Their research project — “Exploring a Potential Host Range Shift of Xanthomonas campestris pv. raphani in Commercial Tomato and Pepper Production in South Georgia” — focused on tracking changes in populations of the bacterial spot pathogen Xanthomonas in commercial greenhouses and production fields.

It was one of six projects selected for the Â鶹ÊÓƵ Mary Virginia Terry Center for Experiential Learning’s 2026 Blazer Summer Research Institute, a highly competitive program that provides undergraduate students the opportunity to work closely with faculty mentors on real-world, potentially life-impacting, research projects. This year’s BSRI kicked off June 9 and continued through July 31.

As part of their research, Vallad and MacLellan worked to develop pathogen identity profiles that can be used to identify the harmful bacteria before infected seedlings are transplanted into fields, where outbreaks can lead to widespread crop losses.

“This topic was something Dr. MacLellan was working on previously at the University of Georgia, and I was interested in helping her complete her work while also learning about plant pathology and gaining experience in lab work,” said Vallad, a senior biology major from Riverview, Florida, who anticipates graduating in May 2027.

“I have enjoyed how this project gives a little more purpose to my schoolwork. Participating in research helps me put more reason behind what I am learning in my classes. It has really enhanced my academic experience.”

Vallad said that she has been inspired by MacLellan’s passion for the work and credited the assistant professor of biology with helping to shape her growth as both a student and a scientist.

“Dr. MacLellan has been a great help in cultivating my curiosity and guiding me to the next steps in my education,” she shared.

“This is my first year at Â鶹ÊÓƵ and my first time participating in BSRI, and I have really enjoyed the opportunity to work closely with Alyssa throughout the summer and share my passion for research with her,” MacLellan said. “The dedicated research time has allowed us to work together through the different stages of a real research project and build a strong mentor-student relationship. It has also been a great opportunity for me to start building my undergraduate research program at Â鶹ÊÓƵ and create meaningful research experiences for students.”

Vallad and MacLellan recently discussed their BSRI project during Â鶹ÊÓƵ’s Summer Showcase: Research, Innovation, and Impact event. They also traveled to Rhode Island to present their research at the 2026 American Phytopathological Society Plant Health conference.

“I have seen Alyssa grow tremendously throughout the summer,” MacLellan noted. “She started by learning how to collect and process samples from commercial fields and has progressed to isolating bacteria and using molecular methods to help identify bacterial pathogens. It has been very rewarding to see her laboratory skills develop and watch her become more comfortable with the research process, from asking questions and troubleshooting experiments to interpreting her results.”

Vallad plans to continue working on research with MacLellan throughout the 2026-2027 academic year. When asked if she had advice for prospective student researchers, she said that she would encourage them to get started as early as possible and to get involved in as many projects as possible to gain experience and expand their skillset.

“There’s a learning curve between what you do during in-class labs versus what you do in the research lab,” she said. “It requires a different way of thinking.”

Â鶹ÊÓƵ’s Blazer Summer Research Institute is funded by the Division of Academic Affairs and private donors. Student-faculty research is central to the university’s commitment to experiential learning and plays a critical role in the academic setting by fostering deeper understanding through active participation. Students who engage in applied learning experiences demonstrate higher retention rates, improved academic performance, and greater post-graduation success.

The Mary Virginia Terry Center for Experiential Learning serves as a centralized hub for internships, undergraduate research, service learning, study abroad, and other forms of applied learning. It reflects Â鶹ÊÓƵ’s commitment to preparing graduates who are career-ready, community-engaged, and equipped with the critical thinking and problem-solving skills required in today’s dynamic workforce.

“My vision for the Mary Virginia Terry Center for Experiential Learning is for it to serve as a vibrant, student-centered hub that enriches the experiences of current students and serves as a public-facing community connection and resource linking Â鶹ÊÓƵ and the South Georgia region,” said Dr. Anne Price, executive director of the new center and professor of sociology. She joined the Â鶹ÊÓƵ faculty in 2013 and most recently coordinated the university’s Quality Enhancement Plan, Trailblazing: Shaping the Undergraduate Experience through Experiential Learning.

“The first priority of the new center will be student success. Our Â鶹ÊÓƵ Trailblazers Experiential Learning program will guarantee our Â鶹ÊÓƵ students multiple, progressive opportunities to develop and refine their skills in applied, practical experiences that connect their classroom learning to the needs of a changing workforce. The center will prioritize embedding experiential learning experiences in undergraduate curriculum that provide strong returns on investment, as well as offering students complementary co-curricular opportunities they can combine towards an Experiential Learning Certification. It’s a structured approach to preparing our students for careers or graduate school that links their passions and unique talents to skill development and lifelong fulfillment.”

Other priorities for the new center, Price added, include seeking public and private grants, maintaining best practices in experiential education, ensuring equitable access to opportunities for all students (traditional, nontraditional, on campus, online, and commuters), and conducting assessments of program effectiveness.

Experiential learning plays a critical role in the academic setting by fostering deeper understanding through active participation. Research consistently shows that students who engage in applied learning experiences demonstrate higher retention rates, improved academic performance, and greater post-graduation success. By connecting learning to real-world contexts, experiential education cultivates adaptability, collaboration, and lifelong learning — skills that are increasingly vital not only across Â鶹ÊÓƵ’s rural Georgia service area but also in a rapidly evolving global economy.

“From a student success and career readiness perspective, experiential learning is extremely powerful because it places students in authentic work and problem-solving environments,” Price said. “It occurs inside and outside the classroom when students tackle real-world problems, take initiative, and participate in service-learning alongside community partners. Experiential learning is a pedagogical approach. It involves students moving beyond learning substantively about a topic to actively engaging, reflecting, and applying what they’ve learned in meaningful contexts. It provides them with an environment and support to experiment, take risks, and learn to overcome challenges.”

