The CESS Class of 2024 includes 200 undergraduate students and 138 graduate students across a range of academic pursuits. We are thrilled to celebrate our graduates' remarkable accomplishments and postgraduate plans reflecting a diverse assortment of pathways in education, social work, and human services.They leave a lasting imprint on our College, our University, and communities near and far.
Meet a few of our remarkable graduates.
Sarah Sarrouf: Creating a More Just Society
“Being an educator is a way to do my part in creating a more just society," says Sarah Sarrouf. “I applied to ̽̽ because CESS prides itself on an equity-based approach, using education to disrupt oppressive cycles and provide meaningful experiences for students.”
In August, she will travel abroad to embark on a Fulbright English Teaching Assistantship in Jordan.
“I am thrilled and honored to be chosen for such a unique and challenging role,” says the Elementary Education major from Worcester, MA. “I plan to gain fluency in Arabic and hope to come back to America with broadened perspectives about cultural competency and cross-cultural exchange.”
Sarrouf initially thought about becoming a teacher when she was drawn to helping out with her little cousins in her family, but her perspective deepened as a result a tragic world events.
“When I was in middle school, Syria was going through a major war and refugee crisis,” she recalls. “My family is from Syria and Lebanon, so knowing that young children didn't have access to education really called me to action. I wanted to be an adult that helps students feel seen and heard, acknowledges their gifts, and pushes them toward success.”
Sarrouf's most impactful experiences were in her full-time student teaching practicum in Burlington working with multilingual students. Observing different teachers in action with students, she learned about the dedication and empathy it takes to be an effective educator.
“As I developed my teaching skills, I also gained in patience, kindness, and understanding," she says. "I'm excited to put these new skills forward in Jordan this coming fall.”
Small class sizes made it easy to form close relationships with peers, faculty and staff. “I've had amazing experiences learning and collaborating with them," she says. "Juliet Halladay's support in my teaching has been stellar. Matt Chandler always made classes engaging and fun. I'm grateful for the relationships I've built in and out of school.”
Sarrouf’s Honors College thesis focuses on culturally responsive teaching practices. Cynthia Reyes introduced her to literature about the importance of cultural competency in schools. And Tracy Arámbula Turner's Honors College seminar Inequalities in P-16 American Education made her believe that she could take actionable steps to make education more just.
Outside of academics, Sarrouf enjoyed sharing her creativity through dance and choreography with ̽̽'s Orchesis Dance Company. She also served on the CESS Student Advisory Board, worked in the Undergraduate Writing Center as a tutor and writing partner, and volunteered to provide meals with People's Kitchen.
Erin Jaspan: Multidisciplinary Opportunities
“I came across the Human Development and Family Science program on the ̽̽ website during the application process and it immediately resonated with me,” recalls Erin Jaspan. “The multidisciplinary nature of the HDFS program and its values and curriculum aligned perfectly with my interests.”
Jaspan’s professional career is already underway working in a crisis stabilization mental health program for adolescents at Northeastern Family Institute (NFI). As a residential counselor, she facilitates therapeutic groups, aids residents in constructing and completing daily treatment goals, and assists in emotional regulation.
“I feel so fulfilled by my job and really love and appreciate my coworkers so much. I learn so much in the job every day. Confidence in my abilities as a helping professional continues to grow in this setting.”
Jaspan's HDFS internship supported children's learning and play as a YMCA afterschool staff member at Georgia Elementary and Middle School. Her capstone project involved social-emotional learning programming with students using picture books, crafts, and discussion.
Jaspan made some of her closest friends within the HDFS program. “It's a small major, so you become really close with the peers as you share with and support one another throughout the semesters. Our faculty are incredible. Camelia Maianu inspired my career interests and professional ideology. And Jaz Routon was a huge support during my internship experience.”
Joy Emmanuel: Transforming Lives Through Higher Education
As she progressed through her educational journey, Joy Emmanuel came to realize the profound impact that supportive mentors, inclusive communities, and transformative learning experiences can have on people's lives.
The Higher Education and Student Affairs (HESA) graduate from Abia, Nigeria sees higher education as a platform for personal and professional development, social mobility, and community engagement. She is passionate about supporting students in their quest to achieve academic, personal, and career goals.
