Congratulations 2026 Nominees

The Networking Team exemplified Exploration by questioning an outdated, end-of-life security camera system and proactively researching, planning, and deploying a modern cloud-hosted replacement. Rather than accepting the status quo of that's the way we've always done it, the team thoroughly investigated alternative solutions, negotiated procurement, and took full ownership of the installation themselves primarily by Brandon Waugh - on top of their regular duties. This initiative went well beyond standard responsibilities. By handling the research, procurement negotiations, and self-installation in a remarkably short time frame, the team saved the university more than $450,000 in design and labor costs. Their commitment to process improvement and innovation directly advanced our mission by enhancing campus safety and security infrastructure in a cost-effective, forward-thinking manner that supports student success and operational excellence. This project demonstrates the core traits of Exploration: asking "why," investigating new ideas, leading change, and making connections that further the University's strategic plan. The team's actions delivered tangible benefits in efficiency, fiscal responsibility, and modernized technology for the entire campus community.

The nominee has proactively explored and implemented cutting-edge approaches to enhance the quality and relevance of computer science education, particularly through the integration of emerging fields such as quantum computing and artificial intelligence. Recognizing that traditional computer science curricula often lag behind rapidly evolving technologies, the nominee redesigned course content to incorporate these frontier topics, ensuring that students engage with material at the forefront of the discipline. One specific example is the integration of hands-on quantum computing and AI tools into coursework. Rather than relying solely on theoretical instruction, the nominee introduced practical assignments using modern computational tools, allowing students to experiment with concepts that are typically accessible only at research-intensive institutions. This shift significantly improved the quality of student learning by increasing engagement, deepening conceptual understanding, and providing students with skills directly relevant to current industry and research trends. In addition, the nominee has extended this exploratory approach beyond the classroom by mentoring multiple independent studies and guiding students through the research and publication process. As a result, students have successfully produced research papers, in some cases becoming first-time authors. This represents a substantial added value to the student experience, transforming passive learning into active discovery and significantly strengthening students' academic and professional trajectories. Collectively, these efforts demonstrate a sustained commitment to exploring innovative educational practices that reduce the gap between emerging technologies and undergraduate education, improve instructional quality, and provide meaningful, high-impact learning experiences for students.

The nominee has actively fostered engagement within the campus community by creating opportunities for students and faculty to participate in forward-looking, innovative areas of computer science, particularly in quantum computing and artificial intelligence. Rather than limiting these topics to isolated research, the nominee has intentionally embedded them into collaborative academic experiences that connect coursework, research, and interdisciplinary dialogue. A key example is the nominee's mentorship of multiple independent studies and student research projects centered on emerging technologies. Through these efforts, students are not only exposed to cutting-edge ideas but are also actively engaged in generating new knowledge. This has led to student-authored research papers, including work in quantum computing, demonstrating a clear shift from passive learning to collaborative innovation within the campus community. In addition, the nominee has initiated interdisciplinary collaboration with faculty in Physics to explore joint approaches to quantum computing education and research. This ongoing collaboration is laying the groundwork for new curricular and research initiatives that bridge disciplines, encouraging the exchange of ideas across departments and expanding the intellectual community engaged in these topics. The nominee has also incorporated hands-on tools and project-based learning into courses, creating a classroom environment where students actively experiment with new technologies and share insights with peers. This approach has increased student engagement and generated innovative ideas, as students explore real-world applications of AI and quantum computing in a collaborative setting. Through these combined efforts, the nominee has cultivated an environment that promotes curiosity, collaboration, and innovation across the campus community, directly aligning with the University's commitment to exploration and discovery.

The nominee has consistently fostered intellectual curiosity by engaging students in emerging areas of computer science that are rarely accessible at the undergraduate level, most notably quantum computing. One particularly impactful occasion arose through the nominee's mentorship of a student research project in this area. Rather than limiting the experience to structured coursework, the nominee guided the student to explore open-ended questions at the frontier of the field, encouraging independent inquiry, critical thinking, and creative problem-solving. Through this process, the student moved beyond foundational concepts and contributed to a research project that developed into a publishable paper. This outcome represents a meaningful “discovery” in the educational context: a transition from learning existing knowledge to actively creating new knowledge. For the student, this was their first experience with research publication, significantly expanding their academic and professional trajectory. A similar pattern is evident in the nominee’s classroom practices. By integrating hands-on quantum computing and artificial intelligence tools into assignments, the nominee creates opportunities for students to experiment, test ideas, and uncover insights independently. Students frequently encounter unexpected results when working with these emerging technologies, prompting deeper investigation and discussion. These moments of discovery—when students connect theory with real-world behavior—have led to heightened engagement and a stronger sense of intellectual curiosity across the classroom. These examples demonstrate the nominee’s ability to cultivate an environment where curiosity is not only encouraged but leads directly to meaningful exploration and discovery, aligning closely with the University’s emphasis on innovation and learning.

The nominee has demonstrated exceptional adaptability in the face of rapidly evolving and uncertain technological landscapes, particularly through the proactive integration of emerging fields such as quantum computing and artificial intelligence into undergraduate education. Both areas are characterized by constant change, incomplete standardization, and evolving best practices, requiring continuous learning and openness to new approaches. Rather than relying on established curricula, the nominee has actively researched and experimented with new tools, platforms, and pedagogical strategies to determine how these complex topics can be effectively introduced at the undergraduate level. This includes incorporating hands-on quantum computing simulators and AI-based tools into coursework, even as these technologies continue to develop. The nominee continuously refines course materials based on student feedback, technological updates, and ongoing developments in the field, demonstrating a high level of flexibility and responsiveness. In addition, the nominee’s ongoing interdisciplinary collaboration with Physics faculty to explore quantum computing initiatives further reflects this adaptability. Engaging in an area that sits at the intersection of multiple disciplines requires openness to different perspectives, a willingness to navigate uncertainty, and the ability to explore multiple possible directions without predefined outcomes. The development of new curricular and research opportunities in this space illustrates a commitment to exploring possibilities rather than adhering to conventional boundaries. The nominee has also adapted research and teaching approaches in response to the rapid rise of artificial intelligence, investigating how AI can be used to improve student learning outcomes. By publishing and experimenting with AI-enhanced educational methods, the nominee demonstrates a forward-thinking mindset and a willingness to engage with uncertain but high-impact innovations. Through these efforts, the nominee consistently exhibits adaptability, intellectual openness, and a sustained commitment to researching new possibilities, ensuring that both teaching and scholarship remain aligned with the forefront of the discipline.

The nominee has respectfully challenged traditional assumptions in computer science education by advocating for the inclusion of emerging and often underrepresented topics, such as quantum computing and artificial intelligence, within an undergraduate-focused curriculum. A common assumption in the field is that these subjects are too abstract, mathematically intensive, or specialized for undergraduate students. The nominee has constructively challenged this view by demonstrating that, with carefully designed materials and hands-on tools, students can meaningfully engage with these topics much earlier in their academic careers. One clear instance is the redesign of course content to incorporate quantum computing concepts. Rather than accepting the conventional sequencing of topics, the nominee introduced accessible, application-oriented approaches that allow students to explore quantum principles through simulations and guided experimentation. This not only broadened the scope of what is considered appropriate for undergraduate instruction but also encouraged colleagues and students to reconsider how complex subjects can be taught effectively. Similarly, in response to the rapid rise of artificial intelligence, the nominee has challenged the assumption that AI should be avoided in coursework due to concerns about academic integrity or overreliance on automated tools. Instead, the nominee has explored and published on ways to thoughtfully integrate AI into the learning process, framing it as a tool to enhance understanding rather than replace it. This approach has helped shift perspectives toward a more constructive and forward-looking use of AI in education. Through interdisciplinary collaboration with Physics faculty, the nominee has also encouraged colleagues to think beyond traditional disciplinary boundaries. By working toward shared initiatives in quantum computing, the nominee has promoted a mindset that values cross-disciplinary exploration as a driver of innovation. Across these instances, the nominee consistently engages with others in a thoughtful and respectful manner, using evidence, experimentation, and demonstrated student success to encourage new ways of thinking that advance both teaching and research.

The nominee’s sustained commitment to exploration is further evidenced by a record of high-impact scholarly activity and its direct translation into undergraduate education. The nominee has published multiple research articles in top-tier venues, including collaborative work with a Turing Award recipient, widely regarded as the “Nobel Prize of Computing.” This level of scholarly engagement ensures that the nominee remains actively connected to the forefront of discovery and brings that perspective directly into the classroom. A particularly notable outcome of this work is the successful integration of quantum computing into undergraduate instruction. Supported by a 2025 PASSHE Faculty Professional Development Council (FPDC) grant, the nominee developed course materials and research opportunities that enabled students to engage with this emerging field in a hands-on and meaningful way. This effort not only resulted in peer-reviewed publications and a best paper award at a conference, but also led to a student co-authored research paper in quantum computing. Providing undergraduate students with the opportunity to contribute to publishable research in such a complex and rapidly evolving area represents a significant and uncommon achievement, greatly enhancing the academic experience. In parallel, the nominee has explored the role of artificial intelligence in improving student learning outcomes, producing educational research that examines how AI can be used constructively within computer science courses. These efforts reflect a proactive approach to addressing one of the most significant current challenges in higher education, positioning students to engage critically and effectively with transformative technologies. Additionally, the nominee’s ongoing collaboration with Physics faculty to develop interdisciplinary quantum computing initiatives demonstrates a commitment to expanding the boundaries of traditional curricula and fostering innovation across departments. This work is helping to build new pathways for student engagement at the intersection of computer science and physics. Across research, teaching, and collaboration, the nominee consistently demonstrates a forward-looking approach that aligns closely with the University’s Exploration value. By introducing cutting-edge topics, mentoring students in original research, and developing innovative pedagogical strategies, the nominee has created meaningful opportunities for discovery, significantly enriching student learning and contributing to the University’s mission of innovation and academic excellence.

Allison’s commitment to health and engagement extends beyond the student body. As the Co-Chair of the Employee Wellness Committee, she applies her forward-thinking mindset to the faculty and staff experience. By advocating for wellness initiatives that support the people who support our students, she ensures that the university’s culture of health is consistent across all levels of the institution.

Allison has fundamentally reshaped the landscape of Club Sports by transitioning the program from a simple recreational outlet into a comprehensive platform for student leadership and wellness. Her approach is rooted in the understanding that a sense of belonging is a primary driver of academic retention and personal health. As the advisor to the Club Sports Council and all twenty-one individual clubs, Allison has implemented several forward-thinking initiatives; including inclusive recruitment models, student-led governance, and wellness integration. Fostering engagement with students impacts their academic success through time management skills, leadership development, and building a supportive network that transcends clubs to the classroom. Leading club sports at the college level is a distinct and demanding discipline. The reality is that club sports operate in a unique, high-stakes gap where institutional responsibility meets student-driven autonomy. Operating without the established infrastructure of the NCAA or the dedicated support of professional athletic trainers, Allison effectively serves in a similar capacity as an athletic director with a fraction of the resources. This requires her to be innovative and highly motivated and organized to be successful in overseeing a large campus recreation program. The most quantifiable evidence of Allison’s forward-thinking leadership is her unprecedented success during the recent “One Day Give” campus campaign. In an environment where club sports are traditionally underfunded compared to varsity athletics, Allison took a proactive approach to financial sustainability. Club Sports raised a record amount of $24,402.01!!

