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Emerging Public Leaders Class of 2018-19

The Emerging Public Leaders 2018-19
June 17 - 22, 2018

The Riley Institute at Furman welcomed the 2018-19 Emerging Public Leaders (EPL) to Furman's campus June 17-22, 2018 for a week filled with activities and opportunities to learn about public leadership.

Sixteen rising high school seniors from across South Carolina have been accepted for EPL's 16th class, bringing the total number of students who have participated in the program to 249. For the Schedule of Activities, click here.

To view the 2018-19 EPL participant's proposed projects, click here or you may click on the student's name below to view their proposed project.

Welcome the 2018-19 student participants:

Bayan Abunijem, Greenville Tech Charter High School, Greenville, SC
Reilly Arford, Ridge View High School, Columbia, SC
Madison Brawley, Strom Thurmond High School, Johnston, SC
Claire Derakhshan, West Florence High School, Florence, SC
Olivia Dozier, Dreher High School, Columbia, SC
Lauren Garrison, River Bluff High School, Lexington, SC
Lillian Holland, Porter-Gaud School, Charleston, SC
Andrea Kimpson, Richland Northeast High School, Columbia, SC
Arnav Lal, Home School, Greer, SC
Henry Lear, Southside High School, Greenville, SC
Elliot Marron, Greenville High School, Greenville, SC
Blanton Newman, J.L. Mann High School, Greenville, SC
Olivia Reichenbach, Hilton Head Christian Academy, Hilton Head, SC
Lily Rowan, Myrtle Beach High School, Myrtle Beach, SC
Cate Tedford, Nation Ford High School, Fort Mill, SC
Mae Webster, Spartanburg Day School, Spartanburg, SC

While the students were on Furman University’s campus, they investigated topics such as engaging in the community, analyzing critical issues, practicing ethical leadership, developing communication and presentation skills, and planning for the implementation of a service project.

Thanks to generous sponsors including Cox Industries, State Farm, Walmart and John and Emilie Pazden, students attend free of charge.


Following the summer, students work with Riley Institute staff, school officials, and residents in their communities to more fully develop their service project ideas and subsequently implement projects that reflect a need and address diversity in their communities.

The students return to campus the following spring to present their community service projects to a panel of judges, and the winning project receives funds for program expansion or replication.