Â鶹ÊÓƵ received a major $3.9 million gift from Mary Virginia Terry in 2015. The funds were used to establish three separate endowments — the Mary Virginia Terry Center for Experiential Learning; the Mary Virginia Terry Chair in Experiential Learning, which supports the executive director position; and the Mary Virginia Terry Scholarship, which has already provided financial support totaling $441,809 to 197 students.

Prior to the launch of the Mary Virginia Terry Center for Experiential Learning, Â鶹ÊÓƵ devoted several years to making a deliberate and strategic investment in ensuring faculty had the tools, framework, and support needed to integrate experiential learning effectively. These efforts ensured that experiential learning was approached as an intentional, academically rigorous component of the curriculum — not an add-on.

This groundwork positioned Â鶹ÊÓƵ to move forward with the creation of the Mary Virginia Terry Center for Experiential Learning, ensuring that the center would amplify and coordinate existing efforts rather than build them from scratch. The result is a more cohesive, faculty-driven approach that aligns institutional priorities with classroom innovation and student success. 

“Experiential learning has now become part of the Â鶹ÊÓƵ culture, which is invigorating for our instructors as well as our students,” Price shared.

Mary Virginia Terry and her husband, Herman, shared a deep commitment to the power of education. Their various philanthropic investments, including donations to the University of Georgia’s C. Herman and Mary Virginia Terry College of Business, reflected their belief that learning extends beyond the classroom and that students benefit most from opportunities to apply knowledge in real-world settings.

A Â鶹ÊÓƵ alumna, Mary Virginia Terry completed her studies in sociology and anthropology in 1939.

The Mary Virginia Terry Center for Experiential Learning positions Â鶹ÊÓƵ at the forefront of innovative, student-centered education. Through this initiative, Â鶹ÊÓƵ continues to strengthen its role as a leader in preparing graduates who are not only knowledgeable but also experienced, confident, and ready to make meaningful contributions in their fields and communities.

Please note that Martin Hall is currently undergoing minor renovations and upgrades. Until those are complete, the Mary Virginia Terry Center for Experiential Learning team is located in University Center Room 3103.

First-year and transfer students are scheduled to arrive on campus on Aug. 11-12, followed by returning students Aug. 14-16.

Hundreds of Blazer Nation community members have volunteered to help these students move their college essentials into their residence halls rooms, a reflection of Â鶹ÊÓƵ’s commitment to ensuring a high level of customer service throughout the entire move-in process.

There are seven residence halls on Â鶹ÊÓƵ’s Main Campus — Lowndes Hall, Patterson Hall, Brown Hall, Reade Hall, Centennial Hall, Hopper Hall, and Georgia Hall.

Motorists are urged to drive with caution and watch for pedestrians when traveling around the university during Move-In Days.

Â鶹ÊÓƵ students are invited to participate in SPARK Aug. 11-16. This series of activities is designed to help incoming first-year, transfer, and commuter Blazers discover all that Â鶹ÊÓƵ has to offer. It’s fun, informative, and a great way to make new friends and kickstart the college experience.  

Fall semester classes start Monday, Aug. 17. 

For area businesses, religious organizations, nonprofits, civic groups, and more, The Happening is an opportunity to introduce and market products and services to thousands of students, and even a few faculty and staff members, face to face, at one time, in one location. On-campus organizations, programs, offices, departments, and colleges also participate in the information fair, making The Happening an unforgettable must-see, must-do experience.  

In past years, exhibitors have offered door prizes or held drawings; set up displays or demonstrations of their products and services; distributed free food samples; hosted attention-getting games and activities; given away coupons or promotional items; and brought in coolers filled with cold drinks or frozen treats. 

Registration closes at 3 p.m. Friday, Aug. 14. All exhibition spaces measure 10 feet by 10 feet. A limited number of them offer 110/120 electrical outlets.

Exhibitors may register online at . Please note that selling, fundraising, and credit card signups are not permitted during The Happening.

Exhibitors who have questions or special requests should email studentlife@valdosta.edu or call (229) 333-5674.     

The Student Government Association (SGA) President and senior at Â鶹ÊÓƵ (Â鶹ÊÓƵ) is doing an internship this summer with the City of Valdosta. Kemp is majoring in Organizational Leadership and is scheduled to graduate this December. He plans to pursue a Master of Public Administration at Â鶹ÊÓƵ following graduation.

Kemp is working toward becoming a city manager, and a conversation with mentor Dr. Vince Miller, Â鶹ÊÓƵ’s vice president for enrollment and student affairs and SGA advisor, led to this first-of-its-kind opportunity.

We asked Kemp about how he secured his internship, what he is learning this summer, and how other students can secure internships that match their long-term goals.

How did you secure your internship with the City of Valdosta?

The internship was arranged through my Student Government Association advisor, Dr. Vince Miller, and the interim city manager, Al Crace. During one of my one-on-one meetings with Dr. Miller, I shared my career goals and explained my desire to become a city manager. He took those goals seriously and helped turn them into an opportunity by working with the City of Valdosta to establish the internship. As a result, I became the inaugural intern in the City Manager’s Office. It is a great feeling to have mentors who believe in your potential and are willing to invest in your personal and professional growth. I am grateful that Dr. Miller and Mr. Crace created this opportunity for me. It is meaningful to know that I made history while gaining firsthand experience in the career field I hope to pursue.

What are some of the areas within the City of Valdosta you have been working with this
summer?

