Most individuals are interested in one area of study, try to master one skill, and – if they are lucky – strive to succeed in one career track. That is not the case with Ariana Afshari, an outstanding neurobiology researcher, a talented artist and a thoughtful thinker interested in philosophy, morality and ethics.

The spring 2022 Dean’s Medalist for the School of Life Sciences earned a biological sciences major and a minor in civic and economic thought and leadership from the School of Civic and Economic Thought and Leadership — and interweaving science and the humanities was a planned decision. Ariana Afshari is dedicated to breaking down barriers separating the scientific community, the humanities and the arts. Download Full Image

“I knew I would have an emphasis in STEM, and I looked for a complementary component that would make me a holistic learner in the future,” Afshari said. 

Afshari is a rare student.

This summer, Afshari begins an impressive mission: to simultaneously do research in developmental neuroscience at Stanford Medical School and teach biology in the Bay Area through Teach for America at a school serving an underrepresented community, where 98% of students are Hispanic. After that, she will apply to medical school.

“My goal is to serve communities that look like me, that come from a background like me,” she said. 

“I grew up in a low-income Hispanic household. There is a lot that you can learn from serving those communities, but certain topics are difficult to teach. One thing is to learn about it; the other thing is to live it. And I believe that there are indescribable factors that equip me to serve these communities I come from. Hopefully, I can be in a community that resonates with my background growing up.”

Bridging science and humanities 

Afshari's plans to earn a multidisciplinary college education began in the spring of her first year at ASU, when she applied for the course Shakespeare's Leadership Lessons. The course, which is taught in Prescott, Arizona, solidified her interest in the School of Civic and Economic Thought and Leadership as a complementary part of her career. 

“I was wary about a full immersion into Shakespeare, of reading the texts from beginning to end, acting them out, and not only to get the meaning of what the characters are saying but also grappling with what they are saying. But I walked in, and everyone was in the same boat and wanting to learn. We all walked away with something really valuable,” she said.

“I loved the experience. Learning in the pines, where you are vulnerable, where you get a raw experience of learning, is a lot different from learning in a traditional setting."

Ariana Afshari (bottom row, third from right) in Prescott, Arizona, with the cohort of students in the course Shakespeare's Leadership Lessons.

Afshari then joined the cohort of students who traveled to New Delhi for the Global Intensive Experience: SCETL Leadership and Service in India, where they studied and discussed the history, culture and politics of India, and reflected on global leadership and citizenship.

But when the pandemic hit, it became evident that the scientific community and parts of the American civil society (and other societies around the world) were at odds, particularly on matters related to public health policies versus individual liberties. 

You can teach someone to be a good doctor, but you can’t teach a doctor to have empathy. The education offered at SCETL teaches you what other disciplines can’t teach you: how to be human aligned with your values.

– Ariana Afshari

As the global crisis unfolded, Afshari noticed an urgent need for cross-disciplinary conversations between health professionals, policymakers, professionals working tirelessly on the frontlines, professors, etc. 

Ariana Afshari (center) with Clinical Assistant Professor Susan Carrese in New Delhi during the GIE course SCETL Leadership and Service in India.

“I realized that we must develop interdisciplinary understanding and support about how each of these disciplines interacts with one another. That’s when it came to light what I was looking for at SCETL. I was trying to find something at the cusp of philosophy that I could bring to science,” she said.

This pivoting starts with each individual, she said.

“I see the interaction between disciplines as not even complementary, but necessary. It makes you better all around. It’s great to be specialized, but it’s even more important to be aware and prudent about how your discipline affects others.”

Afshari's School of Civic and Economic Thought and Leadership courses allowed her to exercise an important habit: questioning. The Socratic method utilized by School of Civic and Economic Thought and Leadership professors encourages students to participate in discussions and question what they are taught, which is something Afshari believes enables students to be more successful in their fields.

“I’m better in my STEM classes because of SCETL, but I’m also better in my SCETL classes because of my STEM major,” she said, adding that she had not “seen an education like this before. (In STEM classes), you’re never going to go to any of your classes and ask what this means. No one is going to ask why. In SCETL, that is the purpose."

