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Student News, Awards, Publications & Updates

February 4, 2025

Student Awards Presented at 2025 GSEHD Commencement Ceremony

DEPARTMENT OF COUNSELING AND HUMAN DEVELOPMENT

  • Chi Sigma Iota Outstanding Counseling Student Award is presented to a Chi Sigma Iota graduate student who has displayed excellence in academics, the field of counseling, and has shown leadership in both the classroom and experiential settings. 
    • Recipient: Kelly Farrish 
  • Chris Erickson Mental Health Service Advocacy Award was named in honor of Dr. Chris Erickson, a late faculty member who was deeply committed to the provision of quality care to all people with severe mental illnesses. This recognition is awarded to a graduate of the counseling program who shares her passion for working with these special clients. 
    • Recipient: Margaret E. de Pont 
  • Clemmont E. Vontress Cross-Cultural Award recognizes a graduating counseling student who is best known for dedication to the promotion of cross-cultural understanding, social justice, and racial harmony. 
    • Recipient: Thais B. Littleton 
  • Donald C. Linkowski Award for Outstanding Scholarship in Rehabilitation Counseling is presented to a rehabilitation counseling graduate who demonstrates a commitment to advancing the field through leadership, consumer advocacy, and promoting consumer welfare through vocational rehabilitation services. Recipient: Jordan R. Landsman Harry Grubb Detwiler Memorial Award recognizes the student who is best known for outstanding achievement, professionalism, and dedication in the field of counseling. 
    • Recipients: Jasmine R. Langley and Emily Steinhafel 

DEPARTMENT OF CURRICULUM AND PEDAGOGY 

  • Elementary Education Program Award recognizes outstanding development as a graduate student in the field of elementary education. 
    • Recipients: Heidi M. Boyle and Arianna Paige 
  • Hertz Sylven Seid Beck Elementary Education Prize recognizes an outstanding student who comes from an underrepresented population and is a leader in the field of elementary education. 
    • Recipient: Isla Daye Hwang 

DEPARTMENT OF EDUCATIONAL LEADERSHIP 

  • Doris and Sam Buchalter Museum Education Prize recognizes a graduating student who exemplifies a love of learning and teaching. 
    • Recipient: Matalin G. Crossgrove 
  • Dorothy A. Moore Award in International Education recognizes outstanding leadership in the field of international education. 
    • Recipients: Jacqueline T. Hatch and Meagan O’Malley 
  • Henry Willett Scholarship Award recognizes academic achievement and leadership abilities. To receive this award, students must demonstrate a positive attitude in their leadership goals and maintain a record of academic excellence throughout their program. 
    • Recipient: Tina N. Bradley 
  • Dr. James H. Williams International Education for Development Award recognizes a student who personifies international education as development - as an individual, community, national and international, and commitment to the marginalized among us. 
    • Recipient: Fidel N. Selvi 
  • Jere Trout Award in Educational Technology Leadership recognizes outstanding work in the field of educational technology leadership. 
    • Recipient: Erin Grady 
  • Marcella Brenner Museum Education Award recognizes merit, encompassing academic performance and leadership/service while in the museum education program, as well as potential for contributing to the field of museum education. 
    • Recipient: Bryn Vasquez 
  • Nakyuin Shin International Education Award recognizes outstanding academic and professional contributions to the field of international education. 
    • Recipients: Kseniia Tishkus Rossetta A. and Sadie B. Feldman 
  • Museum Education Award recognizes merit, encompassing cultural advocacy and academic performance while in the Museum Education Program, as well as promise for contributing to the field of museum education through leadership. 
    • Recipient: Carol Stringer 
  • Research Engagement Award recognizes extraordinary student commitment to research, innovation, and scholarly output of the Refugee Educational Advancement Laboratory and the Global Education Laboratory. 
    • Recipients: Mia N. Cleary and Kobe Scott MacPherson 

DEPARTMENT OF HUMAN AND ORGANIZATIONAL LEARNING 

  • Leonard Nadler Leadership Award recognizes students in the organizational leadership and learning master’s program who have demonstrated academic excellence and leadership and have also contributed to the collaborative learning process both within and outside the classroom. 
    • Recipients: Dahnya L. Rogers and Carla Ritz 

DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY STUDIES 

  • Bertice Cornish Award in Early Childhood Special Education recognizes outstanding performance in the early childhood special education master’s degree program. 
    • Recipient: Enoch N. Afotey 
  • The Culturally Responsive Special Education Award recognizes an outstanding student in the field of culturally and linguistically diverse special education. 
    • Recipient: Muriel Natalie Villalobos Esquivel 
  • Perry Botwin Award in Special Education recognizes outstanding development as a graduate student in the field of special education. 
    • Recipient: Melissa K. Winter 
  • Rita Ives Award recognizes outstanding performance as a professional in the field of emotional and behavioral disabilities. 
    • Recipient: Keesha Blythe 

Student News

June

April

  • Dr. Bernhard Streitwieser and a panel of two Refugee Educational Advancement Laboratory (REAL) students, Mia Cleary and Maryann Chiu, and Laura Wagner, Director of Refugee Access for the Presidents Alliance on Higher Education and Migration, presented on Friday, April 11 on, "The Future of Refugees and Education," for the Elliott School's Foreign Aid Teach-in on Refugees and Education.
  • GSEHD student Doo Rhee Lee (PhD in Education, Comparative and International Education) and Dr. Laura Engel presented, The Global Governance of Education: Cities as Critical Policy Spheres, during a session of the UN ECOSOC Youth Forum on April 15.
  • GSEHD doctoral student Heather Jorgenson (Ph.D. in Education, Curriculum and Instruction concentration), recently presented, "Professional Learning Leaders’ Perspectives on How Automated and Personalized Feedback Reports Can Support Teacher Learning," at the Society for Information Technology and Teacher Education Conference in Orlando. This study explored professional learning leaders’ (PLLs’) perspectives on the clarity and usefulness of automated, personalized feedback reports through a semi-structured interview and survey. These reports were designed to provide detailed insights into teachers’ performance while facilitating argumentation-focused discussions with student avatars in a simulated classroom environment. 

March

  • GSEHD faculty, along with an alumna and student, presented at the National Association for Research in Science Teaching (NARST) Annual International Conference in National Harbor, MD: Dr. Tiffany Sikorsky organized a symposium, Understanding How Learners Seek Coherence in Science, which included speaker and alumna Dr. Mary [Beth] E. Short (Ed.D., Curriculum and Instruction). Dr. Short also presented, "Spacetimematter Entanglements in a Digital Environmental Story." Doctoral student Lauren Browning (Ph.D. in Education, Curriculum and Instruction concentration) presented at a roundtable, "Fidelity of Implementation to Three-Dimensional Critical Components: A Systematic Review," and presented a paper, "Teachers’ Views About Integrating Earth Science Into High School Biology, Chemistry and Physics Curriculum." Dr. Jonathon Grooms and Ms. Browning both presented as part of a related paper set, "Evolving Partnership to Advance Earth Science Across a Large District’s Biology, Chemistry, and Physics Courses." Dr. Grooms also presented a paper, "Partnership Participation and Teachers’ Changing Views of Reform Science Teaching."
  • Doctoral student and GW Presidential Fellow Nina Balandina  (Comparative and International Education) presented two papers with her doctoral advisor, Dr. Bernhard Streitwieser, at the Comparative and International Education Society (CIES) meeting in Chicago on Monday, March 24th. The papers were, "An American University in loco patriae: Afghan Students Learning in Crisis," and "Reflections by German and Finnish educators on the suspension of partnerships with Russia following the Russian invasion of Ukraine."
  • GSEHD student Mary Catherine Boehmer (Educational Technology Leadership) presented, "Beyond the Hype: Practical AI Adoption for Organizations," for PyData Boston. Watch the presentation video >
  • Dr. Bernhard Streitwieser and six Refugee Educational Advancement Laboratory (REAL) students—Katy Coleman, Ayla Deniz, Amina Iman, Alia Marzyie, Nikki Paris, Abigail Strait, and Megan Ward—collaborated on an intensive short-term writing project for UNESCO Paris’ section for higher education on “the development of a draft subsidiary text on the recognition of refugees’ qualifications and the development of complementary pathways” for the Intergovernmental Conference of the State Parties to the Global Convention on the Recognition of Qualifications Concerning Higher Education.
  • GSEHD student InJung Cho (Ph.D. in Education, Comparative and International Education Concentration) published her first peer-reviewed journal article titled, "Exploring urban slum education through photovoice with children: Concepts and techniques for research," in the Journal of Participatory Research Methods.
  • Student Ali Schalop (master's, Education Leadership and Policy) published a piece titled, "How school HVAC systems affect learning," on the Thomas B. Fordham Institute's website. Ms. Schalop is a Research Intern at the institute.
  • Dr. Sarah Ray mentored master's student Fern Zaky (Organizational Leadership and Learning) in developing a poster presentation titled, "Redefining Professionalism: How Unnatural Hair Colors, Tattoos, and Hairstyles Impact Queer People of Color at Work." This collaborative work was also presented at the 2025 AHRD International Research Conference in the Americas.
  • Counseling student Francesca Myhrvold won the Chi Sigma Iota (CSI) Ethics essay competition. She will receive $100, and her essay will be published on the Chi Sigma Iota website. Ms. Myhrvold will also receive a one-year membership renewal in CSI and a certificate.