Throughout the summer, I have worked with and learned from several areas of city government, including the City Manager’s Office, City Clerk’s Office, Engineering, Utilities, Public Works, Building Inspections, Municipal Court, Code Enforcement, Information Technology, and other departments. I have attended City Council work sessions, Quality Council and Technology Committee meetings, toured the Withlacoochee Water Treatment Plant, visited the traffic management center, and participated in a Building Inspections ride-along.

What have learned during your internship?

I have learned that effective local government depends heavily on communication, collaboration, organization, and strong leadership. Before this internship, I understood municipal government mainly through my coursework. This experience allowed me to see how policies, budgets, infrastructure, public concerns, and administrative decisions affect residents in real time. I have also learned that city management requires an understanding of many different areas. A city manager must be able to work with elected officials, employees, department heads, community partners, and residents while balancing immediate concerns with long-term goals. Professionally, I have strengthened my communication, research, organization, problem-solving, and project-management skills.

What has been the best part of your internship experience?

The best part has been gaining firsthand exposure to municipal leadership and seeing how city government operates beyond what the public typically sees. I have had opportunities to interact with the mayor, city council members, the city manager, department heads, and other government professionals. One especially meaningful experience was meeting Larry Hanson, a former Valdosta city manager who now serves as executive director of the Georgia Municipal Association. We discussed my goal of becoming a city manager, and his encouragement made that career path feel even more attainable. Overall, the relationships I have built and the opportunity to learn directly from experienced public servants have been the most valuable parts of the internship.

How do you think your experience as SGA President has helped with your internship?

Serving as Â鶹ÊÓƵ’s Student Government Association president has helped me develop skills that transfer directly into a professional government setting. In both roles, I must communicate with people who have different responsibilities and perspectives, represent the interests of a community, manage multiple priorities, and approach challenges with professionalism. SGA has also taught me how to lead meetings, collaborate with administrators, advocate for others, and follow through on projects. Those experiences helped me enter the internship with confidence while remaining open to learning from the professionals around me. The internship has also helped me become a stronger student leader by giving me a deeper understanding of organizational structure and public service.

What advice do you have for students looking to do an internship?

My advice is to be intentional and seek opportunities that connect with your academic interests and long-term goals. Do not be afraid to ask questions, introduce yourself, and express an interest in learning about areas outside your assigned responsibilities. Some of my most valuable experiences came from being willing to attend meetings, participate in tours, and learn from different departments. I would also encourage students to remain professional, dependable, and open-minded. Take notes, ask for feedback, build relationships, and treat every assignment as an opportunity to demonstrate your abilities. An internship is not only something to add to a resume, it is an opportunity to discover what type of work inspires you, strengthen your professional skills, and begin building the network that may help shape your future career.

Also on the Web:

Organizational Leadership degree at Â鶹ÊÓƵ: /programs/b-s-degree-with-a-major-in-organizational-leadership/

Master of Public Administration at Â鶹ÊÓƵ: /programs/master-of-public-administration-degree/

Doctor of Public Administration at Â鶹ÊÓƵ: /programs/doctor-of-public-administration-degree/

City of Valdosta: 

Drayton joined the College of the Arts dean’s office as a graduate assistant in September 2025. He plays a key role in supporting the college’s social media presence and digital marketing initiatives. Through strategic content creation, digital storytelling, and audience engagement efforts, he helps showcase the accomplishments of students, faculty, staff, and programs across the college, including, most recently, the 2026 Peach State Summer Theatre season.

Jenn Charnock, College of the Arts administrative coordinator, nominated Wyndham for this award and noted that he also assists with outreach efforts, events, and clerical and administrative tasks. She celebrated his willingness to learn new skills and continue growing outside his comfort zone.

“He is punctual, skilled, and intelligent, which are all benchmarks for professionalism, but his humility, humanity, and the care he takes in his interactions and work speak volumes,” she shared.

Charnock said that Wyndham leaves a good impression in the College of the Arts community, with people consistently raving “about his work, his diligence, and how he carries himself. They are genuinely happy and excited to work with him and have communicated this early and frequently.”

She went on to say that Wyndham’s work has had a significant impact on the college’s social media presence, and she praised his adaptability.

“Wyndham’s uniqueness lies in his ability to understand context and nuance within the visual and performing arts and to translate them into tasks he is extremely skilled in, as well as to take on projects outside his wheelhouse,” she added. “He demonstrates a keen eye for capturing both the visual and performing arts, which requires an aptitude for framing shots, a reverence for the art that is being captured, and excellent technical skill.”

Wyndham earned a Bachelor of Fine Arts in Mass Media at Â鶹ÊÓƵ in May 2025. He anticipates graduating with a Master of Arts in Communication in May 2027.

“My undergraduate experience at Â鶹ÊÓƵ was full of great experiences that helped develop my professional skills and grow as a person,” he shared. “I was able to participate in many activities that I thoroughly enjoyed.”

He assisted the Mass Media program with multiple Greater Valdosta Christmas Parade productions, working as a technical director and camera operator and gaining practical, real-world experience in his field of study. He also worked in the Mass Media equipment cage, an experience that allowed him to explore different types of tools and technology used in broadcasting, filmmaking, journalism, advertising, and digital media. He earned Â鶹ÊÓƵ’s Dr. Larry Etling Scholarship during his senior year.

“If it weren’t for the support of my amazing family, wonderful peers, and mentors, I would not have made it this far in my professional development or life in general,” he said.

As he prepares for the final year of his master’s program at Â鶹ÊÓƵ, Wyndham said that being named Graduate Assistant of the Year inspires him to continue striving for excellence. He said that he looks forward to embracing new opportunities, making meaningful contributions in his field, and carrying the lessons and experiences from his Â鶹ÊÓƵ journey into the future with confidence and purpose.