“Through HESA’s blend of coursework and practical opportunities, I’ve had enriching experiences that expanded and honed my skills," she says. “I gained invaluable insights into supporting underrepresented students and promoting equitable opportunities for all students, irrespective of their backgrounds or identities.”
Emmanuel’s experiences ranged from working in the College of Agricultural and Life Sciences Dean’s Office, in the FirstGen@̽̽ unit of the Center for Academic Success, and in the Career Center as an internship coordinator.
She also supported students through her graduate assistantship with the Department of Residential Life, and as a senator and co-chair of the Graduate Student Senate’s Professional Development Committee.
"I am grateful for the opportunity to work with Dr. Brit Williams on a variety of completed and ongoing research projects,” she says. “One of the research projects I co-authored explores the experiences of Black Women Administrators in Higher Education. And I am currently working with Dr. Brit on the Citation Equity project."
Emmanuel will receive full funding to pursue her PhD through the Wisconsin Sloan Center for Systemic Change (WiSC2) to transform graduate education in STEM through equity-focused scholarship and engagement.
“I am elated at the opportunity to be at the forefront of these changes and to shape policies, programs, and initiatives that can improve student experience and advance the broader goals of education in the United States.”
Emily Kline: Mindfulness, Equity and Social Justice in Social Work
Throughout her time as social work student, Emily Kline kept equity, social justice, and racial justice centered in class discussions and in her field education placements.
Interning at the Vermont Counseling and Training Center in St. Albans, she coordinated care and provided resources for people seeking counseling. Co-leading a Mental Health 101 group with her supervisor, Kline provided teens with education, skills, and resources to support themselves and others. She also delivered training on race and racism for intern peers and supervisors.
As a sophomore, Kline attended a mindfulness and meditation retreat titled "Adventure Within" hosted by ̽̽ Mindfulness. It was a life changing experience. “I met so many people who inspired me and was able to cultivate so much compassion, openness, and love," she says. "I found my community at that retreat. Lindsay Foreman, my meditation teacher and supervisor, is one of the most influential people in my life.”
As a ̽̽ mindfulness facilitator, Kline led weekly meditation sessions and also served a co-leader of Queer and Trans Meditation and BIPOC Yoga and Meditation.
“When my dad died in 2020, moving forward through life seemed almost impossible,” she recalls. “My mom always told me that It takes a village. My therapist, community, mentors, and other support systems helped me become the strong woman I am today. I love the idea of supporting my community because my community supported me. I want to be a part of someone else's village as a social worker.”
Austin Burnett: Building Connections with Students
With the completion of his master's degree in special education, Austin Burnett is thrilled to advance his career to the next level.
“I have always loved building connections with students and sharing my love of learning with them,” says Burnett, who recently accepted a special educator position in the Burlington School District.
Before enrolling in the master's program, he worked with students in variety of roles including behavior interventionist, counselor, child-care program manager, and classroom teacher.
“I gained so much from every course I took at ̽̽,” Burnett says. “In conjunction with my previous work with students, I was able to apply that information directly into my practice, which was so beneficial. Professors like Justin Garwood, Kelly Swindlehurst, and Kristabel Stark greatly influenced my success practical experience in the field. And the mentor teachers in my internship at Gertrude Chamberlin School gave me so much knowledge and experience.”
In addition to his special education career, Burnett plans to continue his education, possibly in child psychology or trauma-informed practice.
Kendra Keelty: Inspired to Teach
Inspired by outstanding teachers when she was growing up, Kendra Keelty is well on her way to paying it forward.
“Numerous teachers fostered my passion for learning” recalls the Secondary Education major from Milton, Vermont. “They were incredibly supportive during difficult periods of my life. I want to support students in the same way.”
In her practicum at Burlington High School, Keelty taught a U.S. history class and a civics class. For her internship placement in at Colchester High School, she taught world history, modern U.S. history through film, and AP Human Geography.
“I enjoyed developing rapport with students to support a positive learning environment,” she says. “It was a valuable experience to get into a school full time and experience the role of being a teacher firsthand. I developed collaboration skills with teachers, special educators, paraprofessionals, and support staff.”
She also completed two service-learning experiences. At Sara Holbrook Community Center, she worked collaboratively with other interns on community development projects. As a tutor at Burlington High School, she worked one-on-one with a student focusing on emotion regulation, executive functioning, and schoolwork.