February

  • Doctoral candidate Amanda Baker (PhD in Education, Comparative and International Education Concentration) and Dr. Laura Engel's paper was selected as the 2025 Best Article Award by the Comparative and International Education Society's Study Abroad & International Students SIG. The paper is titled, "Collaborative Cosmopolitan Capital in In-Service Teacher-Led K12 Study Abroad Programs."
  • Master's student Daniella Aron-Schiavone (Rehabilitation Counseling) was chosen as a 2025-2026 Chi Sigma Iota Leadership Fellow. This is a very exciting development, as only ten students are chosen each year, often doctoral level students. Leadership Fellowships and Internships are designed to help graduate counseling students and professionals in the early years of their counseling careers to develop leadership skills for the benefit of the counseling profession. 
  • Four GSEHD students will be competing in GW's second annual 3 Minute Thesis event: Dex Burns (Human and Organizational Learning), Abdullah Clark (Human and Organizational Learning), Minsoo Khang (Counseling), and Ben Tellie (Curriculum and Instruction). GW's competition will feature 24 contestants from five GW schools. Developed by The University of Queensland, the 3MT® competition cultivates students' academic, presentation, and research communication skills. Since 2011, the popularity of the competition has increased and 3MT competitions are now held in over 600 universities across more than 65 countries worldwide.

November

  • Counseling doctoral student Kate Anderson, along with Dr. Maggie Parker and Dr. Deborah Ojiambo, presented, "Adapting Child-Parent Relationship Therapy to Parent Educators and Parents in Tanzania and Uganda," at the International Association of Play Therapy.
  • Dr. Deniece Dortch, along with alumna Melanie Pagán (Master's, Education Inequality), alumnus Jonathan Dollar (Master's, Higher Education Administration), and current doctoral student in Curriculum and Pedagogy Zhongxin Zheng, published a peer-reviewed article titled, "Confronting Gendered Racism: Rethinking Maladaptive Behaviours of African American Women Pursuing Doctoral Degrees at Predominantly White Institutions," in The Review of Education. This study, funded by the American Association of University Women (AAUW), critically examines the experiences of African American women in doctoral programs at predominantly White institutions (PWIs), focusing on the gendered racism they face and its role in shaping maladaptive coping behaviors. Rather than attributing these behaviors solely to personal failure, the authors argue that these responses—such as avoidance, anticipatory rejection, negative self-talk, and survival mode—are a direct consequence of systemic oppression. Drawing on Black feminist thought and self-efficacy theory, the authors emphasize the need for institutional reforms to address the root causes of these behaviors. The study calls for greater support for African American women in academia to ensure they thrive, not just survive, in the face of systemic racial and gendered challenges.
  • Dr. Bernhard Streitwieser, Dr. Jihae Cha, and students in the Refugee Educational Advancement Laboratory (REAL) hosted the NASH-GWU DMV Regional Convening on Refugee Students in Higher Education at GW yesterday. The event was developed to further programs and best practices supporting refugees and forcibly displaced students on our campuses.
  • Dr. Scott Beveridge, along with Counseling PhD candidate Emily Decker, master's student Lingyi Zhu, and alumna Dawn Jones (master's, Counseling), published a peer-reviewed article titled, "International Association of Rehabilitation Professionals Longitudinal Salary Survey," in The Rehabilitation Professional. The study, "builds upon prior research on counseling salary surveys completed by the American Counseling Association (ACA) and the Commission on Rehabilitation Counselor Certification (CRCC) and adds to existing studies on the average annual salaries of the International Association of Rehabilitation Professionals (IARP). This specific effort is to determine the current state of salary distribution within IARP members."
  • Dr. Robert Froehlich, alumna Nichole Tichy (master's, Rehabilitiation Counseling), and counseling doctoral student Hilary Hoagwood published the article, "Counseling considerations to address ableism in academia," in the Virginia Counselors Journal.
  • Master's student Jae Elig (Organizational Leadership and Learning) and Dr. Sarah Ray presented "Breaking Boundaries: Including Transgender Individuals in Adult Education Research" and "Exploring LGBTQ Inclusion in Social Entrepreneurship from an Adult Education Perspective" at the American Association of Adult and Continuing Education Conference (AAACE). The theme of the conference was transforming lives and communities through adult education. 