Dr. Anne Price, professor of sociology and experiential learning leader at Â鶹ÊÓƵ, said that being selected to participate in this three-day event is a significant achievement.

A Council on Undergraduate Research (CUR) initiative, NCUR provides students with an opportunity to share their work alongside peers from colleges and universities across the United States, while also engaging with faculty, researchers, and professionals from a wide range of academic disciplines, Price shared.

Every Discovery Starts Somewhere

The road to NCUR began long before this group of Â鶹ÊÓƵ students stepped up to the podium. It started with curiosity, a simple question or classroom discussion, an unexpected observation, a brainstorming session, a community need, or maybe a desire to better understand the world or improve the lives of others.

With guidance from faculty mentors, these students turned that curiosity into innovation. Months of inquiry, collaboration, and perseverance led each emerging scholar to develop projects that challenged them to think critically, solve complex problems, and contribute new knowledge within their academic discipline.

Their NCUR presentations sparked thoughtful conversations with other conference attendees, who asked questions, shared unique perspectives, and offered valuable feedback that further enriched the research experience. 

Fiona Brightman presented “Carotenoid Extraction from Spinach Using Deep Eutectic Solvents,” an extension of research she initiated during Â鶹ÊÓƵ’s 2024 Blazer Summer Research Institute.  Her faculty mentors were Dr. Gopeekrishnan Sreenilayam and Dr. Alexandrina Ligia Focsan from the Department of Chemistry.

Shatavia Harris, Clarissa Mallory, and Ashley Jones presented “From Ideas to Action: Interdisciplinary Student Leadership and Community Engagement in Practice Through SWAP.” Their faculty mentor was Dr. Arrington Stoll, assistant professor of communication.

Jones also presented “The Haven Partnered with Â鶹ÊÓƵ’s Communication Arts Capstone Class.” For this solo project, her faculty mentor was Dr. Chia-Ling Ho, associate professor of communication.

Diya Modi presented “Does Childhood Financial Instability Influence Financial Solvency in Adulthood?” Her faculty mentor was Dr. Murshed Jahan from the Department of Economics and Finance.

Sidney Wilson presented “Growing Up Working: Impression Management and Motivation in High-Achieving Generation Z Students,” a project she initiated during Â鶹ÊÓƵ’s 2025 Blazer Summer Research Institute. Her faculty mentor was Dr. Ellis Logan from the Department of Sociology, Anthropology, and Criminal Justice.

Alexis Gonzalez presented “Key Predictors in ICE Arrests in 2025.” Her faculty mentor was Dr. James LaPlant, dean of the College of Humanities and Social Sciences and professor of political science.

Oscar Shute presented “Lincoln’s Folly: Cherokee Succession, Diplomatic Failure, and Human Tragedy: Why John Ross and the Cherokee Nation Sided with the South.” His faculty mentor was Dr. John Dunn, professor of history.

Colter Leasure presented “An Examination of Retirement Plans Across Universities in the United States.” His faculty mentor was Dr. Sanjay Gupta, professor of accounting. 

Each student received a $600 experiential learning grant. Conference registration fees were paid for by their college deans.  

When asked how NCUR impacted them, the students shared how the experience strengthened their presentation and communication skills and expanded their professional networks. It exposed them to innovative research and inspired new ideas for future research as well as academic, career, and personal goals.

Faculty Leadership Extends Beyond the Classroom

Several Â鶹ÊÓƵ faculty members hold leadership roles with the Council on Undergraduate Research. Through their service, they help shape national conversations about undergraduate research, share effective mentoring practices, and strengthen opportunities for students and faculty at colleges and universities across the country.

Price is a CUR Social Science Division councilor. During the 2025-2026 academic year, she also served on the CUR Task Force on Undergraduate Research in the Online Environment, studying best practices and co-authoring and white paper.

Ho and Stoll are representatives in the Arts and Humanities Division.

Dr. Ansul Lokdarshi, plant molecular biochemist at Â鶹ÊÓƵ, is a representative in the Biology Division.

Jamie Gilbert, an instructor of communication, is an Arts and Humanities Division councilor.

LaPlant served as 2025-2026 president of the national organization. Since joining CUR in 2001, he has held various leadership roles, including chair of the Social Science Division and editor of the Scholarship and Practice of Undergraduate Research (SPUR) Journal. 

Along with Price, Dr. Kelly Davidson accompanied the Â鶹ÊÓƵ students attending NCUR. She serves as interim head of the Department of History and Interdisciplinary Studies. She led the university’s 2026 Undergraduate Research Symposium, which provides students with an on-campus platform for gaining experience presenting research.    

“NCUR was an event where Â鶹ÊÓƵ made a resounding statement this year, both in terms of our largest contingent of accepted presenters in university history and in our faculty's leadership within the national structure of the Council on Undergraduate Research,” Price shared.

“This student contingent reflected the outstanding quality of experiential learning that occurs on our campus. It was clear that, guided by dedicated faculty mentors, our students produce work that is recognized as the best around the country and shines on a national stage.

“At Â鶹ÊÓƵ, we are committed to innovative experiential learning opportunities at both the undergraduate and graduate levels. These experiences enhance our students' career readiness, contributing to a stronger workforce at the regional level and beyond. I served as an abstract reviewer for NCUR this year, reviewing a small portion of the thousands of abstracts received, so I can speak to the depth, rigor, and disciplinary diversity of student research at this event. It was really an honor for our Â鶹ÊÓƵ students to be part of such a talented group of college students from across the nation." 

See the full list, excluding those students who opted out of public recognition, at .

Each of these graduates came to Â鶹ÊÓƵ with their own ideas and inspiration, and during their time as a student, they stepped outside their comfort zone, made an impact, created new knowledge, promoted an innovation-oriented culture, and developed the communication skills, connections, and critical thinking necessary to create a success story that's all their own.

