News Stories

Mentors Connect with Students for STEAM Success

July 22, 2026

Originally posted: Aug. 31, 2022

By: COE Communications Staff

Mentors Connect with Students for STEAM Success

While the summer months are earmarked for relaxing vacations, Dr. Shaoan Zhang from the College of Education and Dr. Mei Yang from the College of Engineering spend their summers building bridges. 

These were no ordinary bridges, though. These bridges connect educators and middle school girls who have aspirations to work in science, technology, engineering, arts and mathematics (STEAM) at the Engaging Girls in Ubiquitous Intelligence and Computing (GUIC) summer program. 

Mentorship Matters

In addition to encouraging young women to pursue STEAM careers, the program is a testing and training ground for mentors and educators, helping them build skills to inspire their students in their classrooms in the next academic year.  

While the teaching profession is female-dominated, careers in STEAM fields are predominantly held by men. This is a puzzling outcome as Dr. Yang and Dr. Zhang recognize the importance of female students seeing themselves represented during early introductions to the field and its various disciplines. Female students are aware of some of the outstanding contributions by women scientists and engineers and, from a young age, aspire to these careers. However, their interest tends to wane over time, especially as the complexity of science and math curricula increases. Drs. Yang and Zhang are identifying ways to support and encourage these students and are helping teachers learn how to nurture their curiosity through leader-centric preparation.

Embracing Diversity, Self Identification and Hands-on Learning

Education and engineering students, pre-service teachers and current educators who serve as mentors have been instrumental to the program’s success and positive student outcomes. “Most of our mentors are female and some of them are underrepresented minorities,” shares Dr. Yang. The selection of diverse mentors is intentional and enhances both collaboration and confidence amongst the students. 

Before working with their mentees, the mentors go through a variety of workshops focused on leadership development, content concepts, and delivery as well as improved best practices for teaching in informal learning settings like the GUIC summer camp. During the program each mentor is then assigned to a group of up to 10 students and leads them through the various hands-on projects. It all came together in the last week when teams presented their final projects, which included a line and color tracking robot programmed to navigate mazes. Students defend their work and present real world applications for the technology and programs they worked on.

Beyond Camp

The lessons and inspiration extend well past the program’s scheduled end each summer. Student mentees are excited to return to school and have increased confidence in taking math and science courses that lead to a future in STEM. In addition to earning professional development credits, the mentors finish the summer with new approaches to science and engineering content for their classrooms. 

Alumni Spotlight: Vince Bognot ‘17 ‘23

July 22, 2026

Originally posted: Aug. 2, 2024

By: COE Communications Staff

Name: Vince Bognot

Degrees: Class of 2017 B.S.Ed. Secondary Education (Social Science), Class of 2023 M.Ed. Educational Policy & Leadership

Current Role: Assistant Principal at Greenspun Junior High School

Why did you choose UNLV? What led you to pursue a degree in the Education field?

UNLV has been part of my family since I was a kid. Two of my siblings are UNLV Alumni, and they always talked about being a Rebel. When it came to choosing which university, my siblings tried to convince me to become a Rebel, but it wasn’t until I met with an advisor that I found that UNLV was a perfect fit for me. I chose to major in education because of my two part-time jobs, which involved teaching and helping others.

What is your current role, and how did UNLV prepare you for your career?

I’m currently the Assistant Principal at Greenspun Junior High School. UNLV taught me to build relationships with my students rather than teach the curriculum. But as well, if it weren’t for UNLV challenging me to do more, it wouldn’t have sparked my interest in heading down the administrator path.

Any advice to current students at UNLV?

Soak it all in since time really flies when you’re in school, but slow yourself down at the moment and ask clarifying questions.


Are you a COE alum? Let us know what you’ve got going on by submitting a Class Note or getting involved!

Crossing the Finish Line: Leif Caesar’s Approach Boosts Student-Athlete Success

July 22, 2026

Originally posted: Aug. 9, 2023

By: Kia Cummings

Endurance running is not for the faint of heart, and neither is pursuing a career in NCAA collegiate athletics, but Leif Caesar embraces challenges time and time again. With a reverence for the spirit of college athletics and a passion for long-distance running, his drive and focus inspire the student-athletes he serves as a new full-time assistant director of compliance for the university.

Hailing from the edge of the Chicago suburbs, Caesar was always involved in sports. It didn’t occur to him that he could make a career out of it, but a move to California at the age of 14 started him on a journey that would shape his future in college athletics.

Read more

Program connecting Nevada students to I.T. careers receives funding for second year

July 22, 2026

Originally posted: Aug. 9, 2024

By: COE Communications Staff

A UNLV program that connects Nevada students to careers in information technology has received a new round of funding to support a second cohort of students.