The joy of ̽̽ revolves around the people, says Keelty, who will serve as the CESS Banner Bearer at Commencement.
“I made incredible friends who shaped the whole experience. My friends are a consistent source of support. We’ve gone on many adventures and traveled around the country. My advisor Jenny Prue provided incredible support with planning and guidance throughout my college experience. I also gained admiration for the History Department which made a big difference with my writing and critical thinking.”
Keelty plans to work as a high school social studies teacher, but after graduation she may take a gap year following graduation to pursue Firefighter 1 and 2 certifications and EMT certification.
Halima Said: Supporting Diverse Communities
Since she was a young child, Halima Said has known the importance of interpreters in linguistically diverse communities. When her family migrated to Vermont 20 years ago, they were welcomed by a Somali Bantu American community and Burlington resources.
“My mom went to English classes at the (Janet S. Munt) Family Room," she says. "She never wants to move anywhere else. Burlington is home.”
In her field experiences for the Master of Social Work (MSW) Program, Said saw how medical social workers change lives in diverse populations. “Language barriers shouldn’t be a reason why people aren’t getting the help they need,” she says.
Said gained experience with New Americans from Tanzania, the Congo, and other parts of the world under the mentorship of Associate Professor Suzy Comerford and United States Customs and Immigration Services (USCIS). With a smile, she recalls tracing a family’s feet on paper for shoe sizes when a language interpreter was unavailable.
Later, she completed a practicum in an obstetrics clinic helping clients access resources and conducting post-partum mental health screenings.
Her final internship at Community Health Centers in Essex crystallized her interest in medical social work. She believes social workers have a responsibility to confront racism and language-based exclusion in medicine. Her goal is to make sure that every patient or client she sees feels like their voice is being heard and their needs are being met without shame or stigma.
A first-generation college students, Said says the MSW cohort “feels like walking into a room with your family," Similarly, she felt at home in her work-study position at the Mosaic Center for Students of Color. She is also proud to be part of the Muslim community in Burlington.
Said is a true Vermonter, starting with her creemee order: maple with rainbow sprinkles. “Any time I travel to a different state, I come back and think how much I missed home and the fresh air here,” she says.
Leggatt Kerek: Exploring Education in New Zealand
A love of adventure and exploring new things led Leggatt Kerek to ̽̽. Being close to the mountains reminds him of his home in Colorado.
“During my junior year, I studied abroad in New Zealand, and it was one of the most impactful experiences of my life,” says the Elementary Education major. Placed in a Kindergarten classroom there, he enjoyed teaching, making new friends from across the globe, and traveling around the area to see the incredible sights.
Before and after the semester in New Zealand, Kerek developed his teaching practice through a variety of local school placements in different communities and grade levels.
“I have a close-knit education family of peers and colleagues who supported me throughout my time at ̽̽,” he says. “Not to mention I had three of the best mentor teachers I could ever expect. I also give a special shoutout to Matt Chandler for coaching us through the New Zealand process.”
Kerek says none of it would have been possible without his parents. “They supported me in moving across the country in the middle of the COVID-19 pandemic and throughout my search for higher academic success. They graciously supported my study abroad experience. And they have overall been the backbone I could rely on when I needed it most. I appreciate everything they have done for me, and I will never be able to make it up to them.”
After graduation, he plans to start teaching full time right away. Though he was accepted into master’s programs at two universities, he hasn’t made any decisions yet. His dream job is to eventually be the headmaster at his former high school.
Magdalena Cataldo: Inclusive Early Childhood Education
Magdalena Cataldo is excited to begin her career as an early childhood special educator and lead classroom teacher in Winooski.
“They are doing such important work for young children through their investment in inclusion, diversity, and culturally competent curriculum, all which align deeply with my values as an educator,” she says.
Through the accelerated master’s pathway in special education, Cataldo earned both her bachelor’s degree and her master’s degree within five years. She recently finished her full-time student teaching internship in a preschool classroom under the mentorship of Shelley Henson at Hinesburg Community School.
During her undergraduate years as an Early Childhood Education major, she gained experience through placements in three other school communities .