Today we once again celebrate this powerful and positive community of Blazers and wish them all the best as they find genuine happiness and fulfillment in their personal and professional lives and use it to empower the people and places closest to them.

It's always a great day to be a Â鶹ÊÓƵ Blazer!

Named in honor of the late Jack Mangham, a respected advocate for experiential education and student career development, this award celebrates students who have successfully connected classroom learning with meaningful real-world experiences, while making a positive impact on their organizations and communities.

Pham said the road to this prestigious recognition began the day he walked into Â鶹ÊÓƵ’s Office of Career Opportunities and Volunteer Services and asked for help developing a resume, preparing for interviews, and understanding how to present himself professionally.

“At the same time, I was building experience on campus through roles like being a marketing ambassador with Aramark, leading Enactus as president, and serving as marketing chair for the Gardening Guild,” he shared.

Working with Aramark and Gardening Guild strengthened Pham’s communication skills.

Leading Enactus taught him how to manage a team and reinforced the value of community impact through business.

“These experiences helped me develop leadership, creativity, and confidence, and ultimately helped me secure my first internship with PepsiCo,” he said.  

Pham completed back-to-back summer internships with PepsiCo, working in both marketing and sales, first in Valdosta, then in Jacksonville, Florida.

“During this past summer with PepsiCo, I was given more responsibility than I expected,” he shared. “I helped lead a territory with more than 20 sales representatives, which pushed me to step outside my comfort zone and communicate more effectively. I also analyzed Power BI dashboards to improve reporting and track performance, which showed me how important data is in decision making. One of my biggest projects was creating an incentive program that improved performance by more than 10 percent, and it was rewarding to see something I worked on make a real impact.”

“Going into it, I had knowledge from classes, but being in a real business environment showed me what it actually takes to perform, communicate, and take responsibility for real results,” he added.

Pham, of Valdosta, anticipates completing his Master of Business Administration with a concentration in marketing in July. He previously earned a Bachelor of Business Administration in Marketing and Finance in 2025, graduating cum laude.

As an undergraduate student at Â鶹ÊÓƵ, Pham served on the Harley Langdale Jr. College of Business Administration Business Student Advisory Council, presented research at a Society for Marketing Advances national conference, and competed in the J. Donald Lee Center for Entrepreneurship Business Plan Competition, earning runner-up honors. He was a four-year HOPE Scholar, a repeated Dean’s List honoree, and the recipient of several additional scholarships, including the Tyson Family Foundation Scholarship (four years), two Bank of America scholarships, the Steele Scholarship, and the Take a Chance at Â鶹ÊÓƵ Scholarship.

He is excited to pursue a career in corporate marketing soon and “combine my experience in marketing strategy, analytics, and consumer engagement to help build strong brands and meaningful customer experiences.”

Until then Pham can be found serving as a graduate assistant with Â鶹ÊÓƵ’s Office of Career Opportunities and Volunteer Services, where he enjoys assisting students with resume development, organizing and hosting career fairs and employer events, and supporting the office’s marketing and outreach initiatives to connect students with career resources.

“Looking back, everything feels connected,” he said. “What started with support from the Office of Career Opportunities and Volunteer Services turned into real leadership experience and a clearer sense of direction for my future. It showed me how impactful experiential learning can be, and I’m excited for what comes next.” 

Darius Anthony, assistant director of the Office of Career Opportunities and Volunteer Services, nominated Pham for the Jack Mangham Experiential Learning Award.

He described Pham’s journey as a powerful example of how experiential learning bridges the gap between academic knowledge and professional success.

“What sets Jeffrey apart is his ability to connect each of these experiences into a cohesive path of growth and purpose,” Anthony explained. “He has taken advantage of every opportunity to learn, lead, and apply his skills in meaningful ways. His journey reflects the true intent of experiential learning — to develop students into well-rounded, career-ready professionals who are equipped to contribute immediately and effectively in their chosen fields.”

Â鶹ÊÓƵ has held the top spot for seven consecutive years, since the award’s inception in 2020.

“This distinction reflects more than financial value; it demonstrates Â鶹ÊÓƵ’s ongoing commitment to ensuring access to higher education,” said Dr. Steve Downey, head of Â鶹ÊÓƵ’s Department of Leadership, Technology, and Workforce Development.

“By keeping advanced degrees within reach, Â鶹ÊÓƵ removes barriers preventing working professionals from pursuing doctoral degrees. This is especially meaningful in our 41-county rural Georgia service area, where we are focused on developing leaders who can improve educational systems, generate research, support lifelong learning, and make informed decisions that contribute to long-term educational, economic, and community well-being.”

Affordability has long been a cornerstone of Â鶹ÊÓƵ’s mission, and this latest recognition by EdDPrograms.org reinforces the university’s reputation as a leader in value-driven higher education.

Â鶹ÊÓƵ’s James L. and Dorothy H. Dewar College of Education and Human Services offers the Doctor of Education in Adult Learning and Development (online), Doctor of Education in Curriculum and Instruction: P-12 Disciplinary Concentration (online), and Doctor of Education in Leadership (online).

These programs are designed to deliver academic rigor in a flexible format that meets the needs of working adults. Past graduates have included university presidents, corporate vice presidents, district superintendents, school principals, as well as individuals just starting out in their careers.

As a comprehensive institution of the University System of Georgia, Â鶹ÊÓƵ offers nearly 70 online and hybrid programs at the undergraduate and graduate levels. This includes bachelor’s, master’s, specialist, and doctoral degrees, as well as minors, endorsements, certificates, and certifications. 

Learn.org recently recognized Â鶹ÊÓƵ as the No. 1 college in the nation for affordable online doctoral programs.