“SCETL allowed me to fulfill the mission that I was looking for and that I wasn’t getting at a single track at ASU,” she said. “In the broader discourse of the nation, you see everyone trying to prove they are right and prove authority. At SCETL, instead, the faculty brings (the discussion) back to questions of ‘What is authority?’ ‘Where do individual liberties come from?’ ‘Who actually has a say in policymaking, and whose authority matters?’ The pandemic brought to life issues that SCETL can contribute to, and the school created several conversations about science and its role.”

Ariana Afshari (bottom row, second from right) in New Delhi with her cohort of ASU students and professors for the Leadership and Service in India course.

The school’s emphasis on civil discourse, political thought and civic education was complementary to Afshari's dedication to serving her community.

“SCETL equipped me to be open-minded to discourse and to face future challenges when talking about important science topics. I can contribute to those conversations in a more fruitful way than many people would without this perspective,” she said.

“Getting an education in STEM has been extremely valuable because I want to build a career in science; it’s what I love to learn. But, at times, it can be really transactional. There isn’t a lot of human connection and conversation,” she said. “SCETL has an effective, evidence-based approach to teaching humanities in classrooms with fewer than 30 students, and professors who are your mentors, who are dedicated to guiding you, and topics such as morality, ethics, etc. SCETL teaches you humanities. You can teach someone to be a good doctor, but you can’t teach a doctor to have empathy. The education offered at SCETL teaches you what other disciplines can’t teach you: how to be human aligned with your values.”

SCETL allowed me to fulfill the mission that I was looking for and that I wasn’t getting at a single track at ASU.
– Ariana Afshari

In this process, Afshari was grateful for the strong relationships she developed with her mentors at the School of Civic and Economic Thought and Leadership.

“I’ve had classes at STEM where the syllabi say, ‘Do not ask me for recommendation letters.’ It’s disheartening as a student because the integrity you show in class is great, but you don’t get to develop a relationship," she said. "On the other hand, at SCETL, every professor makes it clear to you that they are there to support you, to love you, to see you do your best, and I’ve had the honor of meeting so many wonderful professors at SCETL. I credit a lot of my success to them.”

Her scientific skills were in fact an addition to SCETL’s learning environment.

“Ariana’s ability to think deeply about both the scientific process and the elements of politics, religious faith and institutions, and social forces revealed to all of us her exceptional talent and rare combination of intellectual and aesthetic gifts,” said Assistant Professor Karen Taliaferro. “She is thoughtful, creative, responsible, articulate and curious, able to read widely and deeply and write beautifully.” 

Painting encapsulates cross-sectionality between leading disciplines 

During the COVID-19 pandemic, Afshari threw herself into a new challenge. She painted a 60-by-40-inch mural for the School of Civic and Economic Thought and Leadership inspired by Raphael’s “The School of Athens.” Ariana's painting displays icons of several disciplines, including Plato, Aristotle, Abraham Lincoln, Mahatma Gandhi, Elizabeth Cady Stanton, Cesar Chavez, Frederick Douglas and Frida Kahlo.

The painting is on display at the school's library common room, on the sixth floor of Coor Hall on ASU's Tempe campus. The room is open to the public from 9 a.m. to 5 p.m., Monday through Friday.

Editor's note: This story is part of a series of profiles of notable spring 2022 graduates.

Bronwyn Elizabeth can't wait to see what the future has in store for her. This summer, she moves to London to study classical drama at the world-renowned London Academy of Music and Dramatic Art (LAMDA), just a stone's throw away from Shakespeare’s Globe Theatre. There, she will intertwine two passions: Shakespeare and academic studies. After accumulating successful acting roles, an internship in New York, scholarships and a bachelor’s degree in civic and economic thought and leadership from Arizona State University, the spring 2022 graduate is taking her dreams and skills to the next level.  Bronwyn Elizabeth earned a bachelor’s degree in civic and economic thought and leadership from Arizona State University this spring. Download Full Image

Bronwyn combines outstanding talent with an insatiable thirst for learning. Associate Professor Kent Wright, who has taught her over the years, said of Bronwyn, “I suspected from the first time I met Bronwyn — sitting in the front row of a CEL 100 class — that she was going to be the kind of student you learn a whole lot more from than you teach. Boy, was that ever right.”

During her tenure at ASU, the graduate of the Barrett, The Honors College at ASU received several accolades, including the Moeur Award, the President’s Scholarship and the Founders Scholarship.

The actress sat down with us to talk about where acting and her classical education from the School of Civic and Economic Thought and Leadership (SCETL) will take her. 

