The School of Arts, Humanities and Education (AHE) is grounded in the idea that learning shapes how individuals see the world and understand their place in it. During the 2026 Commencement celebrations, the University recognized students and faculty whose journeys reflect growth, reflection, and a deep commitment to creating meaningful impact to lives through education.
Graduate Academic Scholar Award: Daniel Parrella
Daniel Parrella’s graduate journey marked a turning point in his academic development and his identity as a scholar. During his Master of Arts in History program, thesis-level research felt like an insurmountable challenge. Over time, however, his uncertainty gave way to curiosity, confidence and an appreciation for scholarly rigor.
Through faculty mentors and a supportive academic environment, Daniel improved his research and writing to a professional level. More importantly, he saw himself not as just a student completing assignments, but as a historian contributing to an ongoing scholarly body of work.
By the end of his program, Daniel had developed both the technical skills and the intellectual confidence to handle complex topics. His academic work now reflects clarity, reflection and a strong sense of academic identity. Daniel now has the confidence to continue writing, researching and exploring the questions that first drew him to the field of history.
Undergraduate Academic Scholar Award: Tammi Mara
For Tammi Mara, studying English for her bachelor’s degree was something deeply personal. Literature was not simply coursework; it was a way for her to explore her identity, resilience, and the complexity of human experience.
Through authors ranging from classic voices to modern movements, Tammi found herself reflected in the stories that she studied. Those literary experiences helped her develop her own voice as a writer and shaped how she sees the world around her.
As the first in her family to earn a college degree, her graduation has profound meaning. It represents both her individual accomplishment and an inspiration for future generations of her family. Her journey reflects not only determination, but a belief that education can open pathways that once felt out of reach.
Tammi credits her growth to both the literature she encountered and the mentorship she received along the way. That combination helped her to grow her confidence, both as a student and as a storyteller.
Mary Kim Ward Resilience and Service Award: Jibsam Vanderhorst
Jibsam Vanderhorst’s journey is defined by resilience. Born in Haiti and raised speaking Haitian Creole, he entered the United States as an English language learner. This experience shaped his early academic struggles and his determination to succeed.
However, Jibsam’s path to higher education was not without hardship. During Army Basic Training, he suffered a serious hip injury that nearly ended his military career before it began. Not long after, Jibsam faced the devastating loss of his father. In the midst of grieving, Jibsam made a promise that he would finish what he started.
“I didn’t come here to fail,” he says. This mindset carried him through recovery, service and graduation.
Today, Jibsam serves as an Army translator, using his multilingual background in support of others. His journey reflects perseverance, purpose and an unwavering commitment to moving forward despite obstacles.
Mary Kim Ward Resilience and Service Award: Brittany Gifford
Brittany Gifford’s story is one of extraordinary strength. While pursuing her master’s in psychology, she strove for academic excellence while dealing with the realities of raising a child with medical issues that required ongoing hospitalizations. Despite these challenges, she maintained a high level of academic achievement.
Brittany has created space for connection, understanding, and support through her work, which includes authoring a children’s book and podcasting.
Her guiding philosophy is simple, yet powerful: turning pain into purpose. That mindset has allowed her to move forward, using her experiences to create impact for others. Her story reflects the heart of this award – resilience and public service.
Graduate Excellence in Teaching Award: Dr. Mark Bowles
Dr. Mark Bowles has created learning environments where students are not passive participants, but active contributors. His teaching approach emphasizes engagement, dialogue and exploration. His students are encouraged to question, challenge and build on each other’s ideas, creating a learning experience that extends beyond traditional instruction.
Through thoughtful use of technology and a strong instructor presence, Dr. Bowles encourages personal connections in the University’s online environment, ensuring students feel both supported and challenged. His impact is seen not only in what students learn, but in how they learn to think critically, collaboratively and confidently.
Undergraduate Excellence in Teaching Award: Beth Driver
Beth Driver approaches teaching with a clear understanding of the students she serves. Many of her learners come to the classroom balancing careers, families, and other responsibilities; she meets them with structure and empathy.
Her courses are designed to create clarity of the material and encourage exploration. She emphasizes critical thinking, helping students move beyond mere memorization and develop their own ideas and perspectives.
Beth believes students learn best when they feel seen, respected and challenged. Through open dialogue and thoughtful feedback, she creates an environment where students can grow.
Outstanding New Faculty Member of the Year: Dr. Zachariah Renfro
Dr. Zachariah Renfro quickly established himself as a faculty member who prioritizes connection, engagement and meaningful learning.
An alumnus and military veteran, he brings both experience and academic insight into the classroom. He regularly incorporates live sessions and videos to create a more personal and connected learning environment, bridging the gap that can often exist between students and instructors in online education.
His perspective is grounded in mentorship. “If we aren’t mentoring our students, then why are we even here?” he asks.
In a short time, Dr. Renfro has made a lasting impression at the University, demonstrating both the potential and impact of faculty who lead with purpose.
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