Newsweek named Â鶹ÊÓƵ to its 2026 list of America’s Top Online Colleges.

U.S. News & World Report named Â鶹ÊÓƵ to multiple categories on its 2026 Best Online Colleges report. This includes Best Online Bachelor’s Programs, Best Online MBA Programs, Best Online Bachelor’s in Business Programs, and Best Online Master’s in Education Programs.

Â鶹ÊÓƵ also earned a spot on The Princeton Review’s list of the Best Online Doctor of Education Programs for 2026.

The 2026 Distinguished Alumni Award recipients are:

• Graduate of the Last Decade (GOLD) - Dr. Kory Burns
• College of the Arts - Brittany Sjogren
• Langdale College of Business Administration - Ryan Warren
• Dewar College of Education and Human Services - Dr. Jermaine Whirl
• College of Humanities and Social Sciences - Aurielle Brooks
• College of Mathematics and Science - Dr. George “Sid” Staton
• College of Nursing and Health Sciences - Christopher Boyd

Recipients are selected through a nomination process open to Â鶹ÊÓƵ faculty, staff, administrators, alumni, and community members, with final selections made by a vote of the Valdosta State Alumni Association Board of Directors.

The 2026 Distinguished Alumni Awards Dinner will be held on Friday, Oct. 23, 2026. Additional event details will be announced at a later date.

The Â鶹ÊÓƵ Alumni Association congratulates these outstanding alumni and looks forward to celebrating their accomplishments this fall.

The 1906 Society emphasizes student impact, paying it forward, tradition, pride in supporting future Blazers, and building a culture of philanthropy before graduation. This approach reframes giving as a shared responsibility and a collective student tradition, where each class contributes to the next. 

The program also focuses on redefining what it means to participate. The 1906 Society positions giving as an act of pride, gratitude, and belonging. Students are invited to see themselves as part of something larger than their individual college experience, a continuous cycle of support where today’s students help shape tomorrow’s Blazers.

During the 2025–2026 academic year, 133 graduating seniors joined the 1906 Society, demonstrating a strong commitment to giving back to the university that helped shape their college experience. This participation reflects a growing and evolving culture of philanthropy among students and helps establish the foundation for lifelong engagement and annual giving after graduation. Each student who participates contributes to a growing legacy of generosity, reinforcing the idea that even small acts of giving, when combined, create meaningful and lasting institutional impact. Members who demonstrate their commitment to supporting Â鶹ÊÓƵ receive a red and black 1906 Society graduation cord. 

More importantly, participation is about students supporting students. They are affirming their place within the university community and recognizing the role Â鶹ÊÓƵ played in their personal, academic, and professional development. This shift helps transform the program from a simple senior initiative into a defining part of the student experience. The program’s primary goal is to educate students on the value of philanthropy and inspire future giving by creating positive connections to advancement efforts before they become alumni.

Dean's List honors are reserved for the highest achieving students at Â鶹ÊÓƵ. The Spring 2026 Dean's List recognizes more than 2,100 distinguished and accomplished students for exemplifying excellence in the attainment of their educational goals.

To qualify for Dean's List at Â鶹ÊÓƵ, students must achieve a semester grade point average of 3.50 or higher on nine or more semester hours with an institutional grade point average of 3.00 or higher. Please note that developmental studies, transient, and graduate students are not eligible for Dean's List status.

View the full list, excluding students who opted out of public recognition, at .

Revamped in 2024 after being inactive since late 2018, the Phonathon program underwent several semesters of planning, restructuring, and training development before officially relaunching in Spring 2025. Since its return, the program has already demonstrated measurable impact, securing $16,234 in pledges from Spring 2025 through Spring 2026.

The Phonathon program currently employs eight to 10 student callers, supported by one graduate assistant, ensuring consistent staffing and meaningful engagement with alumni and friends of the university throughout the academic year. Student callers receive training that emphasizes not only fundraising outreach but also relationship-building conversations that reconnect alumni to Â鶹ÊÓƵ.

Rather than focusing solely on solicitation, the program prioritizes reengaging lapsed donors and identifying future supporters by strengthening personal connections with the Â鶹ÊÓƵ community. Through updated calling strategies, consistent outreach, and a renewed emphasis on stewardship and follow-up, the Phonathon is helping rebuild a sustainable pipeline of engaged donors who are more likely to give consistently over time.

As the program continues to grow, University Advancement remains committed to expanding opportunities for alumni connection and advancing a culture of philanthropy that supports student success and institutional priorities at Â鶹ÊÓƵ.

Working alongside Â鶹ÊÓƵ Department of Chemistry faculty and students, the high schoolers synthesized organic compounds, explored shape-changing materials, learned the process of nickel-plating small objects, and investigated the chemistry of color. These hands-on activities introduced the teens to a variety of chemistry disciplines, as well as demonstrated how chemistry connects to the world around them.

Â鶹ÊÓƵ’s annual high school chemistry summer camp is designed to inspire the next generation of scientists and innovators by building confidence, fostering curiosity, and encouraging students to pursue future educational and career opportunities in STEM fields.

Named for the wife of the late Dr. Sidney Walter Martin, who served as Â鶹ÊÓƵ’s fifth president from 1966 to 1978, the Clare Philips Martin Scholarship is presented to a student with a minimum grade point average of 3.5 who is active in both on- and off-campus activities and organizations and has earned a total of 60 academic credit hours or more.

“I am deeply grateful to have been chosen as a recipient of the Clare Philips Martin Scholarship,” she said. “During my time at Â鶹ÊÓƵ, I have learned that the options for what I can do in the future are limitless, and I plan to use this scholarship to explore and learn about my different scholarly interests and create a future where I can help my community and make the world a better place in my own way. This scholarship has come to me as a blessing during a time where I was uncertain if I would be able to continue school due to financial reasons, but now I know that I will be able to move forward and make my loved ones proud.”