Question: What drew your attention to the London Academy of Music and Dramatic Art graduate program?

Answer: I was a member of the core Southwest Shakespeare Company for a few years, and the company receives a grant through the city of Mesa, which allows it to hold great lectures. In my first year of college, I attended one of those lectures with the London Academy of Music and Dramatic Art’s director, Rodney Cottier. Then I attended his lecture again the next year, and again this year. I kept falling in love with the ways that classical acting can be brought to life from an educational standpoint. Simultaneously, I really do love college. So that’s what drew me to the LAMDA program: the opportunity to combine theater and the academic environment.

The only way to do something right is to do it in a way that is fulfilling to you.
— Bronwyn Elizabeth, spring 2022 graduate of the School of Civic and Economic Thought and Leadership

Q: What does the program look like?

A: LAMDA has an incredibly rigorous academic program, but they don’t expect students to write a thesis in a traditional sense. It’s an intense year of studies. We will dive into movement work, Shakespeare’s first folio, his romances, the English kings, the Spanish golden age, Jacobean literature, as well as learn incredible technique programs, such as stage combat, flamenco dancing, accent work, vocal techniques, etc. It’s an academic approach to acting, and I can’t wait to start!

Bronwyn Elizabeth as Miranda in Shakespeare's "The Tempest" for the Southwest Shakespeare Company.

Q: Is there a particular area that you're interested in studying?

A: I love Shakespeare. I’ve worked with the Southwest Shakespeare Company over the last two years and I was their Ophelia in “Hamlet” and Miranda in “The Tempest.” It was incredible to embody these women who were at the foundation of archetypes of women in history. I am confident that my grandmother has read the words that I’ve said in “Hamlet,” and it feels great to be connected to history and lose myself in it. I am fascinated by Shakespeare’s women and other tragic women, and I am lucky to be able to learn a lot more about them in London.

Q: How did you hear about SCETL?

A: I learned about SCETL through my older brother, Cormac. He earned a double major in political science and civic and economic thought and leadership. When I was applying to college, he advised me to apply to SCETL. We are both drawn to discussions and are very similar. He had such a good time at SCETL and he was confident that I would, too. And so I did. The very first class I took was Shakespeare’s Leadership Lessons: Performance and Politics in the Pines, even before my freshman year started. During that course, I read “The Tempest” and fell in love with SCETL. Since then, I haven’t had a single class at SCETL with over 50 students, and it was always the right choice.

Q: Do the smaller class sizes resonate with you?

A: Absolutely. The discussion-based learning environment is fantastic. But more importantly, it was the general feeling that I was a part of the trajectory of the class, rather than the type of environment where you just take notes. I took Professor Kent Wright’s CEL 100 course in my freshman year, then I took every single course he’s taught since then, every semester. He genuinely wants you to learn, instead of wanting to “bestow education” upon you.

I felt special as a student at SCETL because the passion I have for learning was met with the passion the professors have for teaching.
— Bronwyn Elizabeth

Q: How did the intersection between acting and philosophy develop throughout your college years?

A: Right off the bat, I was lucky to meet two professors who love learning: professors Carol McNamara and Kent Wright. They supported my passion for liberal education and acting, and they were instrumental in helping me get an internship with the Patrick Page Acting Studio in New York during the pandemic. They really believed in me and wanted to keep learning with me. And I am grateful for Frank Pina, my academic adviser. He helped make it work for me, was always straightforward and opened doors. When it came time to do my dissertation, Professor Wright sat down with me and said, “I would never stop you from doing a PowerPoint presentation, Bronwyn, but wouldn’t it be fun to do something fresh and new?” My general impression of SCETL is encapsulated in this open-ended question: “Wouldn’t it be fun … ?” They engaged with me on an artistic level through academia. So I just decided I wanted to keep doing this. I love how, during performances of Chekhov, Shakespeare and others, you have to be fully engaged in it, and with my SCETL education, I am able to have a full understanding of the historical context. That’s exactly what SCETL professors push students to do, so it became natural to externalize that onto performances.

Bronwyn Elizabeth as Ophelia in "Hamlet" for the Southwest Shakespeare Company. Photo courtesy of Devon C. Adams

Q: How do you benefit as a dramatic artist from your education at SCETL?