What truly sets Allison apart is her universal spirit of service. While her title defines her specific responsibilities, her impact is felt across the entire University. Allison is the colleague who is always willing to step up, providing support for events and initiatives across campus regardless of whether they fall under her direct purview. She is a true "all-hands-on-deck" leader whose visibility and willingness to help foster a sense of community extends far beyond the requirements of her job.

Will consistently demonstrates strong critical thinking, especially when working through complex technical challenges like the One Day Give (ODG) ticker and leaderboard automation. Rather than simply building a quick fix, he evaluates how systems interact, how donor data plays into that, how different user groups (leadership, staff, donors, student orgs) engage with the experience. When we introduced new ODG elements this year, like academic college leaderboards and student org peer-to-peer integration, Will had to consider multiple perspectives at once, taking into account the accuracy of the data, ease of use for staff, and clarity for donors viewing results in real time. He thoughtfully analyzed how each component should function together and built a solution that was not only technically sound, but also intuitive. His ability to assess the full picture and then implement a logical solution is a clear example of professionalism in action. Will actively pursues growth in his field and applies that knowledge in ways that directly benefit the University. His work on the ODG automation is a clear example. It was something he researched, developed, and refined through his own initiative.

In addition, Will is leading ongoing efforts around website accessibility. This requires staying current with evolving standards, best practices, and compliance expectations, and then translating that knowledge into meaningful improvements for our campus community. He also looks for opportunities to improve everyday processes, such as recommending more efficient tools like Microsoft Forms for payroll deduction applications to streamline workflows. Will is an EXCEPTIONAL collaborator!! Being in IT, his work regularly brings together multiple stakeholders - Advancement, Development, Athletics, - and that's just from what I have been a part of! But he has a way of making even complex projects feel manageable. During ODG planning, he worked closely with me and others to understand evolving needs (and there were MANY!) and translated those into functional solutions. He listens carefully, asks thoughtful follow-up questions, and ensures what he builds reflects the goals of the group involved, not just the technical requirements. Will also creates an environment where people feel comfortable asking questions, even when they don't fully understand the technical side (and believe me, I am speaking from experience here!!). That approachability fosters stronger collaboration and better outcomes across departments. Will takes clear ownership of his work and demonstrates a strong sense of accountability in everything he does. When he builds something, he ensures that it works, and works well. The ODG ticker/leaderboards are a great example. This is a highly visible, real-time tool during the University's biggest fundraising days. There is no room for error, and Will approaches that responsibility with care and precision. These tools are always public, but even more front and center this year, as our Presidential Gala emcee, Dr. Kemah Washington continued to discuss and flash the leaderboards live DURING the gala event! He tests, refines, and ensures everything is functioning as expected before it goes live. Beyond technical accuracy, he takes pride in the overall experience, making sure it is clean, intuitive, and effective for users. That attention to detail and commitment to delivering high-quality work is a hallmark of his professionalism. Will consistently demonstrated respect for both people and process. He is thoughtful in how he communicates, patient when explaining complex concepts, and always willing to take the time to ensure others feel supported. He works within organizational processes while also helping to improve them. For example, his recommendation to move the payroll deduction form to Microsoft Forms respected the need for structured processes while making them more efficient and user-friendly. In his amazing efforts on website accessibility, he is also helping ensure that our processes and digital content are inclusive and has considerations for all users. This reflects deep respect not just for colleagues but for the broader campus community. His approach is never about 'fixing' something in isolation, instead, it's about making things better in a way that works for everyone involved.

Will Gausmann exemplifies professionalism through his technical expertise, collaborative approach, and consistent commitment to high quality work. He takes ownership of complex projects, approaches challenges thoughtfully, and delivers solutions that are both effective and user-focused. His work on ODG has transformed a highly visible MU initiative, and his leadership in website accessibility is helping ensure our digital presence is inclusive and forward-thinking. Just as importantly, Will is an incredibly respectful and supportive colleague. He brings patience, positivity, and a genuine willingness to help others succeed. Millersville University benefits from what Will builds, of course, but also from HOW he works. That is what makes him so deserving of recognition for the Professionalism EPPIIC Value Award!

Prof. Kauffman consistently demonstrates thoughtful and nuanced critical thinking in his teaching. As a non-traditional student returning to study, I experienced firsthand how he evaluates each student holistically rather than applying a one-size-fits-all approach. He took into account my prior experiences, current skill level, and long-term goals, and tailored his instruction accordingly. In lessons and ensemble settings, he regularly encourages students to think critically about musical interpretation. Rather than prescribing a single “correct” way to approach a piece, he invites students to consider multiple perspectives (historical context, stylistic differences between genre-specific traditions, and the role of personal expression). He then guides students in synthesizing these viewpoints into informed and intentional musical decisions. This is especially evident in his ability to move fluidly between jazz improvisation and concert saxophone instruction. By helping students understand both structured and interpretive approaches to music-making, he equips them to draw logical, well-informed conclusions in their own playing.

Prof. Kauffman demonstrates an exceptional commitment to ongoing professional growth through his active performance career and engagement with a wide range of musical styles. As a performer equally at home in jazz and concert saxophone settings, he brings current, real-world experience directly into the classroom. He maintains an active presence in the Central Pennsylvania music scene, performing with groups such as Triology and the ensemble NakedEye, as well as collaborating with organizations like the Harrisburg Jazz Collective and regional symphony orchestras. His recording projects and solo album further reflect his dedication to refining his craft. Importantly, Prof. Kauffman translates this continued professional engagement into his teaching. He introduces students to diverse repertoire, contemporary works, and improvisational practices, ensuring that his instruction remains dynamic and relevant. His career-long commitment to growth models lifelong learning for his students and strengthens his effectiveness as an educator.

Collaboration is a defining feature of Prof. Kauffman’s teaching and professional work. He actively creates opportunities for students to engage with one another through ensemble participation, jazz performance, and collaborative music-making. In my own experience, he has been intentional about not only including me as a non-traditional student but also integrating me into the broader musical community. He consistently points students toward opportunities for collaboration, whether through ensemble work, performances, or connections with other musicians. He has prepared me to play with regional community bands like the Spring Garden Band of York, the fourth oldest continually running band in the country. He has also worked around institutional constraints to allow the saxophone studio an opportunity to perform as a saxophone ensemble. Beyond the classroom, his professional work reflects a deep commitment to collaboration. His leadership of Triology and involvement with ensembles like NakedEye demonstrate his ability to build and sustain creative partnerships. He brings this same collaborative spirit into his teaching by fostering an environment where students feel encouraged to contribute, take risks, and engage meaningfully with others. He also worked with Dr. Banks to host an outstanding Single-Reed Symposium every year.

Prof. Kauffman exemplifies personal responsibility and accountability through his consistent professionalism and high standards. He approaches both teaching and performance with careful preparation, intentionality, and a clear commitment to excellence. As a student, I have experienced his reliability and dedication firsthand. He shows up fully prepared for lessons, provides thoughtful and constructive feedback, and follows through on his commitment to student growth. At the same time, he holds students accountable in a way that is both challenging and supportive, encouraging them to take ownership of their own development.

His pride in his work is evident not only in his teaching, but also in the quality of his performances. He models what it means to pursue excellence with integrity, demonstrating that strong outcomes are the result of consistent effort and personal accountability. He teaches the saxophone studio how to give peer feedback in a way that is honest but kind-- an important combination for future teachers and performers. Prof. Kauffman consistently demonstrates deep respect for his students, colleagues, and the institutions he serves. He creates a welcoming and inclusive environment in which students of all backgrounds, including non-traditional students, feel valued and supported. His approach to teaching is marked by encouragement and constructive feedback. He challenges students while maintaining a tone of respect and care, ensuring that critique is always oriented toward growth rather than discouragement. In addition, he demonstrates respect for organizational processes through his professionalism and reliability. His long-standing role as a professor and ensemble director reflects his ability to work effectively within institutional structures while contributing positively to the broader academic and musical community. Prof. Kauffman’s professionalism is perhaps best captured in his ability to both challenge and support his students in meaningful and lasting ways. As someone returning to school as a non-traditional student, I found in him not only a skilled educator, but also a mentor who recognized my potential and actively encouraged my growth. In lessons, he is always organized. In correspondence, he is quick to respond. In life, he is an outstanding mentor and teacher who elevates the student experience with his disposition and behavior.

During a period of significant administrative transition within Integrated Studies, Jess Orcutt demonstrated remarkable judgment and analytical thinking. At one point she became the primary holder of program knowledge and operational process while the onboarding of a new Director was underway. Integrated Studies is a complex program that requires careful coordination of admissions, orientation, coaching assignments, and the scheduling of audited courses across many academic departments. Jess was responsible for maintaining student schedules while also guiding students through the university’s course registration systems and procedures. This work required balancing multiple perspectives simultaneously: the developmental needs of students, the expectations of faculty whose courses students were auditing, the procedural requirements of university registration systems, and the expectations of families who rely on clear communication and stability. Jess routinely evaluated these intersecting factors in order to determine the best course of action for each student. Her ability to synthesize these considerations ensured that students remained appropriately enrolled in courses that supported both their educational goals and the expectations of faculty and departments. Her thoughtful approach allowed the program to maintain continuity during a period that could easily have disrupted the student experience. Students continued to progress through their academic schedules, faculty received clear communication, and the program maintained its operational integrity during a complex leadership transition.

Jess has consistently demonstrated commitment to professional growth within the rapidly developing field of inclusive postsecondary education. She maintains active engagement with the Pennsylvania Inclusive Higher Education Consortium (PIHEC), where institutions across the state collaborate to strengthen inclusive college opportunities for students with intellectual disabilities. Through this involvement Jess remains connected to emerging practices, policy developments, and program design innovations. Her expertise has also been recognized nationally. Jess has been invited to participate in professional panels through ISRVA, contributing practitioner insight on the implementation and day-to-day operation of inclusive postsecondary programs. In addition, she is frequently referenced by colleagues across the country as a resource for new programs seeking guidance, particularly through the Think College National Coordinating Center, the national hub for inclusive post-secondary education. Jess brings this knowledge directly back to Millersville. The practices she learns through these networks inform improvements in student coaching strategies, course planning, and the operational processes that allow Integrated Studies to function as a nationally respected model. Her continued engagement with the broader field ensures that Millersville remains aligned with current best practices and national standards.

Integrated Studies operates across nearly every part of the university—academic departments, student affairs units, faculty facilitators, families, and peer mentors. Jess plays a central role in coordinating these relationships. During the transition period when a new Director was being onboarded, Jess served as the connective point that allowed the program to function smoothly. She worked closely with faculty facilitators to ensure that course auditing arrangements were understood and properly implemented. She communicated with multiple university departments to maintain appropriate student enrollment and scheduling processes. At the same time, she guided students and families through expectations and responsibilities connected to participating in a university program. Jess fostered collaboration not through authority but through careful communication and respect for the expertise of others. She routinely gathered input from faculty about course expectations, listened to student goals when constructing schedules, and ensured that administrative procedures were followed accurately. This approach created an environment in which participants felt respected and engaged in supporting student success. Her collaborative approach was particularly evident in her work with the incoming Director. Rather than guarding institutional knowledge, Jess actively shared processes, explained operational structures, and worked in partnership to ensure a smooth leadership transition.

