (login required).

How Microgrants Strengthen Teaching and Learning

Microgrants can give faculty room to experiment with ideas that can have a meaningful impact in the classroom. A modest amount of funding can make it possible to add hands-on activities, connect course content to real-world settings or introduce resources that deepen student engagement.

Sharing Successful Projects

Funded projects are expected to contribute to the broader teaching and learning community at 91��˵��. Faculty who receive support may share their work through a Center for Teaching and Learning event, and the projects will be highlighted on the CTL website to showcase effective approaches to student-centered teaching.

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Brooke Taylor Corley ‘19

Heather Neal — Tue, 11 Aug 2026 13:33:55 +0000

Director of Stewardship and Events

Contact: bcorley@oglethorpe.edu

Brooke graduated from 91��˵�� with degrees in communication and rhetoric studies and politics. After building a career in advancement and communications, including five years as advancement communications manager at Life University, she returned to her alma mater to join the advancement team. In addition to her work at 91��˵��, she is currently pursuing a master’s degree in strategic communication through Penn State University, further strengthening her expertise in communications and stakeholder engagement.

Brooke believes that strong relationships and meaningful connections are essential to a thriving university community and is dedicated to fostering engagement among alumni, donors and friends of 91��˵��.

Brooke and her husband, Cameron, live in Kennesaw with their dog and two cats. Originally from Blackshear, Georgia, she has lived in the Atlanta area since beginning college in 2015. Outside of work, she enjoys reading, thrifting and trying different coffee shops (please share any suggestions!).

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