A: I have a great story about this. I recently spoke at a seminar about Miranda, a character I got introduced to during the Shakespeare in the Pines course, the first ASU class I’ve ever taken. I had a piece of introspection I gained at that course, which I lifted from back then. I introduced it during the seminar and my director turned to the audience and said, “Wow. This is what you pay for when you pay for an actor.” SCETL has had a direct contribution to my career as an actor. 

My general impression of SCETL is encapsulated in this open-ended question: "Wouldn’t it be fun … ?" They engaged with me on an artistic level through academia. So I just decided I wanted to keep doing this.
— Bronwyn Elizabeth

Q: Are you a different actor today from the one you would have been had you not studied classical liberal education?

A: Absolutely. The choice to pursue classical education as an actress versus a professional training as an actor is purposeful. There’s in-depth academic discussion. I would not have been academically prepared for the LAMDA program had I not done literature analysis throughout the ages and gained the ability to politically contextualize stories, for example. This knowledge is at the foundation of drama, and it is at the foundation of SCETL. It’s organic.

Q: Was that your original plan?

A: No. I came to ASU thinking that I would become a lawyer, but I missed acting, so I started auditioning for these roles. And at one point, I was acting and so in love with all of these characters, and Professor Carol McNamara said to me, “Bronwyn, no one will think less of you if you don’t go to law school. Do what you love!” And it feels so right.

Q: What makes SCETL special?

A: The professors and the relationships you build with them. It feels so communicative and equal. When I talk to professors Wright and McNamara, I learn so much from them, but I feel that they are truly interested in what I have to say. I felt special as a student at SCETL because the passion I have for learning was met with the passion they have for teaching.

Bronwyn Elizabeth (center) as Theodosia in a production of "The Snow," written by Finnegan Kruckemeyer, at the Lyceum Theatre at ASU.

Q: What would you say to an incoming SCETL student? 

A: The only way to do something right is to do it in a way that is fulfilling to you. If I had thought at age 18 that I would be pursuing a career in acting today, I would have been very wary. It’s not a stable career, and I had to make peace with it. But know that you are going to work hard wherever you go in life, so make sure you want to go there. SCETL is very malleable with the close relationships you can build with your professors and the wide variety of classes you can take. You can tailor your career based on the conversations you have at SCETL in an infinite number of ways, so seek out discussions that you want to have in this learning environment. Find the professors who are leading those discussions. Take classes with the professors who teach in a way that you like to learn, and realize that the school is so accommodating that you can tailor the rest of your educational journey in that direction.

Q: What is your career goal?

A: Looking at the roles I’ve played and where I am headed, I can say that I’ve had a dream come true almost daily over the last couple of years. I wake up every day and I can’t believe all that’s happening in my life, and can’t wait to see what happens next.

Editor's note: This story is part of a series of profiles of notable spring 2022 graduates.

Ariana Afshari epitomizes a modern renaissance student — a scientist, researcher, philosopher, historian and artist.  Ariana Afshari is a scientist, philosopher and artist, and graduates this spring with her Bachelor’s of Science in biological sciences (neurobiology, physiology and behavior), and a minor in civic and economic thought leadership. Photo courtesy of Ariana Afshari.

A biological sciences major in the School of Life Sciences focusing on neurobiology, physiology and behavior, she also minored in civic and economic thought leadership. Then, during the height of the pandemic in August 2020, Afshari decided to push her boundaries even further and explore an entirely new discipline — she started painting. 

Art opened a window to new techniques to analyze and express history, science, politics and philosophy — combining her passions and bringing them to 3D life.   

One of her paintings now hangs in the School of Civic and Economic Thought Leadership Coors Texts Reading Room, which has become one of Afshari’s favorite study spots on campus. 

“It has a quaint design with chess, antique lighting, and is an intimate spot to catch up with friends, enjoy the classic literature they feature on their shelves, or focus on your studies,” she said.

The painting, a 60-by-40-inch canvas mural, is inspired by “The School of Athens” by the Italian Renaissance artist Raphael. Standing tall in the precise mathematical architecture alongside Plato and Aristotle are other prominent figures, including Abraham Lincoln, Gandhi, Elizabeth Cady Stanton, Cesar Chavez, Frederick Douglas and Frida Kahlo

In light of her many accomplishments, this multifaceted scholar and artist has been selected as this semester’s Dean’s Medalist by The College of Liberal Arts and Sciences. 

