We are thrilled to celebrate the success of our most recent graduates. Our students have made a profound impact on the wellbeing of others by immersing themselves in a wide range of community-engaged learning opportunities, practicums, internships, research projects, and other high-impact experiences. In the process, they have gained lifelong friendships, developed numerous professional connections, and made enduring memories.
Now they move on to rewarding careers, graduate study, and other exciting opportunities to promote a more humane and just society maximizing human potential and the quality of life for all. We are honored to share a few of their stories.
Emergent Bilingual Classroom Support
Claire Lennon begins her post-̽̽ career as a math teacher at Winooski High School. “I worked with Winooski students and schools over the past two summers and am excited to become a full-time member of their community,” she says. Before that, she will be working this summer with the Calculus Project in Massachusetts, a program that utilizes research-supported strategies to increase the representation and success of BIPOC and low-income students in advanced mathematics.
Lennon completed her Honors College thesis, "Emergent Bilingual Classroom Support: A Comparative Study in Secondary Mathematics Education," under the advisement of Associate Professor Carmen Petrick Smith. "In the study, I observed two different math classes for emergent bilinguals – a support class and a co-taught class,” she explains. “Then I compared the different supports provided by the teachers for the students in those classes. The observations and findings will definitely make me a better teacher.”
Over the spring semester, Lennon completed her full-time internship as a math teacher at Burlington High School (BHS). For her fall semester internship, she worked with a variety of classes in the multilingual department at BHS.
“I love the challenge of teaching a new language and subject matter at the same time,” says Lennon, who received the Janet Bossange Award for Advocacy and Engagement in Secondary Education at the CESS Honors and Awards Reception in April. “When my students have their ‘aha’ moments, it is so much fun for them and for me. We love celebrating together."
As a tour guide, when asked why she chose ̽̽, her answer is always the same. "It’s the community," she says. "I have never felt alone in any of my endeavors. Faculty care so much and are always there for us. I made lifelong friendships through CESS, the Honors College, club sports, and the campus tour guide program. I am so lucky to be part of the ̽̽ family, and I know that won’t change after graduation.”
Service as Core Value
"I have always held service as a core value," says Shannon Harness. "After an exhausting and rewarding 635-mile hike through California with my best friend from the Marine Corps, I started looking for a way to continue serving the veteran community. Our mission was to promote community, support survivors of veteran and first responder suicide, and help reduce the stigma associated with mental illness within these communities. We've both experienced the loss of family and friends to suicide and had been advocates prior to our hike, but we wanted to do more."
When he moved to Vermont, Harness received a phone call from a social worker at the Department of Veterans Affairs. That call led to his application to the Bachelor of Social Work (BSW) program.
"The theories and practices I've learned gave me new perspectives and validated many of my personal views and coming into the BSW program," Harness says. "My field placement with the Pathways Vermont Housing First Program Assertive Community Treatment (ACT) team expanded my comfort zone and gave me valuable one-on-one experience to take with me into my MSW program and beyond." The role included providing support services for people with a history of chronic homelessness, serious mental health challenges, and a history of substance use so they could maintain independent living.
After graduation, he moved on to the advanced standing Master of Social Work (MSW) program at ̽̽. For his field placement, he was accepted into the VA Social Work Internship Trainee program working in the Mental Health Department at the VA Lakeside Burlington Clinic.
Serving the Needs of Young Children
Inspired by her passion for early childhood education, Oona Gourlay accepted a position to serve with Teach for America in Denver, Colorado. “My goal is to engage with teaching that goes beyond the classroom walls,” says the Human Development and Family Science major from Shelburne, Vermont. “TFA does that by combating educational inequity and teacher shortages while advocating for children. I’m intrigued by their unique approach to connecting passionate leaders with children and communities in need.”
Gourlay jumped into service-learning during her first semester, and she continued making connections with the campus and local communities throughout her journey at ̽̽.
"Having the opportunity to engage in the field early and continuously through the Boys and Girls Club and the DREAM Program throughout my four years strikes me as a unique strength of this program," she says. "I gained so much from the in-person application of course content, the meaningful connections with my community, and the strong relationships with the types of students, clients, and leaders in the field that I plan to work with after graduation.”
During her junior year, Gourlay took advantage of an opportunity to study abroad in Denmark while continuing her studies within the context of a new university, differing pedagogical methods, and a different culture and language.
She also provided valuable service on the CESS Student Advisory Board over the past three years. She received the HDFS Engaged Student Award at the CESS Student Honors and Awards reception in April.
“When exploring majors at ̽̽, there seemed to be many professional directions the HDFS major could take me,” she remembers. “That has proven to be true as my peers venture into variety of career pathways in human services. ̽̽ and specifically CESS have provided me with so much motivation for my future and I feel prepared and excited which I credit to my amazing professors, peers, and community here.”