Jess demonstrates accountability through her stewardship of the operational details that make Integrated Studies successful. During the administrative transition period she assumed responsibility for maintaining the program’s complex scheduling system, ensuring that students were correctly registered for audited courses across numerous departments. These responsibilities require meticulous attention to university procedures and direct coordination with students, faculty, and administrators. Despite the increased workload and uncertainty that can accompany leadership transitions, Jess ensured that the program continued to function without interruption. Students remained engaged in appropriate courses, faculty were well informed, and families continued to experience stability and confidence in the program. Her dedication reflects both professional accountability and genuine pride in the success of the students and the program she supports. Jess demonstrates deep respect for both people and institutional processes. Integrated Studies operates within clearly defined procedures related to admissions, orientation, student coaching, academic participation, and coordination with university departments. Jess consistently ensures that these processes are followed carefully while also supporting students who may need additional guidance navigating them. Her interactions with faculty, staff, and administrators are characterized by humility and professionalism. During the transition to a new Director, Jess demonstrated exceptional respect for the incoming leadership by sharing institutional knowledge openly and supporting the Director’s understanding of the program’s structures and procedures. Her approach strengthened trust and collaboration during a time when continuity was essential. Jess also models respect in her daily interactions with students and families. She balances encouragement with clear expectations, helping students understand how to participate responsibly in the academic life of the university.

Integrated Studies has become nationally recognized as a model for inclusive postsecondary education. Programs across the country frequently look to Millersville for guidance on how to structure opportunities for students with intellectual disabilities to participate meaningfully in university life.

Jess Orcutt has played an essential role in sustaining that reputation. Her professionalism is reflected not only in the reliability of her daily work but also in the way she represents the program within professional networks across Pennsylvania and nationally. Colleagues in the field regularly identify her as a knowledgeable and generous source of information. Perhaps most importantly, Jess embodies the quiet professionalism that allows complex programs to succeed. She works with humility, respect, and dedication, ensuring that students, families, faculty, and administrators can trust the systems and relationships that support Integrated Studies. Through her actions she strengthens both the program and Millersville University’s broader mission of inclusive student success.

I am nominating Josiah Orr from the Budget and Accounting Office for the Professionalism EPPIIC Value Award. Josiah works in very complex area that requires careful attention to detail and expert processes. His work requires adherence to professional standards and strict timelines in order to see that bills are paid in a timely manner and that travel expense deadlines are met. I understand from colleagues closer to him that he is diligent in keeping up with the changing systems and consistently expanding his role on the Budget and Accounting team. While Josiah is not a member of my division, I have had the distinct pleasure of working with him on travel management and accounts payable matters, and I can say without reservation that he exemplifies what it means to be a true professional — not just within his own team, but across the broader Millersville community. On more occasions than I can count, Josiah has responded to my requests for assistance — often at a moment's notice — with patience, expertise, and genuine care for my needs. Whether I am navigating the Travel Management System for the first time or working through a more complex reimbursement issue, Josiah meets me where I am. He tailors his guidance to what I actually need, explains processes clearly without talking down to me, and follows through until the matter is resolved. That kind of responsiveness and personal accountability speaks directly to the professionalism criteria: respect for others, pride in a job well done, and a clear sense of personal responsibility. This experience of getting excellent customer service is not unique to me. Josiah is widely known across campus as a knowledgeable, approachable resource for anyone navigating accounts payable or travel expense processes. He created a training guide for the Travel Management System that has become an invaluable resource for new employees and returning users alike — a tool that reflects his commitment to organizational process and procedure and his initiative to go beyond the minimum requirements of his role. I have personally shared that guide and Josiah's contact information with new members of my team, confident that they will be well served.

Josiah Orr is a model of professionalism and a genuine asset to Millersville University. He makes the work of everyone around him easier, and he does it with grace, humility, and care. He is exactly the type of early career professional that Millersville needs to nuture and develop long term. I am proud to nominate him for this recognition.

When the Admissions team reviews an application that doesn't meet standard benchmarks they must move beyond surface-level metrics to draw a logical conclusion about that student's potential.

1. Analyzing and Evaluating Information
   The team doesn't just look at a transcript; they evaluate the context of the information. Critical thinking is applied when they:
   • Dissect Outreach Data: Analyzing engagement patterns (e.g., did the student attend open houses? Did they seek out resources?) to gauge "demonstrated interest" and persistence.
   • Identify Discrepancies: Recognizing when a student's standardized test scores don't align with their classroom performance, prompting a deeper dive into their personal statement or counselor recommendations.
2. Consideration of Multiple Perspectives
   To reach a logical conclusion, the team balances several competing viewpoints:
   • The Academic Perspective: Will this student be able to handle the rigor of MU's curriculum without falling behind?
   • The Individual Perspective: What external factors (family obligations, socio-economic hurdles, or health issues) might have impacted their historical data?
   • The Institutional Perspective: How does this student contribute to the "Millersville family" in terms of diversity, talent, and community spirit?
3. Drawing a Logical Conclusion
   Through this synthesis, the team demonstrates critical thinking by moving from observation to action. Instead of a binary rejection, they might conclude that the student is a perfect fit for a specific bridge program or academic support initiative.

By treating every interaction—from the first outreach email to the final file review—as a complex puzzle, the MU Admissions team ensures that their conclusions are grounded in logic and empathy. They effectively balance the high-level goals of the university with the human reality of the applicants, proving that critical thinking is the heartbeat of their daily operations.

The Admissions Team at Millersville University (MU) doesn't just advocate for education; they embody the principle of lifelong learning. Their commitment to professional development is not a passive checkbox but a strategic initiative to maintain high-level competence and industry leadership. By examining their engagement with professional organizations and internal leadership programs, we can see a clear pattern of continuous improvement and expertise-building.

1. External Mastery: Industry Leadership and Advocacy: The team’s involvement in major professional associations demonstrates a commitment to staying at the "cutting edge" of admissions trends, policy changes, and ethical standards.
2. State-Level Leadership: Under the guidance of Joni Klopp, who served as President of PACAC (Pennsylvania Association for College Admissions Counselors), the team has moved beyond mere membership. This involvement ensures that MU is not just following industry standards but actively shaping them.
3. Specialized Expertise: The delegation of roles—such as Megan Swisher on the conference planning team and Lucia Garabo on the government advocacy committee—shows a tactical approach to competence. They are gaining specialized knowledge in event logistics and legislative impacts on higher education, which directly informs how MU navigates the competitive recruitment landscape.
4. Graduate Level Excellence: Chad Baker’s tenure as President of PAGAP (PA Association of Graduate Enrollment Management) and his current role as Marketing & Communications Chair ensure that the graduate wing of admissions remains sophisticated in its outreach and digital strategy.
5. Internal Refinement: The President’s Leadership Institute (PLI): Furtherance of knowledge at MU is also inward-facing. The participation of Joni Klopp, Rebecca Boyer, and Chad Baker in the President’s Leadership Institute represents a deep dive into the specific institutional mechanics of Millersville.
6. Application of Theory: The skills gained from PLI—ranging from organizational psychology to strategic resource management—have been directly applied to the reorganization of departments.
7. Systemic Competence: By engaging in this program, these leaders have moved from being functional experts to organizational strategists. This has allowed them to streamline internal team dynamics and improve the efficiency of how the entire department operates.
8. The "Multiplier Effect" of Their Competence - The most significant aspect of the team’s pursuit of knowledge is that it is communal. Joni Klopp’s leadership style emphasizes a "trickle-down" of expertise:
   • Encouragement of Leadership: By pushing staff to take on roles within PACAC and PAGAP, the team ensures that there is no single point of failure in terms of expertise.
   • Strategic Reorganization: The team uses their combined knowledge to evaluate internal structures, ensuring that the staff is organized in a way that maximizes their individual strengths and the university's goals.
   • Logical Conclusion: This proactive approach to professional development proves that the candidate(s) do not rely on outdated methods. Instead, they are in a constant state of "upskilling," ensuring that Millersville remains a leader in Pennsylvania’s higher education landscape through informed advocacy, modern marketing, and refined internal leadership. o address how the Admissions Team has promoted collaboration, we must look at their transition from a "siloed" department to a centralized hub of university integration. Their approach demonstrates that collaboration is not just a friendly gesture, but a structural necessity for student success.

Structural Transformation: Breaking Down the Silos

The most significant instance of promoted collaboration was the comprehensive restructuring of the Admissions department over the past two years.

The Action: The team intentionally dismantled "siloed" workflows where information was trapped within specific sub-units. The Goal: By reorganizing, they created a fluid environment where staff members can adapt to changing personnel and budgetary constraints without losing momentum. This move forced a culture of shared responsibility, ensuring that "the end goal" of student recruitment became a collective burden rather than an individual one.

Deep Integration with Academic Faculty

The team has elevated partnerships with academic departments from mere "logistical updates" to strategic co-branding. 

• Collaborative Programming: Rather than Admissions staff speaking for a department, they have created unique programming that brings faculty directly into the recruitment fold.
• Tailored Messaging: They take the specific expertise of academic divisions and translate it into "student-ready" messaging. This step ensures that the information disseminated is both academically rigorous and marketed effectively to 17- and 18-year-olds.
• Stakeholder Engagement at Events: During Open Houses and Admitted Student Days, the team creates an environment where faculty feel like essential partners rather than "guest speakers." By involving them in the planning stages, the Admissions team ensures faculty are deeply invested in the outcome of these events.

Creating the "Seamless Path": Cross-Divisional Synergy

The team recognizes that a student’s journey involves a "hand-off" between multiple offices. To prevent students from falling through the cracks, they have fostered collaboration with Financial Aid, the Registrar, Campus Life, and Orientation

• The Step-by-Step Environment: To ensure participants were engaged across these divisions, the Admissions team took the lead in establishing strong working relationships early in the funnel.
• Unified Vision: They framed the collaboration around a single, compelling narrative: The student experience starts at the first inquiry and lasts beyond graduation. By positioning Admissions as the "starting line" for all other departments, they created a sense of shared ownership over the student’s entire lifecycle at Millersville.