Labrada is currently pursuing a Bachelor of Arts in English, a Minor in Journalism, and a Minor in Entrepreneurship. She anticipates graduating from Â鶹ÊÓƵ in May 2027.

As a student at Â鶹ÊÓƵ, Labrada has participated in the Building Community Through the Humanities initiative, funded by the Andrew W. Mellon Foundation through Â鶹ÊÓƵ’s College of Humanities and Social Sciences. This allowed her to complete two semester-long paid internship opportunities at the Pope Museum in Cairo, Georgia, and share her experiences at Â鶹ÊÓƵ’s annual Experiential Learning Exposition and Undergraduate Research Symposium.

She served as student editor for the 16^th volume of Omnino, Â鶹ÊÓƵ’s undergraduate research journal scheduled for release later this year. She writes for The Spectator, the independent student newspaper of Â鶹ÊÓƵ, and has accepted the arts and entertainment editor role effective fall semester. She earned a study abroad scholarship to spend the summer in South Korea while helping international students through the English Language Institute’s Conversation Partners program.

Labrada’s commitment to academic, leadership, and service excellence has helped her earn multiple Dean’s List honors and the Harold S. Gulliver Sr. Memorial Scholarship. She is a Georgia HOPE Scholar.  

After graduation, Labrada plans to continue her education and pursue a master’s degree in journalism or library science.

“I have multiple interests that I am considering at the moment, but I would like to choose a career path where I am able to share my love for history, literature, news, and learning with my community and build strong bonds between community members,” she shared. “One goal that I have is to open a library that is open outside of traditional business hours so that community members who work a 9-5 schedule have access to the crucial resources and information that libraries provide.”

The University System of Georgia Legislative Academic Recognition Day Award is presented to a student who has a perfect 4.0 grade point average, represents the USG’s and Â鶹ÊÓƵ’s best qualities, strives for excellence, and has the ability to share knowledge in various areas of expertise.

The American Association of University Women Award is presented to a female student with a minimum overall grade point average of 3.5 who has demonstrated talents for intellectual growth and leadership through her involvement in clubs, organizations, projects, and/or work experience throughout her time at Â鶹ÊÓƵ.

“Receiving this recognition is deeply meaningful to me because it reflects the growth, resilience, and purpose I have developed throughout my time at Â鶹ÊÓƵ,” she said. “Every challenge, every late night, and every opportunity to serve has shaped me into a more grounded, capable, and service-driven professional. This recognition is not just a milestone, but a reminder of why I chose this path and how Â鶹ÊÓƵ has empowered me to pursue it with integrity and determination.”

Archer graduated summa cum laude with a Bachelor of Arts in Political Science and a Minor in Criminal Justice in December 2025. She continued her education at Â鶹ÊÓƵ and anticipates earning a Master of Public Administration in May 2027.

As an undergraduate student at Â鶹ÊÓƵ, Archer served as a Peer Alliance Learning facilitator with Â鶹ÊÓƵ’s Academic Support Center, where she helped students in Dr. Bernard Tamas’s Scope and Methods of Political Science course improve their understanding of research methods and data analysis. She completed an internship at the law firm of Young, Thagard, Hoffman LLP, where she now works as a full-time legal assistant.  

Archer was inducted into the Alpha Beta Mu Chapter of Pi Sigma Alpha: The National Political Science Honor Society in Spring 2025 and served as a senator in the Â鶹ÊÓƵ Student Government Association from Fall 2023 to Spring 2025.

She presented “The Rise of Political Polarization and Democratic Backsliding” at the 56^th annual Georgia Political Science Association (GPSA) Conference in November 2024, winning the Roger N. Pajari Award for best undergraduate paper. Her research was published in “Questions in Politics,” a GPSA journal. She also presented this work at Â鶹ÊÓƵ’s 2025 Undergraduate Research Symposium.

The following year, at the 57^th annual GPSA Conference, she presented “Dog Whistles and Dixie: Tracing the Nationalization of the Southern Strategy.” She won another Roger N. Pajari Award for best undergraduate paper, becoming the first student in GPSA history to ever win back-to-back recognitions. She also presented this work at the Symposium of Southern Politics in March 2026.

Archer co-authored “Electoral Bias and Democratic Backsliding” with Tamas and presented that research at the fourth annual Virtual Electoral Integrity Conference in July 2024. The student-teacher research duo also co-authored a second paper — “Does Gerrymandering Increase Partisan Polarization?” — and shared those findings at the American Political Science Association Virtual Conference in April 2025.

During Spring Semester 2025, Archer was honored to be the first undergraduate student in the United States selected to serve as a research fellow for the Scholars Strategy Network. Working with the organization’s Georgia chapter, she helped write a gerrymandering report about Georgia with co-authors Dr. David Cottrell of the University of Georga, Dr. Peter Miller of the Brennan Center for Justice, Dr. Benjamin Schneer of Harvard University’s John F. Kennedy School of Government, and Â鶹ÊÓƵ’s Tamas.

Archer’s commitment to academic, leadership, research, and service excellence resulted in her earning repeated Dean’s List honors and Â鶹ÊÓƵ’s 2025 Pi Sigma Alpha Paper Award, 2025 William M. Morrow Top Political Science Student Award, 2025 David W. Winder Best Paper Award, and 2024-2025 Annie Powe Hopper Award. She was a Georgia HOPE Scholar.