Tech Ready Rebels is a yearlong program that gives Nevada high school juniors and seniors an opportunity to develop skills in information technology, computer science, and cybersecurity.

MGM Resorts International recently donated $120,000 towards the program’s operations for a second year. The program is a continuation of the IT Workforce Talent Pipeline Project and originally funded through the Governor’s Office of Science, Innovation and Technology (OSIT).

Dr. Xue Xing, the project’s lead and an associate professor of career-technical and postsecondary education at UNLV’s College of Education, called the program the first and most inclusive workforce talent pipeline program in the state, with dual enrollment components for students who come from diverse backgrounds.

“The purpose of our program is threefold: cultivate skilled professionals to tackle Nevada’s substantial shortage of IT labor; equip individuals with sought-after competencies, filling the skills gap in tech firms; and establish a pathway for underrepresented minority and female (UMF) students, thereby combating IT stereotypes and fostering diversity and accessibility within the IT workforce,” Dr. Xing said.

In addition to providing students with networking opportunities with future employers in the IT field, the program also teaches them skills around seeking and securing employment. Students in last year’s cohort were able to attend networking events hosted by the Governor’s Office and tour sites like the International Innovation Center in downtown Las Vegas to meet and network with industry professionals.

Enrolled students can end up with six college credits, one high school elective credit and one industry credential of a student’s choice needed to be successful at obtaining a job or advancing their education.

Administrative support for the program will be administered by the National Institute for the Advancement of Education, a research institute housed at UNLV.

Students must be a junior or senior in any Nevada high school, have enrolled in the Information Technology Career Cluster or taken at least one IT-related coursework, and have a 2.0 unweighted grade point average (GPA) or higher to be eligible.

Applications for the second round of the program are open through Aug. 22. Students who are selected for the program will attend an orientation on Saturday, Sept. 2.

Interested and eligible students can click here to apply online.

Several virtual information sessions will also be held for interested students:

  • 1-2 p.m., Saturday, Aug. 10. 
  • 1-2 p.m. and 4-5 p.m., Thursday, Aug. 15.
  • 2-3 p.m. and 6-7 p.m., Tuesday, Aug. 20.

Interested students and families can follow the link to attend any of the virtual information sessions.

The content of this article is produced in collaboration with the faculty, research, practitioner and community partners featured herein, and the National Institute for the Advancement of Education (NIAE), an interdisciplinary institute housed at the University Nevada, Las Vegas (UNLV) College of Education that engages in interdisciplinary research-practice-policy efforts that transform PK-20 education through innovation, excellence, evidence, and equity.

For more information about NIAE, visit niae.sites.unlv.edu.

Stepping Beyond Comfort: How Mentorship Transformed Izabella Silver’s College Experience

July 22, 2026

Originally posted: Sep. 14, 2023

By: Arianna Elias

In high school, Izabella Silver, or Izzy, was a shy student who preferred drawing quietly at her desk. Social interactions often made her uncomfortable, and the thought of standing in front of a classroom seemed impossible. However, driven by her aspiration to become a teacher, Izzy realized that stepping outside her comfort zone was crucial. With determination, she sought the support of the College of Education’s peer mentor program as a catalyst for her personal growth and professional development.

Like many first-year students, Izzy arrived at college expecting late-night studying sessions and frequent tests. She was also moving from California, so she was nervous, to say the least. Nonetheless, this shy wallflower was determined to break out of her comfort zone. Aware of Nevada’s low education ranking, she pursued her studies in education at UNLV, knowing that she could help improve the system.

Stepping beyond her comfort zone, Izzy knew she needed help. So she contacted the College of Education’s peer mentor program, PALS. PALS supports first and second-year students in their transition to college life. By connecting first-year students with current College of Education students, the program offers invaluable academic and social support, along with continuous guidance on how to thrive at UNLV. As an out-of-state freshman aspiring to become a teacher, PALS gave Izzy an extra push and enhanced her confidence. 

PALS support exceeded her expectations, helping her secure scholarship-supported housing, gain hands-on teaching experience, foster meaningful relationships, and, above all, develop a genuine sense of self. 

Transition and Self-Discovery at UNLV

“It’s kind of like my entire life stemmed from a Zoom call in 2021,” Izzy expressed as she reflected on when she was asked if she’d like to join PALS. During that call, Izzy was introduced to April Zangari, a first-year academic advisor and her former peer mentor. One of Izzy’s concerns about attending UNLV was housing, so she turned to April, who provided valuable help finding accommodation.