“I am eternally grateful to my wonderful advisor Jen Hurley,” says Cataldo. “She has been my biggest cheerleader. I'm so appreciative to the professors who have extended their knowledge to me during my time as a graduate student.”
Cataldo plans to call Vermont her home for many years to come.
“The ability to support children in developing skills in order for them to succeed and participate in their environments is not only crucial work, but it is also my greatest honor,” she says. “I’m in a position to learn from those more experienced in a state with so many brilliant minds in this field. I look forward to working in collaboration with them. There is something truly magical about our state’s approach to the education of young minds.”
Evelyn Monje: Inspired to Serve
For her senior year internship, Evelyn Monje piloted a social work position at the South Burlington Public Library. Though she hadn't previously considered a less traditional social work role like this, she was excited to see where it could lead.
“I’m grateful for the interactions and experiences with people who have a diverse range of needs and requests,” says Monje, who met with over 300 people at the library. Interest was wide-ranging. People sought her support with referrals to housing options, legal issues related to employment, citizenship questions, healthcare, dental services, community engagement, and connection to local services.
The Presidential Scholarship recipient from Winooski fulfilled a childhood dream to attend ̽̽, and in the process, discovered a true passion in the social work profession. She is especially interested in roles that support youth development through educational experiences outside of the traditional classroom setting.
“I grew up excited to go to ̽̽, so it's a sweet full-circle moment as I approach the completion of my time here,” says Monje, who intends to earn a Master of Social Work degree by age 22. “I’m so grateful to ̽̽ for helping to shape me into the kind of social worker and human being I want to be.”
Arby Ghemari: Education for Cultural and Linquistic Diversity
Originally from North Africa, Arby Ghemari worked in Vietnam, China, India, Spain, and Tunisia before coming to Vermont for a fully funded fellowship to earn his PhD in Educational Leadership and Policy Studies at ̽̽.
for his Language Policy Issues, Race and School course. Shaped by his international experiences, he fosters an inclusive environment that encourages students to explore their identities and the world around them.
“We train future educators to work with multilingual students, and I had the opportunity to apply a global lens with my perspective as an international faculty member,” he says. “As immersion educators we’re asking, how can we promote and create inclusivity in an environment where all your students can feel safe?”
In one assignment, students critiqued art or media. “We covered implicit bias and microaggressions, and I had students who saw microaggressions in a TV show or social media post share about this,” he explains.
Ghemari credits the collaborative effort among the Education for Cultural and Linguistic Diversity (ECLD) faculty and his mentor, Dr. Cynthia Reyes, who created the course and the ECLD Minor.
“It’s especially rewarding to know that my efforts have resonated with both my peers and my students, again affirming the impact of our collaborative teaching approach,” he says.
Emma Von Licht: Supporting Diverse Learners
With graduate tuition funded through the C-CROPS (Cultivating Collaborative and Resilience-Oriented Practices in Special educators) Scholarship, Emma Von Licht will continue on an accelerated pathway to earn her master's degree in special education.
"Being in the field early in my college career made me realize I wanted to learn more about supporting diverse learners, especially students with disabilities," says the Elementary Education major who also completed a Special Education Minor and a Place-Based Education Certificate.
"After a turbulent high school experience, the last thing I wanted to do was go to four more years of school," she recalls. But her school counselor knew that she wanted to work with kids in some capacity and that a degree might help her with that aspiration.
"I chose to attend ̽̽ because of the people and the place," she says. "There is always a hopeful energy in the air. I am so glad that I made that decision. I feel a strong sense of connection with an expansive touch of curiosity. There’s always more to explore."
Von Licht gained experience and a love for teaching in the field through placements at four different schools. She also received a fellowship position at Shelburne Farms working with summer campers on the farm-based education team.
On campus, she was actively engaged as a student leader with the RALLYTHON fundraiser for the ̽̽ Children’s Hospital, Active Minds at ̽̽, the Wellness Environment Mentors Program, and the CESS Student Advisory Board.
"Children are incredible," says Von Licht about her her career choice. "I want to be able to experience the awe I have for them every day. When I teach and learn with children, I feel like I’m in my element. I can appreciate my strengths and see the difference I’m making in my community. When you positively impact someone else, it also impacts everyone they interact with too. You don’t always have to go out of your way to try to change the world. When you show up, be yourself, and choose to be kind, you already do it."