This prestigious honor recognizes graduating students who have demonstrated outstanding academic excellence during their time at ASU. In addition to her artistic talents, Afshari contributed to research in developmental neurobiology, mathematical neuro-oncology, and neurosurgery. 

She also served as the director of health and wellness for the undergraduate student government, where she illustrated and published an interactive children’s guide to COVID-19. 

After graduation she plans to participate in developmental neuroscience research at Stanford Medical School and teach biology with Teach for America. 

We had the chance to ask Afshari a few questions about her time at ASU. 

Answers have been edited for length and clarity.

Question: What was the moment when you realized you wanted to study neuroscience? 

Answer: Neuroscience itself is an incredibly versatile field of study, which is what makes it so rewarding for students who like to bounce between disciplines in academic and research spaces. For me, my “aha” moment was through a long-time exposure to what neurobiology looks like in-practice — learning the mechanics of neuron firing in the classroom, to applying that biology in a lab I worked in at Mayo Clinic studying mathematical neuro-oncology, to scrubbing into neurosurgeries with patients with the clinical phenotypes I had, in textbooks and at the workplace, studied. This is how I ultimately knew I loved studying the brain, in every domain: at school, in research, and in the clinic.

Q: Why did you choose ASU?

A: I was raised just south of ASU in the Valley, so there was always an incentive to stay close to friends and family, and my four-year-old baby sister in particular. However, I was extremely fortunate enough to receive a scholarship that covered my tuition and housing for all four years. I knew I would be able to get a really full ASU experience and pursue opportunities tailored to my professional goals with that degree of financial aid, which was the primary contributor to my decision to go to ASU.

Q: What’s something you learned while at ASU that changed your perspective?

A: I learned at ASU the sheer importance of asking: “Can you make a spot for me?” or “Can I have _____ opportunity?” Arizona State University is the kind of university that has endless avenues for students to explore internships and research experience, but what’s not advertised is how many opportunities you can create for yourself. I became well-accustomed to advocating for myself and asking professors and faculty to make room for me or to put me in contact with someone who can make my dream position possible. Learning the power of self-advocacy is what made my ASU experience transformative, when I realized the ceiling was not the sky.  

Q: What is a life-changing lesson you learned from a professor while at ASU? Which professor taught you the most important lesson while at ASU?

A: The director of the School of Civic and Economic Thought and Leadership, Dr. Paul Carrese, served as a mentor for me throughout my academic journey at ASU, who always advocated for my success, but it remains that one of the life lessons he conversationally shared with me stands out. I came to him asking how I can balance furthering my career while also seeking personal happiness. He responded by telling me the story he used to read to his children about how a colony of mice worked strenuously every summer season to gather enough food to survive, while one mouse would adventure — collecting sun rays, colors and words. By the time the mice had to use their food supply in the cold months, it ran out, and the mouse who sought intangible experiences was able to distract them with his stories to survive the winter. This taught me the importance of chasing experiences, not accolades, and finding meaning and mentorship, not money and prestige so that I, too, have something of substance to get me through the “winters” of life. 

Q: Were you able to participate in any internships or research experiences while at ASU?

A: I was lucky enough to participate in many internships and research experiences while at ASU. I got the chance to be a part of a lab studying developmental neurobiology here at ASU during the academic school years and eventually became involved in a second lab studying mathematical neurosurgery at Mayo Clinic. Through these research experiences, I was able to both contribute to multiple scientific manuscripts and present my work at local and national conferences. I also served as the director of health and wellness for the Undergraduate Student Government and was honored as a Spirit of Service Scholar. In addition, I consistently worked with Teach for America to assist 2nd and 3rd grade classrooms through their IGNITE fellowship and participated in a year-long internship at Phoenix Children’s Hospital. 

Q: What’s the best piece of advice you’d give to those still in school?

A: If I could offer advice to current students, I would tell them to seek two things in all their academic pursuits: real challenge and true inspiration. They should take the time to find what communities or fields of study make them feel inspired and begin building a toolbox of opportunities and experiences that make the most sense for their interests and their narrative. I think it’s a valuable skill to be prudent and intentional with what you dedicate your time to, so that you, not only do them well, but you take away something valuable for your own story. 

Editor's note: This story is part of a series of profiles of notable spring 2022 graduates.