Steps Taken to Ensure Engagement

To move these collaborations from "ideas" to "actions," the team implemented specific strategies:

• Active Adaptation: They constantly modify their approach based on the university's changing organizational restraints, showing stakeholders that they are flexible and realistic partners.
• Relational Equity: By focusing on "establishing strong working relationships" before a crisis or a deadline hits, they built a foundation of trust that makes cross-departmental asks much easier to fulfill.
• Inclusion by Design: They don't just invite other departments to help; they include them in the creation of the programming, ensuring that stakeholders like Financial Aid or Campus Life have their needs and perspectives reflected in the final plan.
• Logical Conclusion: The Admissions team acts as the "connective tissue" of Millersville University. Their work in the last two years has proven that when the "beginning" of the student journey is collaborative, the rest of the university is better positioned for success. The Admissions Team at Millersville University approaches their role not as a series of administrative transactions, but as a personal steward of each student’s future. Their sense of responsibility is rooted in the understanding that they are the architects of a student's first impression of the university.
• Personal Responsibility: Stewardship of the "First Seconds" The team assumes radical accountability by recognizing that the student experience is fragile at the point of entry.
• The Goal of "Expectation Matching": They take personal ownership of a student’s expectations from the "first seconds" of interest. This means they don't just provide data; they ensure the reality of the MU experience aligns with the promises made during recruitment.
• Proactive Problem Solving: Accountability is most visible when things go wrong. The team operates with a "rectify ASAP" mindset. If a conversation with a family or educator falls short of their high standards, they do not deflect blame to policy or bureaucracy. Instead, they view it as their personal mission to intervene and repair the relationship, ensuring frustration never becomes the defining feature of a student’s journey.
• Control Within the Power Base: They focus their energy on "whatever is within their power," demonstrating a high internal locus of control. They don't wait for external conditions to improve; they take responsibility for the tone and quality of every interaction.
• Demonstrating Pride: Success Beyond the Spreadsheet: While many admissions departments measure success solely through enrollment numbers, the MU team demonstrates a more profound pride that is tied to the long-term lifecycle of the student.
• The Graduation Benchmark: Their pride is most evident during winter and spring commencement. They don't just celebrate meeting recruitment quotas; they celebrate seeing the "finished product"—graduating seniors. They take immense satisfaction in knowing that their initial outreach was the catalyst for that student’s degree.
• Quality Over Quotas: The team demonstrates pride in the caliber of the community they build. They evaluate their job performance based on how their recruits perform:
  • In the Classroom: Academic persistence and curiosity.
  • On Campus: Leadership and engagement in student life.
  • In the Community: The post-graduation impact of MU alumni.

By shifting their focus from "state admissions goals" (a numerical requirement) to "student influence and success" (a human outcome), the team ensures that every action they take is high-stakes. They aren't just filing applications; they are building the "Millersville family" one student at a time. Their pride is derived not just from the volume of the class, but from the integrity and success of the individuals within it. The Admissions Team at Millersville University demonstrates respect not as a passive trait, but as an active engagement with the people and the structures that make the university function. They view respect for others and respect for process as two sides of the same coin: one honors the individual, while the other honors the community’s shared goals.

• Respect for Others: Valuing Every Stakeholder: The team’s actions reflect a belief that every individual—whether a prospective student or a community leader—is a "valuable resource" worthy of their time and attention.
• Individualized Attention: They show respect for the personal journey of students by moving beyond mass communication. Taking the time for one-on-one conversations with families demonstrates a deep respect for the gravity of the college decision-making process.
• Holistic Mentorship: Their respect for students doesn’t end at enrollment. By mentoring students once they are on campus, the team acknowledges the student’s value as a permanent member of the MU family, not just a recruitment statistic.
• Community Integration: The team extends respect to the broader region by serving on school district steering committees and Leadership Lancaster. These actions show they respect the expertise and needs of the local community, seeking to align MU’s goals with the needs of the surrounding area.

The team understands that MU’s mission is upheld by its internal governance and cultural values. They demonstrate their commitment to the "Millersville way" through active participation in the university's formal structures.

• Upholding EPPIIC Values: The team doesn't just mention Millersville’s EPPIIC values (Exploration, Professionalism, Public Mission, Inclusion, Integrity, and Compassion); they actively promote them at all levels. This shows a deep respect for the ethical framework that guides the institution.
• Engagement in Governance: By serving on various boards, commissions, and the President’s Commissions, the team demonstrates respect for the university’s deliberative processes. They choose to be "in the room" where decisions are made, contributing to the organizational health of the university rather than operating as an isolated unit.
• Cross-Divisional Cooperation: Their involvement outside their own division indicates a respect for the interconnectedness of the university. They recognize that their office is part of a larger ecosystem, and they honor the procedures of other departments to ensure "academic and personal success" for all students.

The Admissions team’s "all-in" approach to campus and community life proves that they see themselves as part of a larger whole. Whether they are navigating complex university procedures or sitting down for a private talk with a nervous high school senior, their actions are rooted in a fundamental respect for the human element and the institutional integrity of Millersville University. The Admissions team’s nomination for this award is anchored in their belief that professionalism is not a suit you wear, but a standard of service you provide to your community. Their actions over the past year demonstrate that they view their roles as ambassadors of Millersville University's heart, not just its enrollment goals.

Beyond the Lombardo Welcome Center: Professionalism in Action

While many teams define their professional scope by the four walls of their office, the MU Admissions team actively seeks to expand their impact through community-based leadership. The Lancaster Food Bank Initiative: This spring, the team—alongside the broader Enrollment Management Division—transitioned from recruiting students to serving the local community at the Lancaster Food Bank. This was not merely a "day off" from the office; it was a deliberate exercise in EPPIIC values. By assisting an organization in need, the team practiced high-level empathy and teamwork in a high-pressure, service-oriented environment. Modeling Leadership and Compassion: This volunteer experience served as a practical application of their professional philosophy. By stepping into the community, they demonstrated that a "professional" at Millersville is someone who recognizes the challenges facing the region and takes personal responsibility to address them.

The strength of this nomination lies in the team’s ability to balance rigorous administrative standards with profound human kindness. Specific indicators of their worthiness include:

• Agility Under Pressure: Throughout the challenges of the last two years—including departmental restructuring and shifting budgets—the team has maintained a composed and supportive environment. They haven't just survived change; they have used it to become more collaborative and efficient.
• The "Whole Student" Philosophy: Their professionalism is most evident in their refusal to treat students as numbers. Whether it is mentoring an undergraduate who was recruited years prior or spending an extra hour with a concerned parent, they treat every interaction with a level of dignity that elevates the university’s reputation.
• Ambassadorship at Every Level: From the President’s Commissions to local school district steering committees, the team members act as a bridge between the institution and the public. They consistently demonstrate that Millersville staff are invested leaders who lead by example.

The Admissions team has proven that they are the "first responders" of the university’s mission. They have successfully bridged the gap between strategic enrollment management and genuine community care. By volunteering their time, restructuring their workflows for better collaboration, and holding themselves personally accountable for every student’s success, they have redefined what it means to be a professional at Millersville University.

They do not just bring students to the "Millersville family"; they show those students—and the community—exactly what that family stands for through their daily actions.

Dr. Davis teaches a class (SPED 311) which covers the most up-to-date practices for general education teachers to support special education initiatives, inclusion of students in the general education environment as much as possible, and how to support struggling students as early and effective as possible. This is all under the instructional "umbrella" of Response to Intervention (RTI) practices, which are developed at many local schools. He often references the local School District of Lancaster's data, practices, and procedures, as an exemplary example, and he attempts to aid other schools in Lancaster and Lebanon County to enact an RTI program. His work in informing teaching candidates and preparing them to be inclusive, supportive teachers will provide the answers to the needs of local school districts who hire Millersville graduates.

Dr. Davis consistently provides accessible content and fair grading in class. He recognizes the conflicts and illnesses which affect college students and builds his class so that two of the lowest grades get dropped - mistakes happen, though they needn't define your GPA if you grow in the class through the semester. Dr. Davis makes all D2L content accessible by screen reader and provides both transcripts and video versions of content. He openly discusses accessibility aids he uses in his own life, as well as how we as teachers can differentiate lessons in a variety of ways to meet diverse classroom needs.

Dr. Davis provides incentive for visiting campus resources such as the Writing Center, and provides other helpful campus resources clearly within our D2L page. Mental health, food security, and counseling services are all referenced and outlined in our D2L for any student to contact without extra steps or judgement.

Dr. Davis is very interested in hearing about students' experiences and how this could connect to class, and eventually to our jobs as teachers working with local populations. He teaches this class for the greater public good of serving students who need academic or behavioral support, and believes in reducing the over-referral of students to special education as well as supporting the most inclusion of students in the general education classroom. His personal research projects include exploring how an online degree program reaches a wider and varied demographic of teaching candidates, and how this could support culturally and linguistically diverse students better through having a more diverse group of teachers and their perspectives.

Dr. Foels consistently responds to the needs of our regional communities through active engagement, service, and leadership grounded in the University’s public mission. Dr. Foels intentionally connects her professional work to community service by aligning outreach efforts with strategic goals that prioritize civic engagement, equity, and impact. During the Spring 2026 semester, she developed a connection with Pennsylvania social workers. She developed a multi-week Mindfulness Workshop developed to meet the specific needs of these 20 social workers providing support and care for elderly Pennsylvanians. Her efforts with this work demonstrate how she expands her social work knowledge beyond the Millersville classroom, developing programming to meet community social worker needs. Dr. Foels demonstrates strong engagement with the public through meaningful outreach, collaborative partnerships, and mission-driven community initiatives. Through her Mindfulness Workshop, she actively connects her social work knowledge, the University public mission, and the needs of Pennsylvania social workers. During the Spring 2026 semester, she developed and offered the Mindfulness Seminar. She met with the social workers every week for 4 weeks guiding them through meditation exercises. She connected with them through an app, responding to their reflections and checking in on their progress. She built relationships through intentional service activities designed with their needs in mind. These relationships have now opened doors for future work directly with elderly Pennsylvanians and additional social workers, fostering a mutually beneficial partnership as social work students will now have richer community connection during their time at Millersville and beyond graduation.

Her work consistently reflects a commitment to community engagement, ensuring that outreach efforts align with institutional priorities while creating tangible, positive outcomes for the public we serve. Dr. Foels actively promotes fairness, accessibility, and student success through intentional, mission-driven actions that extend beyond the classroom. She consistently advocates for inclusive practices within community-focused initiatives, ensuring that programs and outreach efforts are accessible to students and community members from diverse backgrounds. For the Mindfulness Workshop, Dr. Foels asked the social workers to select the time of day, to ensure the program aligned with their workflow needs. Additionally, Dr. Foels designed the program for delivery on Teams so she could work with a range of social workers living in various PA Counties. This demonstrates how Dr. Foels prioritizes equitable access to opportunities by reducing barriers to participation, amplifying underrepresented voices, and connecting public citizens to resources designed to support professional success. One clear example is her willingness to develop and lead a mindfulness community-focused initiative. Through this program development, Dr. Foels ensured that University resources and expertise were directed toward addressing real social worker community needs. Dr. Foels leveraged an existing application, and her training in mindfulness through MEIA, to create the free program offered to social workers.

By choosing to align programs and outreach efforts with principles of equity, access, and service, Dr. Foels ensures that decisions are made not for individual benefit, but to strengthen community partnerships and expand opportunities for students and the public. These actions reflect a thoughtful, mission-driven approach that places the public good at the center of her work.