Reaching Students from All Walks of Life
After earning his degree in physical education from ̽̽ in 2022, Keegan Bliss continued his education through the one-year accelerated master’s degree pathway in special education. Being able to work full-time as a special educator on a provisional license in the Winooski School District while completing his courses and internship requirements allowed Bliss to experience everything a special educator does.
"I’ve gained incredible knowledge through countless experiences in grades K-12," he says. "My work and schooling have shown me what it takes to be a committed educator and learn strategies to reach students from all walks of life. 'Grateful' doesn’t do justice the way I feel about my time in this program.”
Bliss says his interest in teaching links to back to his own experiences in school when he was growing up. “When I decided to study the field of teaching, I told myself that if I could make one student look back later in life and say ‘Mr. Bliss changed my life’ as I say about a few of my teachers from growing up, then it would all be worth it."
Paying It Forward
Throughout her upbringing in the Winooski and Burlington area, Franky Bahati frequently connected with ̽̽ through her involvement in the DREAM Program. Those experiences opened her mind to possibilities that changed the course of her life.
“All roads led to being at our beautiful campus,” she says. “When I found out that I got accepted, I was overjoyed to know that I was going to learn from professors who care about every student's well-being and success. I have felt very supported, loved, and cared for in my time here.”
As social work intern at Winooski Middle and High School, Bahati worked with people in the same school district she attended growing up. “I get to work with students who I watched grow up, set them up with mental health resources, and connect them to programs that allow them to grow. My field instructors are awesome, and I have a strong relationship with the educators here.”
Serving as an AmeriCorps member of the DREAM Program, she ran an after-school program teaching high school students how to become mentors for elementary school students. She is also a member of the Anti-Racism Steering Committee at the Winooski School District.
“Being the first to graduate college is the highest honor I could bring to my Burundi family," says Bahati, who is currently employed as a social worker in New York City and pursuing her Master of Social Work degree. "Since my first day joining CESS, I felt a strong sense of belonging. My cohort is filled with amazing individuals who bring so much joy into my life and inspire me to keep pushing myself when I feel discouraged or struggling to stay motivated. The memories we have created will forever be ingrained in my brain.”
Full story: Paying It Forward
Inspiring the Next Generation of Scientists
Sam Joyner is living out his dream to become a science teacher. “I’m excited to start my career and look forward to inspiring the next round of scientists,” says the Secondary Education major who recently accepted a position to teach Honors and AP Chemistry. “I wanted a career in science where I can help build a better future. My goal is to make chemistry fun, exciting, and attainable for all my students.”
Joyner completed over 500 hours of student teaching time in the field including placements at South Burlington High School and Burlington High School. He also worked as an after-school science tutor for ̽̽ Upward Bound, served the Education and Outreach Manager for the Office of Sustainability, and worked as a teaching assistant for classes in Forensic Biology and Calculus I and II.
At the recent CESS Honors and Awards event, Joyner received the J.K. Caliber Award recognizing his perseverance, commitment to improving professional practice, a student-centered and creative approach to teaching, and a sense of humor.
In the future, he plans to earn a graduate degree with a focus on trauma-informed education practices. “I give a big shout out to Dr. Jessica Strolin-Goltzman for introducing me to a topic that I have become passionate about pursuing.”
A Dream Realized
With her bachelor's and master's degrees completed, Sarah Bloch begins her post-̽̽ career as teacher at Swanton Elementary School. “It’s been my dream to be a teacher for so long,” says the Master of Special Education graduate from Mount Kisco, New York. “I’m so excited to make connections with my students while building a safe a trusting class community.”
For her special education internship placement, Bloch taught at Founders Memorial School in Essex over the past year. On the way to earning her Bachelor of Science in Elementary Education in 2022, she taught at Mallett’s Bay School in Colchester, Alburgh School, and Summit Street Elementary School in Essex.
“I had the opportunity to work with students from a variety of grade levels and backgrounds which prepared me to differentiate content for them,” she says.
There were plenty of mentors along the way. “Ellen Baker, Jenn Stratton and Kristen Ryan were some of the most influential people throughout my education. They went above and beyond to support and help me to become the best educator I could be.”
Beyond academics, Bloch served as a leadership ambassador in the Leadership and Social Change Learning Community. She was also an active member of Kappa Alpha Theta and the Big Buddies Club.
“I’m so glad that I chose ̽̽ as my home for 5 years. Through my educational experience and meeting amazing people I have grown so much as a person. I feel like you know in your bones, your soul and your heart that you’re meant to be in the education field. That’s how I felt all this time.”
Breaking the Cycle of Generational Poverty
After earning their graduate degree in Higher Education and Student Affairs Administration (HESA), Gabi Cuna accepted a position to serve as the Diversity, Equity, and Inclusion Coordinator for the City of Bothell in Washington state. The role gives Cuna an exciting opportunity to collaborate with the city's leadership team to create and implement a racial equity plan, lead educational training, and contribute to a more inclusive and welcoming community.