After completing her Master of Public Administration, Archer plans to “continue advancing my education and preparing for a career at the intersection of law, policy, and public service. I am currently deciding between attending law school or pursuing a doctorate in political science, both of which align with my long-term commitment to strengthening institutions, improving governance, and contributing to evidence-based reform. Ultimately, I want my work to advance fairness, accountability, and meaningful reform while building a career that integrates legal knowledge, public service, and research to create lasting, positive change.”

The Division of Athletics Student-Athlete Academic Award is presented to a junior, senior, or graduate student-athlete with the highest grade point average. Ties are not broken. Hernandez was a member of the Â鶹ÊÓƵ Red Hots dance team.

“My time at Â鶹ÊÓƵ has been defined by meaningful relationships, unforgettable experiences, and personal growth,” she said. “I will miss the close-knit environment and the people who made Â鶹ÊÓƵ feel like home. From building lifelong friendships to forming genuine connections with professors who saw me as more than just a student, I always felt supported and valued. Being part of the Red Hots allowed me to proudly represent the university. Performing on the football field and basketball court are memories I will always cherish. While graduating is bittersweet, I am grateful for everything Â鶹ÊÓƵ has given me and excited to carry these experiences into my next chapter.”

Hernandez graduated May 9 with a Bachelor of Business Administration in Finance, a Bachelor of Business Administration in Applied Economics, a Minor in Applied Mathematics, and a Certificate in Data Science. She will now begin her career with the Marriott International Voyage Program, while also preparing for her actuarial exams and working towards becoming a credentialed actuary. 

As an undergraduate student at Â鶹ÊÓƵ, Hernandez was inducted into Chi Alpha Sigma, Beta Gamma Sigma: The International Business Honor Society, and The National Society of Leadership and Success, where she served as secretary. She volunteered at local elementary schools and represented the Data Science program at Open House events as a student ambassador. She also presented mathematical modeling research at the university’s 2024 Undergraduate Research Symposium and recently learned that her work will be published in an upcoming volume of Omnino, Â鶹ÊÓƵ’s undergraduate research journal.   

Hernandez joined Â鶹ÊÓƵ’s Red Hots dance team three years ago. That decision proved to be one of the most defining parts of her college journey, giving her a sense of belonging and becoming a source of discipline, confidence, and connection.

She earned All-American honors at the 2024 National Dance Alliance College Camp and was later recruited to be part of the NDA staff in 2025. She was also a member of the 2025 and 2026 NDA Hip Hop and 2026 NDA Jazz Division II Collegiate National Championship-winning Â鶹ÊÓƵ teams, further establishing the Red Hots as a powerhouse dynasty. The double win this year was a first for the Â鶹ÊÓƵ Red Hots. She will continue her dance career this summer as a member of the NDA staff.  

Hernandez’s commitment to academic, athletic, leadership, research, and service excellence resulted in her earning Dean’s List honors every semester, the 2024-2025 Clare Philips Martin Scholarship, the 2025-2026 Outstanding Applied Economics Student Award, and the Spring 2026 President’s Award for Academic Excellence for the Harley Langdale Jr. College of Business Administration. She was a finalist for the Annie Powe Hopper Award and was also honored by Â鶹ÊÓƵ Athletics with a Student Athlete Academic Spotlight recognition in Fall 2023, Spring 2024, and Spring 2025.  

The Division of Athletics Student-Athlete Academic Award is presented to a junior, senior, or graduate student-athlete with the highest grade point average. Ties are not broken. A highly versatile defender, Lee covers first base and the outfield for the Blazer Softball team, which she joined in 2025 after transferring from Gulf Coast State College.  

Lee graduated summa cum laude in early May with a Bachelor of Arts in Interdisciplinary Studies, a Minor in Coaching, and a Minor in Health and Physical Education.

“This award means a lot to me because it shows that all the effort I’ve put into my time at Â鶹ÊÓƵ has paid off,” she said. “Being part of the Interdisciplinary Studies program has helped me grow in many ways, and this recognition is a great way to represent my overall experience.”

Lee’s commitment to academic and athletic excellence resulted in her earning All-Academic Team honors all four years of college, Easton/NFCA (National Fastpitch Coaches Association) All-America Scholar-Athlete honors, and the 2026 Outstanding Student in Interdisciplinary Studies Award.  She was inducted into Chi Alpha Sigma, the National Collegiate Student-Athlete Honor Society.

“My plans after graduation are to move back home to Cartersville while completing my Master of Arts in Teaching (MAT) in Health and Physical Education online through Â鶹ÊÓƵ,” she shared. “While doing this, I plan to work as an assistant coach at Cass High School and coach an Athletics Gold 9U softball team. My long-term career goal is to become a physical education teacher and a softball coach, where I can help develop athletes both on and off the field.”

The Division of Athletics Student-Athlete Academic Award is presented to a junior, senior, or graduate student-athlete with the highest grade point average. Ties are not broken. Wetherell is a right-handed pitcher for the Blazer Baseball team, which he joined in 2024. 

“This honor reflects the hard work, discipline, and consistency I’ve brought to the field and the classroom,” he said. “My experience at Â鶹ÊÓƵ has challenged me to grow as a player, a student, and a person, and this award represents the balance I’ve worked to maintain. I’m grateful to my teammates, coaches, and professors who have supported me throughout this journey.”

Wetherell is currently pursuing a Bachelor of Business Administration in Management and is expected to graduate this summer. He hopes to someday own his own business in either the medical sales industry or funeral home industry.

Wetherell’s commitment to academic and athletic excellence resulted in him earning the 2024 and 2025 Baseball Scholarship from the Division of Athletics and being named to the Spring 2025 Gulf South Conference Academic Honor Roll. He was also inducted into Chi Alpha Sigma, the National Collegiate Student-Athlete Honor Society.