Sergeant First Class Allan Rivard has consistently responded to the needs of Millersville University’s regional and metropolitan communities by creating and sustaining programs that honor service, build civic connection, and support military‑connected individuals. Through his leadership in establishing Wreaths Across America at Millersville University, SFC Rivard connected students, veterans, and community members in a meaningful public ceremony that honors those who have served, strengthens civic awareness, and situates the University as an active steward of national memory and service—an effort that now enters its third year and aligns closely with America250. In addition, he helped launch and grow the Salute to Service: A Veteran’s Appreciation Lunch, expanding participation from 12 to 28 attendees in one year, directly addressing the needs of veterans and military‑connected learners by fostering visibility, recognition, and community belonging.

In his ongoing role managing Army ROTC and the Veterans and Military Resource Center, SFC Rivard connects institutional resources with broader regional networks of support, ensuring students are prepared not only for academic success, but for engaged citizenship and service beyond campus. Through these sustained efforts, he clearly connects his work to serving the public good and advancing the University’s mission as a public institution. Sergeant First Class Allan Rivard actively engages the public through intentional outreach, sustained partnerships, and community‑focused initiatives that connect Millersville University to regional and metropolitan audiences. Through his leadership with Army ROTC and the Veterans and Military Resource Center, SFC Rivard builds bridges between the University, military‑connected students, veterans, alumni, and community members, creating visible and meaningful points of connection. His work establishing Wreaths Across America at Millersville University exemplifies this engagement by bringing together cadets, campus partners, and the broader community in a public ceremony that honors service and fosters civic reflection beyond the campus borders. Additionally, the Salute to Service: A Veteran’s Appreciation Lunch serves as an outreach initiative that intentionally creates space for veterans and military‑connected individuals to connect with one another and with University leadership, strengthening networks of support and belonging. Through these efforts, SFC Rivard consistently connects his work to public service, positioning Millersville University as an engaged partner in honoring service, supporting veterans, and contributing to the civic life of the region.

Sergeant First Class Allan Rivard actively promotes fairness, accessibility, and student success through his consistent, hands‑on support of cadets and military‑connected students, often extending well beyond standard work hours. He is frequently seen after hours working one‑on‑one with students to teach foundational skills such as marching and ceremonial preparation, ensuring that all cadets—regardless of prior experience—have equitable access to learning and success within the ROTC program. SFC Rivard also dedicates time to preparing the University’s cannon for football games, preserving campus traditions while intentionally involving students in the process so they feel ownership, pride, and belonging. In addition, he maintains an open‑door approach for students who walk in seeking guidance or support, responding with patience, respect, and practical assistance that removes barriers to persistence and engagement. Through these actions, SFC Rivard creates an accessible and supportive environment where students feel seen, supported, and empowered to succeed academically, personally, and as future leaders. One clear example of Sergeant First Class Allan Rivard acting with the public good in mind is his decision to establish and sustain Wreaths Across America at Millersville University as an annual public ceremony. Recognizing the importance of honoring service members while educating students and the community about sacrifice, citizenship, and national history, SFC Rivard organized University cadets to lead a wreath‑laying ceremony at the Civil War Monument following Commencement. This decision intentionally connected academic celebration with civic reflection, reinforcing Millersville University’s role as a public institution committed to service and remembrance. By continuing this initiative for a third consecutive year and aligning it with the broader America250 commemoration, SFC Rivard ensured the impact extended beyond a single event, creating a lasting tradition that serves students, veterans, alumni, and the broader community. His action reflects a consistent commitment to advancing the public good through purposeful, values‑driven engagement.

Sergeant First Class Allan Rivard consistently demonstrates strong stewardship of University resources by operating an effective and impactful program with extremely limited financial allocations. With a very lean allocation from the University, SFC Rivard runs the Army ROTC program and Veterans Resource Center and supports military‑connected students in a manner that prioritizes mission, student experience, and long‑term sustainability. Rather than allowing financial constraints to limit opportunities, he proactively seeks creative solutions to stretch resources, including initiating student‑led fundraising efforts. In 2024, he organized ROTC cadets to sell hot chocolate at the Glorious Sounds of the Season Maker’s Market in Stayer Hall, providing students with hands‑on experience in fundraising while generating support for program needs. Through careful budgeting, volunteer engagement, and creative use of campus partnerships and events, SFC Rivard maximizes impact while minimizing cost, modeling responsible resource stewardship and reinforcing the value of accountability, initiative, and sustainability in public service.

It is an honor to nominate Art White, the administrative and investigative Lieutenant with University Police for the EPPIIC Values Award in the category of Public Mission. Lt. White has demonstrated a career of public service, and outreach spanning 32 years for not only our university communities but also as a part-time officer for both Columbia Borough Police and Susquehanna Regional Police departments. During this time, Lt. White has devoted his career to being an officer and supervisor who engages in community outreach and finds help for community members in need. He is described as a peer in one of those departments as a humble servant leader known for positively impacting relationships with police offices and our community.

Art is one of the most recognizable officers in Lancaster County due to his leadership and initiative to involve others with police and community events such as Toys for Tots, Touch a Truck and more locally with National Night Out. Art’s service and dedication to Lancaster County Toys for Tots truly stands out. In 2005, Lt. White was recruited by a Marine in Columbia and a retired police chief in Mount Joy to help sort toys and distribute boxes to a couple of departments for the program. By 2008, Art offered to coordinate the law enforcement effort for the four participating departments for Toys for Tots for Lancaster County. Over the past 18 years Lt. White expanded the outreach from four agencies to ALL 26 police departments in Lancaster County and also community partners. Art has distributed boxes on campus with residence life, health services, campus life and at local establishments like the Sugar Bowl. Gene Duncan, the Lancaster County Toys for Tots coordinator, shared the following about Lt. White, “Art was instrumental in starting both the Touch a Truck and gaining the complete engagement of ALL Lancaster County Police Departments with having boxes for Toys for Tots. Art’s enthusiasm not only initiated these programs, but Art is soley responsible for the continuation and growth of these programs. Art devotes hundreds of hours of personal time to Toys for Tots each year, and he has impacted well over 250,000 children in our County over the past 20 years.” Art also initiated the successful Touch a Truck events in Lancaster County through Toys for Tots, which combines community engagement with public safety education for children and their families. These events provide youth and families with experiencing law enforcement and first responder command centers, drones, motorcycles, helicopters, specialty vehicles, animals and of course their patrol vehicles as well as learning how to safely install child safety seats. Lt. White has provided drone demonstrations to youth and family at National Night Out events in our community and also provided safety handouts to parents including trigger locks for gun owners.

In nominating Art for this award, Chief Anders notes Art explained his devotion to helping the community as simply “I think because we all have received help in some way it is always good to give back. The benefits of helping your community with organizations like Toys for Tots help the community with a better future.” Chief Anders has observed the pride Art takes in representing Millersville University Police and the University at community events. It is a privilege to nominate Lieutenant Arthur White for the EPPIIC Award for Public Mission for his continued police service to multiple communities and outstanding community service and outreach to others, particularly economically challenged families and children.

Lt. White is inclusive with providing access to programs for all community members with a focus on those who have financial needs. He deliberately chose to hold the Touch a Truck event in a large open lot of Park City Center as this is on a public access route for County residents and university students. Lt. White has personally paid for a parking permit and found matching donors as raffle prizes for MU students who donate toys to Toys for Tots. Almost all of the time Lt. White spends on these community outreach areas are volunteer hours. Lt. White is our lead liaison with student groups who have sought to bring community events to campus. An example of Art finding a path to assist others on campus with public mission is with the student group National Society of Black Engineers (NSBE) as the group wanted to close Frederick Street to have a career carnival. Art worked with the students, University facilities and the Borough to assure the roadway could be safely closed for the event, which focused on providing K-12 students with practical hands-on experience with large trucks on a college campus.

This candidate consistently demonstrates behaviors that foster a welcoming, inclusive community where all individuals feel seen, valued, and supported. They approach every interaction with empathy, actively listening to others’ experiences and perspectives while creating space for open and respectful dialogue. Their commitment to inclusion is evident in how they intentionally engage individuals from diverse backgrounds, ensuring everyone has an opportunity to participate and contribute. They model cultural humility by recognizing the importance of ongoing learning and self-reflection, and they are mindful of how identity, ability, and lived experiences shape each student’s needs. Through their leadership and collaboration, they help cultivate environments that celebrate diversity rather than simply acknowledge it. They are proactive in addressing barriers to access and inclusion, advocating for equitable opportunities, and encouraging others to do the same.

Additionally, this candidate fosters a sense of belonging by building genuine relationships and creating spaces where students feel comfortable expressing themselves authentically. Their actions reflect a deep commitment to social work values, particularly the dignity and worth of the person and the importance of human relationships, making them a meaningful contributor to a community that uplifts and serves all students.

This candidate consistently demonstrates an understanding of how planning and decision-making impact others and takes intentional steps to ensure those voices are included in the process. Rather than making decisions in isolation, they actively seek out input from a diverse range of individuals, recognizing that meaningful outcomes are strengthened through collaboration and shared perspectives. They are proactive in “inviting others to the table” by creating opportunities for dialogue, whether through structured meetings, open forums, or informal check-ins. They make a deliberate effort to include individuals who may not always feel empowered to speak up, ensuring that planning processes are both inclusive and representative. Their approach reflects a deep awareness that decisions affect students, colleagues, and the broader community in different ways, and they value those lived experiences as essential to effective planning. Additionally, this candidate demonstrates transparency in decision-making by clearly communicating goals, gathering feedback, and incorporating it into actionable steps aligned with strategic priorities. They foster a collaborative environment where individuals feel heard and respected, ultimately strengthening trust and engagement. Through this inclusive and thoughtful approach, they contribute meaningfully to advancing strategic plan goals in a way that reflects the needs and voices of the entire community.

This nominee is intentional about ensuring that individuals who are less vocal or from underrepresented groups are not overlooked, but instead actively included in meaningful ways. They recognize that not all voices are equally heard in traditional settings, and they take proactive steps to create space for those perspectives. This includes using multiple forms of engagement, such as one-on-one conversations, small-group discussions, and virtual platforms, to make participation more accessible and comfortable. They are especially mindful of power dynamics and barriers that may prevent individuals from speaking openly, and they work to reduce those barriers by fostering a supportive and nonjudgmental environment. Rather than waiting for individuals to come forward, they reach out directly, inviting input and demonstrating that each person’s perspective is valued and impactful.

Additionally, this nominee practices active listening and follows through by incorporating feedback into decisions and plans, reinforcing that contributions are not only welcomed but also meaningful. Their approach reflects a strong commitment to equity and inclusion, ensuring that underrepresented voices are not only heard but are also influential in shaping outcomes. Through these actions, they help cultivate a community where all individuals feel empowered to participate and belong. During LEAD, this nominee demonstrated a strong commitment to accessibility by intentionally considering how different needs could impact participation. A meaningful example of this was when they met with Senator Martin’s staff and ensured that I was able to join the conversation via Zoom. Rather than limiting the experience to those who could be physically present, they took the extra step to include a virtual option so that I could fully participate. This action reflected their awareness that accessibility is not one-size-fits-all and that inclusion often requires flexibility and intentional planning. By incorporating a virtual platform, they removed a potential barrier and ensured that I had equal access to the conversation, the opportunity to engage, and the ability to contribute my perspective. Beyond this moment, their approach consistently emphasized inclusion, making it clear that every voice matters. Their willingness to adapt and advocate for accessible participation created a more equitable and welcoming experience for everyone involved, demonstrating a genuine commitment to ensuring that all individuals can fully engage and benefit.