Thanks to April’s guidance, Izzy secured her space on a scholarship for three consecutive years in the residence halls. With the approval for the upcoming year, she has received an additional scholarship that covers the cost of moving into The Degree, an off-campus apartment.

For Izzy, the PALS program paved the way for significant self-discovery. Embracing her role as a mentor, she relishes the opportunity to form meaningful connections with her mentees while also gaining hands-on teaching experience, such as teaching students in the Saturday STEM Program at UNLV.

Many university students worry that the major they choose may not align with a career they love. Izzy was no different. “I was so nervous about going through four or five years of school to become a teacher. What if I hated it?” For her, becoming a mentor cemented her decision that teaching was her calling, and it still fuels her academic and personal motivation. 

Embracing Mentorship

The tables turned for Izzy in her second year, where she transformed from mentee to mentor. With seven first-year mentees under her wing, she held monthly meet-ups to assess their progress. While some attrition is normal in the program, Izzy managed to retain all seven mentees through their first year. She credits her creative touches to their meetings, including origami, coloring books, and tours of a campus art museum. While her mentees enjoyed a great experience, she was equally transformed by her mentor journey. She began to see mentees as individuals with unique needs and aspirations – a perspective she will carry throughout her career in the classroom. Rather than being a top-down advice-fest, her mentorship sessions became safe spaces where two friends were having an equal exchange. It changed everything.

One of Izzy’s mentees, Alana Poole, reflected on the challenges she faced during the program, which included experiencing various losses. Her local high school friend group relocated, and later, her entire family moved away from Southern Nevada. Alana confided in Izzy, sharing her struggles and fears. To Alana’s surprise and relief, Izzy consistently supported her by attending events together, even when she felt she had no one to rely on.

“Izzy inspired me so much because of how much she will do for you and anyone around her. It’s so amazing to watch and makes me want to do the same,” says Poole.

Peer Mentor Engagement Award

In May, Izzy was among the 2023 UNLV Peer Mentor Program Awards winners, where she received the Peer Mentor Engagement Award.

“Izzy won this award because of her consistent dedication to the PALS program and peer mentoring as a campus-wide initiative. Izzy has a smile on her face everywhere she goes, and she is always the first to raise her hand and volunteer,” explains Zangari. “When a staff or faculty member approaches me in the college regarding student representation, I know I can go to Izzy with confidence that she’ll represent us positively and proudly.” 

Advice for Prospective Peer Mentors

When asked to share some advice for students who are interested in joining a peer mentor program, Izzy has this to share: “You have no idea how many opportunities there are until you go and see for yourself. Get out of your comfort zone. As soon as I did, I found myself, and the worst thing that can happen is you realize you don’t like something, which is also really important.”

Southern NV Science Educators Rock Out in Summer Workshop

July 22, 2026

Originally posted: Sep. 19, 2022

By: Kia Cummings

High temperatures and rocky terrains were not a deterrent for the more than 25 dedicated science educators, administrators, geo-educational researchers, and geologists who trekked all over Southern Nevada in search of new ways to help their students understand more about the landscape they live in. 

Rock stars lead the way

Intrepid professors Tina Vo (Teaching & Learning) and Pamela Burnley (Geoscience) joined forces across college boundaries and cultivated GeoPath LEGENDS — a space where teachers could share their unique passion for earth science and expand their educator skillset. Having worked as a science educator early in her career, Vo “wanted to create a space where experts in teaching methods and experts in geoscience could meet and share their ideas.”

Vo and Burnley were joined by a team of UNLV geoscientists who enthusiastically shared their passion, research and insights into local geological phenomena. Over the course of five days, teachers ventured to various geological sites throughout the valley each morning (to beat the heat), then headed back to campus for lab tours, curriculum development workshops and more. 

Like a long hike in the outdoors, an educator’s career has more than its fair share of twists and  turns. So, taking an active role in sharpening content knowledge and teaching methods keep these community leaders sharp and their students engaged. Dr. Vo knows that the teachers she worked with over the summer continue to teach through trying times and thrive. “[Teachers] knew they and their students were incredibly capable and sought to provide their students with every opportunity. There is resilience in teacher efficacy, there is power in finding a community that can help you foster that. I hope our community can make it stronger while also supporting the teachers who are working to shore theirs up.” 

Teachers were provided with the time, space and resources to leverage local landscapes for their classroom with a unique emphasis on place-based learning that makes earth science more relevant for their students. Each afternoon, educators worked together to develop high-quality curriculum materials leveraging reform-based and inquiry-based teaching methods that promote interactive learning experiences.