October

  • Doctoral student Xiaoyue Zhang, alumnus Dr. Evan Crump (Curriculum and Instruction), and Dr. Jonathan Eakle presented a paper and performed a “Logic of Sensation with New Painting, New Theatre, and New Music,” for an international audience at the Society for the Study of Affect Conference.
  • Dr. Matthew Shirrell, along with current doctoral student and DCPS principal Katreena Shelby (Educational Leadership and Administration), attended a convening in Chicago, IL, hosted by the Spencer Foundation and the William & Flora Hewlett Foundation, focused on “New Directions in Teaching, Educator Preparation, and Learning.” The convening brought to together scholars, policymakers, and practitioners from around the country (and internationally) whose work focuses on issues of teacher recruitment, retention, and leadership. As part of a panel on teacher leadership, Dr. Shirrell presented a talk, ”Can Board Certification Be A Pathway to Teacher Leadership?” based on his research with 2024 educational policy doctoral alumna Dr. Anshu Saha.
  • Doctoral student Daphne Pee (Human and Organizational Learning) and Dr. Yoshie Nakamura presented, "Examining epistemic injustice in the environmental field: A scoping review of 'ways of knowing' and power issues in environmental disciplines," at the Coastal & Estuarine Summit in Washington, D.C.
  • Dr. Mina Attia and counseling doctoral candidates Sravya Gummaluri, Emily Decker, Brook Fulton-DeLong, doctoral student Shiyu Tang, and CMHC masters alumna Maya Deshpande published a research article titled, ”A Phenomenological Inquiry of Asylum Seekers’ Migration Trauma and Adjustment in the United States,” in the International Journal for the Advancement of Counseling.
  • Dr. Deniece Dortch and doctoral student Qi Chen (Counseling) published the article, "In the Midst of the Collective: The Experience and Influence of African American Peer Groups in Graduate School at Predominantly White Institutions," in the Journal of College Student Retention: Research, Theory & Practice. The study provides implications for understanding the importance of collectivism in the retention and success of African American doctoral students in today's sociopolitical climate and underscores the necessity to cultivate more collectivist approaches to creating inclusive and supportive academic environments for African American graduate students.

September

July

  • GSEHD Visiting Scholar Dr. Minh Kim published the article, "A Snapshot of Creativity in PK-12 Education Policies and Practices in the United States," in the Creative Education Journal. The paper scrutinizes the striking contrast between the absence of explicit mentions in national policies and the ongoing debates on the “Creativity Crisis.” Despite this gap, the research reveals the evidence of some creativity-related initiatives supported by federal and state resources, and especially the significant role of non-governmental actors, who actively promote creativity across the PK-12 landscape.
  • GSEHD master's student Pam Alcala (Israel Education) published a blog in The Times of Israel titled, "The weight of resilience." Ms. Alcala is a Jewish educator, social worker, and artist.
  • GSEHD doctoral student Qi Chen (mental health counseling), alumna Joy A. Jack, and Dr. Deniece Dortch published an article in the Review of Higher Education called "Black Taxes: African American doctoral students experiencing tokenism at a PWI." 

 

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