This individual consistently fosters a culture of psychological safety by creating spaces where others feel respected, heard, and valued. They lead with empathy and intentionality, encouraging open dialogue and making it clear that all perspectives are welcome. Through their communication style, they set the tone for honesty and authenticity, helping others feel comfortable expressing ideas, asking questions, or sharing concerns without fear of judgment. They model vulnerability by being open about their own learning process, including acknowledging mistakes and viewing them as opportunities for growth rather than failure. This approach helps normalize imperfection and reinforces that everyone is still learning. They also respond to others with patience and understanding, ensuring that feedback is constructive and supportive rather than critical or dismissive. In group settings, they are mindful of creating balance, inviting quieter voices into the conversation while ensuring that more dominant voices do not unintentionally overshadow others. They actively listen, validate contributions, and follow through on concerns that are raised, demonstrating that input is taken seriously. Through these actions, they cultivate an environment where individuals feel safe to be authentic, take risks, and fully engage. Their commitment to trust, respect, and inclusion strengthens both individual confidence and the overall sense of community.

Jess Orcutt demonstrates inclusion not as a slogan but as a daily practice. As Success Coach for Integrated Studies, she works continuously to ensure that students with intellectual disabilities experience Millersville University as full members of the campus community. Inclusive postsecondary education requires constant attention to how systems and habits can unintentionally separate students. Jess consistently acts to prevent this. One clear example is her approach to course scheduling. Rather than clustering Integrated Studies students in the same classes, Jess intentionally distributes students across the curriculum, usually placing only one or two students in any given course. This approach preserves the authentic experience of learning alongside typical peers and ensures that students are recognized as members of the class rather than a separate group.

Jess also supports students as they become active members of campus life. She works with students to identify organizations and activities aligned with their interests and helps them navigate expectations so they can participate fully. In several cases students have moved beyond simple participation and taken leadership roles within organizations, including serving on boards. Through these actions Jess helps create a campus environment where diversity is not managed from the sidelines but actively welcomed into the shared life of the university. Jess understands that inclusive education depends on collaboration across the university. Decisions about course participation, student support, and campus involvement affect faculty, administrators, families, and the students themselves. In developing student schedules and academic plans, Jess regularly communicates with faculty to understand course expectations and ensure students can participate successfully. She works with program leadership and university offices to ensure that decisions align with institutional processes and policies. Most importantly, she engages students directly in conversations about their interests, strengths, and goals so that planning reflects their own aspirations. Jess also works thoughtfully with families. She invites their perspectives while helping them understand the expectations and independence that come with college life. By bringing together students, families, faculty, and administrators, she creates planning processes that reflect multiple perspectives while still centering the student as the primary participant in their own education. Students with intellectual disabilities are often among the least-heard voices in higher education systems. Jess makes intentional efforts to ensure that their perspectives shape the decisions that affect them. She spends time meeting with students individually to understand their interests and goals before constructing schedules or recommending campus activities. Rather than assuming what students may want, she asks questions and listens carefully to their responses. This practice helps ensure that the student’s own voice guides their college experience. Jess also encourages students to speak for themselves in academic and campus settings. She supports them in communicating with faculty, interacting with peers, and participating in organizations. Through this process students gain confidence and learn to advocate for themselves. By elevating the voices of students who might otherwise be overlooked, Jess helps ensure that the program reflects the experiences and aspirations of the students it serves.

Jess consistently considers how institutional structures can affect whether students are able to participate meaningfully in the university community. One important example involves the pressure that sometimes arises to create “specialized courses” designed only for students with intellectual disabilities. While these courses may appear helpful, Jess recognizes that they can unintentionally recreate separation within higher education. She has played an important role in ensuring that Integrated Studies students continue to participate primarily in typical university courses. By maintaining this commitment, she protects students’ access to the same academic environments as their peers. Jess also supports students as they join campus organizations and activities. She works with both the student and the organization to ensure that expectations are clear and that students feel comfortable participating. These efforts remove barriers to participation while maintaining the dignity and independence of the students themselves. Through these actions Jess ensures that accessibility is understood not simply as physical access, but as genuine participation in the academic and social life of the university.

Jess creates an environment where students, families, and colleagues feel comfortable speaking openly about challenges and concerns. Students regularly approach her with questions or difficulties because they know they will be met with patience and respect. When students encounter challenges in courses or campus activities, Jess encourages honest conversation and works collaboratively with them to identify solutions. This helps students learn from experiences rather than feeling discouraged or judged. Jess also supports families as they navigate the transition to college. Families often arrive with understandable concerns about safety and independence. Jess listens carefully to these concerns while helping families understand the importance of student autonomy and growth. Her calm and respectful approach allows families to feel heard while maintaining the student’s right to self-determination. Among colleagues, Jess fosters open communication by approaching discussions with humility and respect. Her willingness to listen and collaborate creates an atmosphere where ideas and concerns can be shared productively. Integrated Studies was founded on the principle that students with intellectual disabilities should experience authentic participation in college life. Maintaining that commitment requires constant attention to the subtle ways exclusion can reappear in institutional systems. Jess Orcutt demonstrates remarkable dedication to protecting that vision. Through careful scheduling practices, support for student involvement in campus organizations, and thoughtful collaboration with faculty and families, she ensures that students participate fully in the life of the university.

Her work reflects a deep understanding that the most powerful role available to students in Integrated Studies is simply the role of being a college student. By protecting that experience and ensuring students are welcomed as full participants in campus life, Jess strengthens both the Integrated Studies program and Millersville University’s broader commitment to inclusive education.

Professor Frank Vitale fosters a welcoming and inclusive community through intentional behaviors that engage the full diversity of our campus in service of student learning. His work through the Exploring Challenging Legacies (ECL) series centers Indigenous voices and stories, with particular attention to the Indigenous histories of Lancaster County. Through this program he creates extra-curricular spaces for students, staff, faculty, and community members to have access to voices from the County. Through this work, he ensures these perspectives are respectfully represented and meaningfully integrated. Professor Vitale consistently uses inclusive language, honors individual identities, and creates learning environments where all students feel valued and invited to participate.

Professor Frank Vitale proactively recognizes how planning and decision-making affect others by intentionally centering the voices of those most impacted. He used grant funds to bring in an Indigenous artist/craftmaker to lead a group through a craft activity. He intentionally collaborated with this artist to ensure the materials used represented the stories of Indigenous tribes and aligned with the graphic novel he provided to all participants. In pursuit of the University’s strategic goals around inclusion, equity, and engaged learning, he actively centers students, staff, faculty, and community members in the programming design - he provided a graphic novel of the story that shared history and represented the work of historians, Indigenous storytellers, and Indigenous artists. He created space for students, staff, faculty, and community members to engage in conversation around the themes and ideas presented in the graphic novel.

Rather than treating these tough Lancaster County histories as abstract or peripheral, Professor Vitale collaborates with others (colleagues, community members, and Indigenous organizations) to ensure perspectives are shared authentically and respectfully. By creating space for consultation, conversation, and co-creation, he models inclusive decision-making that values lived experience and strengthens institutional efforts to engage diverse voices in meaningful ways.

Professor Vitale developed online and face-to-face programming. In offering an online gathering, all Millersville students, including our online learners, could access the extracurricular program. For the face-to-face program, Professor Vitale secured funds to provide food - then invited participants to share dietary and mobility needs. He created intentional space to ask about and then meet the needs of participants.

Professor Frank Vitale supports a culture of psychological safety through intentional, inclusive practices that encourage openness, reflection, and authenticity. He creates learning and discussion spaces where students and colleagues feel respected and safe to express ideas, ask difficult questions, and acknowledge uncertainty or mistakes. He prefaced discussions with the difficulty of the massacre we would be discussing. He offered additional archival materials to provide further evidence of the events. He invited all participants to try their best when saying and sharing Indigenous tribal names, honoring the efforts participants made to understand difficult history.

By thoughtfully bringing marginalized histories to the forefront and encouraging open, respectful dialogue, he helps students, staff, faculty, and community members better understand diverse experiences while reinforcing a sense of belonging and shared responsibility within the University community.

(First Nomination)

Dr. Aileen Hower exemplifies integrity as a lived practice—consistently aligning decisions, leadership, and innovation with Millersville University’s strategic plan and EPPIIC values. Across complex, high-stakes contexts, she demonstrates that integrity is not only about doing what is right, but doing so with transparency, courage, and unwavering follow-through.

Dr. Aileen Hower consistently uses Millersville University’s strategic plan and EPPIIC values as guiding principles in both decision-making and the development of new initiatives, demonstrating integrity through a clear alignment between vision, action, and impact.

Access, Inclusion, and Student-Centered Innovation:

As Founder and First Coordinator of the Early Childhood Online Completion Program, Aileen advanced the University’s commitment to access and inclusion by designing a program for working BSE students. She ensured the program was both rigorous and flexible—reflecting EPPIIC values through thoughtful planning, responsiveness to community needs, and consistent follow-through.

Transparent, Ethical Curriculum Leadership:

In her roles as UCPRC President and Assistant Chair, Aileen has guided the development and implementation of the University’s general education curriculum. She approaches this complex work with transparency, collaboration, and respect for diverse perspectives, ensuring decisions are ethical and aligned with the University’s strategic vision.

Balancing Policy with Equity and Quality:

In implementing PDE requirements for culturally relevant pedagogy and structured literacy, Aileen went beyond compliance. She integrated these mandates in ways that upheld equity, honored diverse learners, and strengthened program quality, modeling integrity through ethical decision-making and clear communication.

Moral Courage in High-Stakes Decision-Making:

Aileen’s leadership in graduate program accreditation exemplifies integrity under pressure. Rather than pursuing the most expedient path, she chose ILA accreditation—earning Accreditation with Distinction—because it aligned with Millersville’s commitment to teaching the whole child, supporting multilingual learners, and sustaining culturally relevant, research-based instruction.

Ethical Leadership in Confidential and High-Trust Roles:

As Faculty Co-Chair for MSCHE Self-Study Standard IV and through her service on University-wide Promotion & Tenure, UCAPC, and PASSHE Faculty Council, Aileen is entrusted with the University’s most sensitive work. She consistently demonstrates fairness, discretion, and the ability to balance institutional policy with human impact.

Equity-Driven Community Engagement and Advocacy:

Through Summer Reading Clinics and service on the President’s Commission on Gender and Sexual Diversity, Supporting Diverse Students Task Force, and English Language Learner Task Force, Aileen centers equity, access, and inclusion in both university and community contexts.

Sustained Trust and Leadership Beyond the University:

Aileen’s external leadership—including KSLA, ILA, The Janus School Board, and her appointment as a PDE Structured Literacy Co-Lead—reflects a longitudinal pattern of trust, with colleagues and community partners repeatedly seeking her leadership.