Mining potential

Grateful for the generous funding from the National Science Foundation, Vo and Burnham look forward to its next phase – bringing high school students to UNLV’s campus to explore geoscience laboratories with undergraduate peer-mentors and encouraging them to consider geoscience-oriented career paths, whether directly in the field or as future science educators.  

Fall 2024 Wonderful Washoe Rebel

July 22, 2026

Originally posted: Sep. 26, 2024

By: Jenn Oshiro Rivers

Congratulations to Marissa McClish ‘05 M.Ed. Curriculum & Instruction who was named the Fall 2024 Wonderful Washoe Rebel!

Marissa serves as the Professional Growth Systems Coordinator at Washoe County School District. She has been instrumental in opening teacher pathways in Northern Nevada, including the Nevada Forward Apprenticeship Program through UNLV’s College of Education.

Marissa’s nominator shared, “Her work not only opens doors to higher education and licensure pathways but also creates opportunities for community members to take on leadership roles that make a real impact across the state.”

Alumni Spotlight: Stephanie Devine ‘09 ‘18

July 22, 2026

Originally posted: Sep. 27, 2024

By: COE Communications Staff

Name: Stephanie Devine

Degrees: Class of 2009 M.Ed. Special Education, Class of 2018 Ph.D. Special Education

Current Role: Associate Professor of Special Education at Georgia Southern University

Why did you choose UNLV? What led you to pursue a degree in education/human services?

Choosing UNLV was the most convenient for me because my family was already living here.  I chose to get my degree in special education due to my passion for helping children and adults with intellectual disability.

What advice do you have for current UNLV students?

Don’t be afraid to talk to your professors. Attend their office hours. Make sure you get to know them. Getting to know you encourages them to help you out even more when you ask. Also, do your work!

Why should alumni stay engaged at UNLV?

It’s a great way to network and stay connected with other professionals. It’s also a good way to get inspired or inspire others. Hearing other people’s stories and their accomplishments is a great reminder of why she joined the education field, and it’s a great way to show that there is so much more to education aside from teaching. There’s so much more you can do with an education degree.


Are you a COE alum? Let us know what you’ve got going on by submitting a Class Note or getting involved!

A Journey of Discovery and Cultural Immersion

July 22, 2026

Originally posted: Sep. 6, 2023

By: COE Communications Staff

Dr. Sharolyn D. Pollard-Durodola, researcher, professor, and multilingual education expert, traveled to India last fall and returned transformed.

Her mission? To explore the intersection of history, policy and the experiences of Indian educational communities as they pursue multilingualism. Supported by a Fulbright-Nehru Academic and Professional Excellence award, she immersed herself in a new culture uniquely marked by multilingualism and the pursuit to promote it in the early years of formal education.

Over the course of four months, she expanded not only her understanding of the country’s educational landscape but also her sense of self.

Early Inspiration

Sharolyn’s affinity for language learning began long before her sabbatical. Her father, hailing from Texas, traveled between the U.S. and Mexico often. She fondly remembers him owning a Spanish language book that captured her curiosity. “I was always intrigued by the differences in the language and tried to figure out what things meant.” Naturally, when the time came to pick her college major, she chose Spanish and Portuguese.

As a college student, she learned that language acquisition is so much more than being able to translate, write, and speak a new language. She was taught that “If you want to understand people, you have to learn their language.” Even simple knowledge of a language can help us understand the philosophy behind people who speak it. “This concept has been really important in my life,” she shared. “It frames how I understand people, especially people who are different from me.” Sharolyn would later focus her studies on language use within the African diaspora and the consistent political role that language played in colonialism.

Understanding Diverse Cultures, People, and Perspectives

India represents one of the oldest civilizations in the world featuring a diversity of religions, languages, and regions. With over 122 languages, alongside the 22 officially recognized languages, multilingualism is lived out in multi-generational households where children are exposed to several languages before they begin school.

Sharolyn began to see that when a country’s culture places importance on familial linguistic diversity, multilingualism tends to thrive – which is in contrast to the preference for monolingualism embedded in U.S. school systems.

English as a Symbol of Status

During her sabbatical, Sharolyn came to understand that English proficiency for some Indian students was more about perception and status than fluency. On a few occasions, her interview participants would claim they spoke English, using it in their daily and professional lives. However, once in the actual interview or during a school visit, it became clear that the individuals may have had word recognition skills but were not as fluent as they claimed to be.

While under British rule for nearly a century, Indians were introduced to English during colonization as a strategy by the crown to unify the country under one language. English would become associated with intelligence, while mother tongues and vernacular Indian languages were associated with inferiority – which explains when some claim they speak English when they do not. 