Jonah McCoy is not shy about his academic achievements and career goals. ASU graduate Jonah McCoy is a double major in civic and economic thought and leadership and in economics. He aims at winning prestigious Leo Strauss Award. Download Full Image

“I seek to become a peer with my mentors,” he said.

The Arizona State University graduate — an early adopter of the School of Civic and Economic Thought and Leadership (SCETL) program — is confident about his future. In the fall of 2022, Jonah will start his PhD in political philosophy at the University of Houston, a well-deserved recognition of his academic skills.

“Jonah's talent and commitment to the life of the mind were immediately apparent to all of us in those early days of SCETL, when Jonah was one of our first majors,” said Assistant Professor Karen Taliaferro, adding, “I have come to see how exceptional he is not only in his intelligence but in his determination and perseverance. Beyond this, he is a fundamentally kindhearted person.”

Born in Fresno, California, Jonah moved with his family to Nogales, Arizona, when he was in second grade. He says he knew at an early age that he would follow an academic career, and in 2017 he joined ASU’s Barrett, The Honors College as an economics major, but his path took a slight turn in the fall of that year.

Question: How did you learn about SCETL?

Answer: I walked by a flyer on campus promoting the Civic Discourse Project lecture series on “Free Speech and Intellectual Diversity,” and I started attending the events. Then in the following summer, I enrolled in SCETL’s Summer Leadership Seminar “Shakespeare's Leadership Lessons” in Sedona, and it was delightful. That week, I met phenomenal people, including Cameron Vega and Robert Bartlemay, among others. That experience pushed me to enroll in CEL 100 with Professor Karen Taliaferro, who became a prominent figure in my life. Then came a course on religion with Professor Paul Carrese, and when I realized I was getting a major in civic and economic thought and leadership. One realizes one is in the right place. Things happen for a reason.

Jonah McCoy reads aloud from Shakespeare's "Henry V" during the School of Civic and Economic Thought and Leadership's summer 2018 course in Sedona, Arizona.

Q: Which course was your favorite?

A: I can’t say there was a SCETL course that wasn’t phenomenal.

Q: What makes SCETL so special?

A: It’s a community of like-minded individuals. We are all interested in these important topics in a department that encourages free and open debate. We are free to disagree and discuss everything. At SCETL, I have never met slouchers. Every student at the school is a mover and shaker. Everyone goes on to do big things, to become student body presidents, top-level students participating in big projects that matter, and so on. Ultimately, it’s the quality of students. SCETL doesn’t attract mediocrity. They are all bright, genuinely phenomenal individuals, and do amazing things. SCETL people think big and have big dreams. It comes from the faculty. They are all intentionally here to provide an education, not just a degree.

Q: How did your peers push you forward?

A: At SCETL, one can’t be intellectually complacent because one is surrounded by great thinkers. The debates we engage with at the school challenge you, and you will be called out if you say nonsensical claims. This community of thinkers encourages you to substantiate yourself.

Q: Did you ever think you would pursue a career in classical education?

A: My understanding at the time was that classical education was in full retreat across the country when I came in. And today I am who I am, and I am going where I am going because of SCETL’s faculty. I will receive a doctorate degree fully funded from the University of Houston, and I am grateful to Professor Michael Zuckert, who identified in me the potential to do it. He found a place that is amicable to me and went out of his way to help find a good fit for me.

Q: What is your goal?

A: I want to teach at a place like SCETL. It’s the only thing I see myself doing: teaching at a place like this, surrounding myself with pupils and seeking truth through dialogue and inquiry.

Q: What would you say to an incoming SCETL student?

A: Embrace this small, phenomenal community. Go to the events, become the spirit of it. Making connections with your peers is one of the most important parts of this education. It’s a fantastic cohort.

Q: What is your favorite part about SCETL?

A: The faculty. If SCETL didn’t believe in the education it offers, it could not be what it is, and students would not go as far as they go.

Q: What is the biggest takeaway from your experience as a SCETL major?

A: The absolute beauty of political philosophy, which led me to become a Tocqueville scholar.

Q: What is your bedside-table favorite Tocqueville book?

A: “The Ancient Regime.” It’s his most important book, in my opinion.

Q: What comes after your doctorate degree?

A: That’s easy. The Leo Strauss Award from the American Political Philosophy Association for my dissertation. I am interested in breaking trends and going off to do something new with bold ideas.