Across all of these efforts, Aileen consistently demonstrates honesty, accountability, and respect for others. She follows through on commitments, communicates transparently, and ensures that initiatives are both innovative and ethically grounded.

Her work exemplifies how the strategic plan and EPPIIC values are not simply stated—but lived, consistently and with integrity.

Integrity is not just something Aileen Hower demonstrates—it is something she defines through her actions.

Dr. Aileen Hower cultivates a culture of trust and collaboration through consistent, relationship-centered leadership grounded in integrity, transparency, and follow-through.

Trust is not built through words alone—it is earned through consistent actions, reliability, and a genuine respect for others. Aileen exemplifies this every day, creating a culture where collaboration is authentic, inclusive, and sustained over time.

Intentional Listening, Inclusion, and Follow-Through:

Aileen consistently nurtures trust through her intentional listening, humility, and unwavering follow-through. She creates spaces where colleagues and students feel heard, respected, and valued. She not only invites multiple perspectives—she ensures that every voice is meaningfully included and every commitment is honored, reinforcing a culture of mutual respect and shared responsibility. In her role as Assistant Chair of the EMEE Department, Aileen consistently and intentionally confers with colleagues, listens to feedback, and cultivates collaborative relationship.

Collaborative Leadership in High-Stakes Contexts:

A powerful example of this occurred when I served on a faculty search committee that Aileen chaired. Although the position evolved from early childhood to include literacy—and despite her own expertise in literacy—Aileen worked closely with me to ensure that early childhood perspectives were fully honored. Through transparent communication, thoughtful facilitation, and collaborative decision-making, we successfully hired Dr. Sarah Jackson, an outstanding colleague whose expertise aligned perfectly with our program’s needs. This outcome reflects Aileen’s ability to build trust while balancing multiple priorities with fairness and care.

Institutional Leadership that Builds Trust Across Systems:

Aileen’s commitment to collaboration is further evident in her leadership roles as Assistant Chair and UCPRC President, where she leads complex, university-wide curriculum processes. She consistently communicates clearly, supports faculty across departments, and ensures that decisions are shared thoughtfully and transparently—strengthening trust across all levels of the institution.

Her work as Faculty Co-Chair for MSCHE Self-Study Standard IV, along with her service on University-wide Promotion & Tenure, UCAPC, and the PASSHE Faculty Council, further demonstrates her ability to foster trust in confidential, high-stakes environments. In these roles, she applies standards fairly, balances institutional policy with human impact, and approaches sensitive decisions with discretion and integrity—earning the confidence of colleagues across the university.

Student-Centered Collaboration and Mentorship:

In her role as Reading Graduate Coordinator, Aileen extends this collaborative ethos to her work with students. She supports Reading Specialist, English Language Learner, Early Childhood/Elementary, and M.Ed. students through an inclusive, responsive, and student-centered approach, ensuring that all learners feel supported, connected, and valued.

Collaboration Beyond the University and Across Communities:

Aileen’s commitment to trust-building extends beyond the university through her leadership and service with organizations such as KSLA, ILA, The Janus School Board, and her appointment as a PDE Structured Literacy Co-Lead. She also volunteers in an alumnus’s inner-city classroom in York, PA, reflecting her belief in authentic partnership and the importance of connecting university work to real-world contexts. These sustained commitments demonstrate a longitudinal pattern of trust, with colleagues and community partners repeatedly seeking her leadership.

Ultimately, Aileen’s ability to cultivate trust is inseparable from her integrity—she follows through, communicates openly, and acts with consistency and care.

She does not simply promote a culture of trust and collaboration—she builds it, sustains it, and elevates it in every space she enters.

With a steadfast commitment to the principle “do what you say you will do,” Dr. Aileen Hower consistently demonstrates accountability not through words alone, but through sustained, reliable action across complex and high-stakes responsibilities.

Aileen’s integrity is clearly reflected in the breadth and depth of her leadership across multiple institutional roles, where follow-through, responsibility, and ethical decision-making are essential.

Consistent Follow-Through in Complex Institutional Leadership:

As UCPRC Chair, Aileen has guided complex curriculum processes with transparency, inclusivity, and a strong commitment to shared governance, ensuring that faculty voices are heard and that decisions align with both institutional priorities and the University’s strategic plan. Her leadership reflects not only thoughtful decision-making, but a consistent ability to see initiatives through from vision to implementation.

Accountability in Policy Implementation and Program Quality:

In navigating new PDE requirements—particularly in Structured Literacy and Culturally Relevant Pedagogy—Aileen demonstrated a clear commitment to action by not simply meeting mandates, but by actively supporting faculty, strengthening program quality, and ensuring meaningful, sustainable implementation. Her work reflects a balance of fidelity and innovation, grounded in responsibility to both policy and practice.

Reliability in High-Stakes Assessment and Accreditation Work:

As Assistant Chair, Aileen plays a critical role in assessment and accreditation, where precision, consistency, and accountability are essential. She follows through on detailed processes, communicates clearly, and ensures that all work meets high professional standards. Her contributions to Middle States accreditation further demonstrate her ability to coordinate complex, high-stakes institutional efforts with care, integrity, and reliability.

Commitment to Students and Relational Accountability:

In her role as a faculty advisor to student groups, Aileen models accountability in more personal and relational ways. She mentors students, supports their initiatives, and consistently shows up, ensuring they feel seen, valued, and connected to the broader university community.

Across each of these roles, Aileen demonstrates not only exceptional competence, but a deep and consistent commitment to doing what she says she will do—following through with honesty, accountability, and respect for others.

For Aileen Hower, accountability is not a task to complete—it is a standard she lives by, ensuring that every commitment is honored and every action reflects integrity.

Dr. Aileen Hower leads with a deep commitment to recognizing and elevating the accomplishments of others, consistently ensuring that colleagues and students feel seen, valued, and celebrated.

I experienced this firsthand when I was selected for both the Educator of the Year Award and later the Public Service EPPIIC Value Award. In each instance, Aileen was among the very first colleagues to reach out with genuine enthusiasm and support. She did not simply offer a quick acknowledgment—she expressed sincere pride, took time to celebrate the recognition, and ensured that these accomplishments were visible and affirmed within our professional community.

Aileen demonstrates this same commitment to others’ success in her mentorship of students. For example, she proudly supported and shared the achievements of one student as he developed as both a scholar and presenter. Despite the significant role she played in mentoring and supporting his work, Aileen took no credit for his success. Instead, she consistently centered his accomplishments, highlighting his growth and contributions—an approach that reflects both her humility and her dedication to uplifting others.

Beyond individual moments, Aileen regularly recognizes and shares the accomplishments of colleagues across our department, the university, and the broader professional community. Through her extensive service and cross-campus engagement, she ensures that the work of others is acknowledged, celebrated, and connected to larger conversations about excellence and impact.

Aileen Hower does not simply notice the accomplishments of others—she elevates them with authenticity and generosity, fostering a culture where recognition is meaningful, inclusive, and deeply felt.

Dr. Aileen Hower models the standards and behaviors she expects of others by consistently embodying them—demonstrating integrity, accountability, and respect through her daily actions and leadership. Aileen does not simply articulate expectations; she lives them. She approaches her work with transparency, reliability, and follow-through, setting a clear standard for colleagues and students alike. Whether leading complex curriculum initiatives as UCPRC President, guiding accreditation and assessment work as Assistant Chair, or contributing to high-stakes institutional processes such as MSCHE Self-Study and Promotion & Tenure, she demonstrates what it means to engage in work that is both rigorous and ethical. She communicates clearly, meets commitments, and ensures that processes are fair, inclusive, and aligned with institutional values. In her work with colleagues, Aileen models collaborative leadership grounded in respect and inclusion. She listens carefully, invites diverse perspectives, and ensures that decisions reflect shared input. Her approach establishes a professional culture where expectations are not imposed, but co-constructed and upheld through mutual trust. Aileen also models these standards in her mentorship of students. As Reading Graduate Coordinator and faculty advisor, she demonstrates responsiveness, care, and high expectations, supporting students while also holding them accountable to professional and academic standards. She shows students what it means to be both compassionate and rigorous—preparing them to carry these values into their own practice. Even in complex or high-pressure situations—such as implementing new PDE requirements or making decisions within accreditation processes—Aileen models thoughtful, principled decision-making, demonstrating that integrity includes both consistency and the courage to do what is right. Ultimately, Aileen Hower leads by example—setting a standard of integrity, professionalism, and care that not only guides others, but inspires them to rise to that same standard.

Dr. Aileen Hower models the standards and behaviors she expects of others by consistently embodying integrity, accountability, and respect in every aspect of her work. Through her leadership in curriculum development, accreditation, and institutional service, she demonstrates transparency, reliability, and ethical decision-making, ensuring that processes are fair, inclusive, and aligned with the University’s values. She fosters collaboration by listening intentionally, honoring diverse perspectives, and following through on every commitment, creating a culture of trust and shared responsibility. In her work with students and colleagues alike, she balances high expectations with genuine care, modeling what it means to be both rigorous and compassionate.

Aileen does not simply set the standard—she lives it consistently, inspiring others to act with the same level of integrity, professionalism, and commitment. I highly recommend Dr. Hower for the Integrity award. She personifies Integrity and is well deserving of this award. Likewise, Dr. Hower personifies Integrity and MU's EPPIIC values.

(Second Nomination)

Dr. Aileen Hower consistently used the University’s Strategic Plan and EPPIIC Values as guiding principles while leading UCAPC through curricular and policy decisions during the academic year. She ensured that proposals and initiatives were evaluated through a lens of integrity, equity, and excellence, thoughtfully considering their long-term impact on student success and institutional goals. By grounding discussions in shared governance, collaboration, and transparency, Dr. Hower helped UCAPC explore new initiatives responsibly while maintaining alignment with the University’s mission and values. Her steady, values-based approach reinforced trust in the decision-making process and demonstrated integrity in action. Dr. Aileen Hower nurtures a strong culture of trust and collaboration through transparent leadership, respectful dialogue, and consistent adherence to shared governance principles. As UCAPC chair, she fostered open, inclusive discussions where faculty felt heard and valued, student leaders felt heard and included, and where the work of subcommittees felt supported and integral to the work of shared governance. Her fairness, reliability, and willingness to engage thoughtfully with diverse perspectives built confidence in the process and strengthened trust among committee members, reinforcing a collaborative environment rooted in integrity. Dr. Aileen Hower consistently demonstrates her commitment to action, responsibility, and accountability with the clear mantra of “do what you say you will do.” As chair of UCAPC, she modeled this integrity through reliable and well-organized leadership practices that supported faculty engagement and effective decision-making. Dr. Hower routinely shared agendas and supporting materials well in advance of meetings, ensuring members were informed and prepared for meaningful discussion. She also distributed meeting minutes promptly, reinforcing transparency and follow-through. Beyond meetings, Dr. Hower regularly followed up with subcommittee chairs to track progress, clarify next steps, and ensure commitments were fulfilled. These consistent actions built confidence in her leadership, strengthened accountability across the committee, and reinforced a culture of trust rooted in integrity. Dr. Aileen Hower consistently recognizes and elevates the accomplishments of others as a core expression of integrity. Throughout her leadership of UCAPC, she routinely celebrated student achievements, ensuring that student success remained visible and central to the committee’s work. Dr. Hower regularly acknowledged how curricular decisions, policy updates, and governance efforts directly support students’ academic progress and opportunities. She also highlighted the collective role of UCAPC, its subcommittees, and faculty contributors in advancing initiatives that strengthen learning outcomes and remove barriers to student success. By giving credit generously and publicly—especially to students—Dr. Hower reinforced a culture of appreciation, shared purpose, and accountability, demonstrating integrity through recognition of the people and work that move the University mission forward. Dr. Aileen Hower models the standards and behaviors she expects of others through consistency, professionalism, and values‑driven leadership. She approaches her work with preparation, transparency, and respect, setting a clear expectation for accountability and follow‑through. In meetings and shared governance work, she listens attentively and engages thoughtfully with differing perspectives. Dr. Hower holds herself to the same expectations she sets for colleagues—being prepared, responsive, and reliable—demonstrating that integrity is practiced through everyday actions. By leading with fairness, clarity, and respect for shared responsibility, she establishes a strong example that encourages others to act with the same level of care and commitment.