“The HESA program, my graduate assistantship, and the practicum experiences that I've had prepared me to step into a new community and feel confident in my ability to have a meaningful impact,” they say.
Cuna completed practicum internships with Middlebury College’s MiddView Orientation program and with the ̽̽ Assistant Dean of Students Office. “The work I've done in my graduate assistantship with Tiffanie Spencer and Joe Russell demonstrated how crucial equity and justice-based policy development is and I'm excited to apply those experiences in my next professional role,” they say. “And the faculty and staff at Middlebury College's Center for Community Engagement were so supportive. But I would not have survived grad school without my HESA cohort mates who have shared their infinite wisdom, dance moves, emotional support, and ugly cry sessions.”
Scholarly work with HESA faculty members Jason Garvey, Tracy Arámbula Turner, and Brit Williams fueled Cuna's passion for research and writing. They also provided played a key role in the development and vetting of the CESS Inclusive Excellence Plan.
“As a first-generation, low-income student, I was taught from a young age that higher education was the way to break out of generational poverty. I want to contribute to the success of other students like me who are seeking out higher education as a source of liberation and social mobility," Cuna says.
Teachers Inspire
Sharing common ground as aspiring educators, student leaders, and close friends, Colin Henke and Ben Stewart completed their senior year teaching internships in classrooms right next to each other at Burlington High School. Both were inspired to become educators by influential teachers when they were growing up.
“I recognized how important the teachers were at a crucial point in my life,” says Stewart, who plans to teach history and social studies at the secondary or post-secondary level and conduct further research in history and education. "I want to help high school students who are at a pivotal point in their life."
Henke worked over the summer for the Foundation for Underway Experiential Learning (FUEL), an experiential learning program for children based on a 108-foot wooden schooner based out of Vineyard Haven, Massachusetts. In the fall, he will attend the IYRS School of Technology and Trades in Rhode Island focusing on Marine Systems. Then he will combine his teaching and trade skills to work on semester-at-sea programs with high school and college students.
"What drew me here is the relationships our university has with the community, especially the connection between the local schools and CESS,” Henke says. “The teacher preparation programs here emphasize hands-on learning and being in the field as early as your first year."
Full story: Teachers Inspire
An Extraordinary Force of Goodness
Inspired by passion and purpose to support the holistic wellness of young children and their families, Sarah Bassett made her mark in communities across in the greater Burlington area over the past four years.
“Being there to provide that wraparound support for young children and families during some of the most transformative years of their lives is what makes early childhood education so special,” says Bassett, who accepted a position to teach first-graders at Mater Christi School in Burlington. “We’re not just teaching lessons. We are with them for extended periods of time. We get to know them, and we get to make an impact on them during years that really matter.”
Bassett gained a reputation for taking on increasing leadership roles at ̽̽ and in the community. She served as a director and executive board member of RALLYTHON, ̽̽'s chapter of Children's Miracle Network Dance Marathon supporting the ̽̽ Children's Hospital. She also served as the vice president of Dance Force, ̽̽'s all-inclusive dance company. At the college level, she was a four-year member of the CESS Student Advisory Board striving to improve quality, equity, and wellbeing initiatives for students.
Full story: An Extraordinary Force of Goodness
Culturally Responsive Teaching
Teresa Frick is the proud recipient of a Fulbright Award to Argentina. “I was interested in Argentina because there are so many placement opportunities at their teacher training colleges,” explains the Elementary Education major with an Education for Cultural and Linguistic Diversity (ECLD) minor. “I’m excited to gain a new perspective by seeing how a different country teaches their teachers.”
Frick, who is bilingual, has always been fascinated with languages and how people acquire language. She is especially interested in working with ELL (English language learner) students who often aren’t as well served in the public education system and can be left behind as a result.
During her practicum at Integrated Arts Academy in Burlington, she worked with students from new American families who recently moved to the U.S. Her other three field placements took place at elementary schools in Colchester, Richmond, and South Burlington.
She also dove into research and service opportunities to work with new Americans families in the Burlington and Winooski area. She assisted on qualitative research project led by Associate Professor Shana Haines in partnership with Vermont Family Network designed to create more culturally responsive programs tailored to the needs of new American families. The Family, School, and Community Collaboration class taught by Haines inspired Frick to help new Americans learn computer skills in an adult digital literacy class hosted at the Family Room in Burlington.
For her outstanding work to teach all children strategically in diverse communities, Frick was honored with the Elementary Education Diversity Award.
“I wanted to be a teacher for as long as I can remember,” she says. “It’s fascinating how everybody learns differently and discovering what tools work best to help each student succeed.”
Fulfilling Our Mission
For more than 150 years, graduates of ̽̽'s College of Education and Social Services have made a profound impact on society through their professional practice, research and service across Vermont, the United States, and abroad. They are uniquely positioned to make a real difference through career pathways that promote a more humane and just society maximizing human potential and the quality of life for all.