Building Bridges Across Languages

These values and beliefs are reflected in the language education expectations in India. Indian schools vary in their language teaching methods and goals. Some vernacular medium schools teach all subjects in the local language, while Semi-English schools use English as a gateway to universal subjects, which can sometimes lead to limited English communication skills. English Medium schools teach all subjects in English. Often the goal for Indian students is not necessarily to communicate proficiently in English, which has become a national concern due to the global dominance of the language.

Sharolyn was moved by dedicated teachers in a Semi-English school who created stimulating multilingual learning environments for migrant students from underserved villages. With classrooms full of students speaking at least 10 vernacular languages or dialects each, the teachers prepared bilingual dictionaries to help children connect and learn across languages.

Championing Linguistic Diversity and Personal Growth

Dr. Pollard-Durodola expressed her gratitude for the invaluable experiences and personal growth she gained during her sabbatical in India. She knows her research findings will inform her future work, shaping educational policies and practices that will empower emergent bilingual students. Her commitment to personal growth, advancing educational equity, and a deep respect for local culture, traditions, and practices will serve her well. 

Her sabbatical research in India was an expression not just of her career, but her philosophy of being and living in the world. Now, back at UNLV, she’ll continue to unravel the challenges and misconceptions surrounding emergent bilinguals and identify potential solutions that could benefit students around the world.

LEARNING THROUGH LANGUAGE: Dunn Community Talks foster key discussions on multilingual learning

July 21, 2026

Originally posted: Jun. 9, 2025

By: Sakinah Musa

Impactful ideas grow from meaningful conversations. Since last year, the Dunn Community Talks have sparked much-needed dialogues on assessment in multilingual education, creating a lasting impact thanks to the vision and generosity of the Dunn Family Foundation. 

With a focus on addressing assessment concerns in multilingual education across various disciplines, the Dunn Community Talks provide an avenue for educators, researchers, administrators, practitioners, families, and community stakeholders to increase their understanding and build skills to apply knowledge related to multilingual populations in their respective settings. 

Why Assessment in Multilingual Education Matters

“Assessment in multilingual education is crucial because it allows educators to validate identity while testing knowledge,” said  Sharolyn Pollard-Durodola, the Dunn Endowed Chair for Educational Assessment and host of the Dunn Community Talks.  

The choice of topics and selection of expert speakers from across the country highlights the different perspectives from which assessment in multilingual education can be explored. The first two talks hosted in 2024 raised awareness on the best practices for supporting young multilingual learners in early childhood education and the assessment challenges for this population. They also explored how multilingual learners with special needs can be supported, particularly those struggling in reading, science, and social studies.

This year, the talks delved into numerous sides of assessment in multilingual education, from reading assessment for multilingual learners with learning disabilities to the three pillars of developing a multicultural orientation, and lastly, navigating multilingualism in early childhood leadership. 

Combined, the talks have garnered excellent feedback from the participants.

Insights With Lifelong Impact

“As an educator, I believe it is essential to be a lifelong learner,” said Wendy Reyes, a regular participant at the Dunn Community Talks and a Counselor for the Clark County School District (CCSD). 

“Staying informed about current research and best practices allows us to bring up-to-date knowledge to our students and support their success in meaningful ways,” she added.

For Wendy,  the lessons from the series resulted in better connections with families and students. Hearing directly from professionals in the field and community members helps her stay grounded in the realities that families of multilingual learners face, while also strengthening her ability to advocate for her students’ needs. 

The Bedrock of The Series

The Dunn Family Foundation has been supporting UNLV since 2016, focusing on programs that use education to develop a better society and devise innovative ways in which testing and support materials can contribute to educational initiatives. 

The foundation reflects the values of founders Lloyd and Leota Dunn and their son, Douglas Dunn, who now oversees the organization. The Dunn family has been a long-time champion of lifelong learning. Education drives progress in society, and practical assessment and teacher support materials improve educational outcomes. 

By financially supporting the Dunn Family Chair in Educational Assessment, the series continues to grow its reach and deepen its impact on Southern Nevada educators. It also creates a consistent space to include national experts in community-focused conversations. 

What’s Next? 

“I want to maintain an interdisciplinary approach because there are different perspectives from which assessment in multilingual education can be viewed,” Sharolyn said.

An interdisciplinary lens guides the series, fostering intellectual curiosity and growth within and across disciplines. With the success of the Dunn Community Talks, it is clear that the series is becoming a part of not just the College of Education, but UNLV and the greater Southern Nevada community. It is also clear that when supported, conversations like these hold lifelong value.