I am honored to nominate Dr. Janet Bertoni, Chair of the Department of Special Education, for the Compassion EPPIIC Value Award. In my experience working alongside Dr. Bertoni — most recently as a fellow member of the Four-Year Graduation Rate Task Force, which she co-chaired — I have come to understand that compassion is not simply something she practices. It is who she is. Her care for others is genuine, sustained, and expansive, reaching from families navigating the challenges of a child with special needs, to the MU students she mentors, to every undergraduate student on this campus who is working to cross the finish line.

Dr. Bertoni has volunteered with Autism on the Seas since 2018, accumulating nearly 30 weeks at sea as a group leader. This international organization places professional volunteers on cruises and at resorts to support families traveling with children and adults who have special needs — often families who have not been able to take a vacation since their child received a diagnosis. Dr. Bertoni has worked with families whose children live with intellectual disabilities, anxiety disorders, emotional and behavioral disorders, and other complex conditions. She gives her time freely and without fanfare, because she understands what it means to these families to simply enjoy a vacation together. That is compassion in its most concrete and selfless form.

Dr. Bertoni's compassion is not limited to the special needs community. As co-chair of Millersville's Four-Year Graduation Rate Task Force, she brought that same proactive and genuine concern for student well-being to one of the University's most pressing challenges. The task force carefully examined the roadblocks and barriers that prevent students from completing their degrees on time, listened to what students and colleagues were experiencing, and developed a set of practical, actionable recommendations that have since been delivered to the President and Cabinet and are now in the implementation phase through an advisory council. Janet did not have to take on this responsibility — but she did, because she cares deeply about every student at this university, not just those in her department or her discipline.

What makes Dr. Bertoni's commitment to her discipline and teaching even more remarkable is that she extends this professional development experience to her students. This year, she brought four MU students with her to volunteer across multiple cruises throughout the summer. She does not simply teach future special educators about best practices in a classroom — she takes them into the field, alongside real families, to learn new behavioral intervention strategies from practitioners and to witness firsthand the difference that patient, skilled, compassionate support can make in a person's life. Her students return to campus with experiences that no textbook can provide, and she incorporates those shared lessons directly into her teaching. This is mentorship at its finest.

The EVA Compassion criteria speak of someone who gives of themselves with nothing asked in return, who advocates for others, and who views situations through another's lens. Dr. Janet Bertoni does all of this — on ships at sea, in her classroom, and around the table in university governance. She is a quiet force for good at Millersville, and I can think of no one more deserving of this recognition.

I started at Millersville in August of 2023 where I found out I was pregnant. I was terrified of the judgement from others and how people would perceive me being a college student who is pregnant. I felt connected to Dr. Girvin and told her because I needed to let at least one of my professors know. She was the only one who knew! She supported me during my entire pregnancy as a student. She would check in on me, make sure I was doing ok academically and mentally, and so much more! Dr. Girvin supported me like no other! I will always appreciate her for that! My baby and I got to visit her farm where she does equine therapy with horses. She has played a great role in my life and my son’s! It’s professors like Dr. Girvin who make students feel seen/heard. When other people doubted me she always reminded me I could do it! Whenever students in class needed to share something that was going on she always listened and gave them the floor. When my child was in the nicu she made sure we were ok and checked in on me! She deserves the EPPICC award!

Dr. Girvin is the best professor! I have also learned a lot in her classes! I will say she has advocated for me in many ways! Being a young mom and making sure nobody counted me out. As well as for students in the class whenever there would be difficulty she always brought us back together. She stands for a true social worker is! She promotes mental health. She is all about us feeling like our best selves and not being ashamed to not be ok. She makes sure we know we are all cared for and matter. I would like Dr. Girvin to be nominated because I want her to know that she gave a young mom like me a chance to feel heard/seen. Her support has pushed me.

During the transition of a new colleague into Becky's former position, Becky demonstrated deep respect for the personal and professional circumstances inherent in taking on a new role. She recognized that learning institutional systems, processes, and expectations takes time and can be overwhelming. Becky adjusted her expectations accordingly, providing flexible timelines for training, breaking down complex processes into manageable steps, and revisiting information as needed without frustration or judgment. By meeting her colleague where she was and adapting her approach, Becky created a supportive learning environment that prioritized confidence and well‑being rather than pressure or urgency. This approach allowed the new colleague to grow into the role successfully and with assurance. I observed Becky’s empathy repeatedly as she supported her colleague through the transition process. Rather than simply transferring responsibilities, Becky took the time to listen carefully to questions, concerns, and uncertainties, acknowledging the emotional aspect of stepping into a role with established expectations. Her empathy translated into hands‑on guidance, reassurance, and encouragement. As a result, the colleague was able to perform the role effectively and confidently, ensuring continuity in operations and minimizing disruption to services that directly impact students. Becky’s empathetic support contributed to sustained efficiency within the unit and helped maintain a high level of service to students during a period of transition. Becky consistently advocated for her colleague by ensuring they had access to adequate training, documentation, and institutional knowledge. She spoke up when additional time or clarification was needed and emphasized the importance of allowing space for learning during the transition. Becky also made herself available as a point of contact, reinforcing that asking questions was both acceptable and encouraged. By advocating for a thoughtful, humane transition process, Becky helped ensure her colleague was set up for long‑term success rather than being rushed into full responsibility prematurely. Becky’s support was consistently proactive. Without being asked, she initiated training sessions, shared self‑created guides and notes, and followed up to see if additional support was needed. She anticipated areas where confusion might arise and addressed them in advance, often reaching out to check in before challenges emerged. Becky also remained available beyond the formal transition period, continuing to answer questions and provide clarification well after her responsibilities had officially shifted. These proactive actions ensured a smoother transition and demonstrated her genuine commitment to helping others succeed.

Becky encourages well‑being by fostering a culture of kindness, patience, and reassurance. She normalizes the learning curve associated with new roles and consistently offers affirmation rather than criticism. Becky helps colleagues feel valued and supported. Her calm, generous approach promotes confidence, reduces stress, and reinforces a healthy workplace environment where individuals feel safe seeking help and asking questions.

Becky Jachimowicz exemplifies compassion through her everyday actions. Her willingness to go above and beyond her formal responsibilities to support a colleague transitioning into her former position reflects empathy, generosity, and a deep respect for others. Becky’s actions ensured continuity of operations, upheld service quality for students, and modeled the values Millersville University seeks to foster. Her compassion was not performative or situational—it was sustained, intentional, and impactful. She is deeply deserving of recognition for the Compassion EPPIIC Value Award.

A transgender student was abruptly dismissed from their family after scheduling surgery for transition. Dar used her networking contacts and made a foster care arrangement for the student for post-surgical habitat and care.

Dar is a tireless advocate for students from underrepresented backgrounds. In 2018 eleven students from different ethnic backgrounds, all with English as a second language, applied to Millersville for consideration for admission in the PSSI program. Before admission they were required to take an exam to determine their “fit” for a four-year college program. Test results recommended all eleven should attend a community college two-year program before considering Millersville. Dar strongly advocated for these students to be admitted directly to Millersville. All eleven students completed their academic programs in the prescribed time limit and graduated from Millersville. Nine of the eleven students graduated with Honors. All were either admitted to graduate school programs or were immediately hired for positions in their field of study including at Millersville University.

A freshman student admitted on an athletic scholarship faced suspension from MU after a conduct violation. This would have resulted in loss of the scholarship and the opportunity to attend college. Dar advocated for and interceded on behalf of the student and agreed to personally mentor and supervise their academic and athletic journey. The student was allowed to continue and was distinguished in their intercollegiate sport.

In 2024-25 Dar became the Director for the Dr. Rita Smith Wade-El Center for Intercultural Student Engagement (CISE). Dar recognized that her students needed to feel a sense of community and belonging. Themed cookouts at Chester House and now at Adams House foster a family community atmosphere where students gravitate and feel a sense of belonging. Participation with the Center Family requires the students to bring their authentic self, agree to engage and take part in scholarly discussion, study sessions, and civic engagement. They accept the challenge of investing in personal student success promoting activities including regular class attendance and timely completion of assignments and class obligations. Recently I witnessed a diverse group of students in Dar’s office debating the politics of Pennsylvania and the nation and the impact it has on the college population. The group of students were from multiple racial and ethnic backgrounds and class standing. Dar had started the discussion asking them to offer opinions on the topic. The students leaned in and expressed themselves freely. I was impressed with the intensity of their debate. These were students whom I know were often reluctant to openly offer opinions in class. The environment Dar cultivates at CISE provides a nonjudgemental and inclusive opportunity to engage.

Working with students who have multiple financial, family and social disadvantages can be challenging to navigate. Dar goes above and beyond expectations to assist students to meet their needs without the stigma often associated with being a part of an underrepresented or disadvantaged population. Dar stocks food in the Center that is freely available to the students who come there, and backpacks and other school supplies for students who cannot afford them. These supplies are often paid for with her personal funds. They are always given in a manner that protects and respects the dignity of the receiver.

Dar creates opportunities for her students to feel a sense of community and purpose. Community service visits to places like Willet Farm in Elizabethtown saw the teams of students she recruited participating in the harvest of fruits and vegetables that would be donated to food banks of Lancaster. At the height of this program 47 MU students harvested 700 pounds of produce. The students expressed gratitude for the chance to contribute to the wellbeing of others and develop self-esteem through investment in others. During the COVID shutdown when the campus pivoted to online learning Dar recognized that many of her students did not have access to laptop computers or internet access. Many were trying to study using a cell phone while staying in commercial parking lots to take advantage of free wireless connections. Dar solicited several administrators on campus to buy laptop computers and internet hot spots. She and her associate director organized meet zones and drove across the state to meet their students at State College, Harrisburg, Lancaster, Reading, King of Prussia, Philadelphia and Kennet Square to personally deliver computers and hot spot devices to over 40 students. She did so at her own expense and in her personal vehicle without reimbursement. This act of compassion assured the students could continue their studies in a proper manner.

Dar has a strong investment in the wellbeing, academic success and inclusion of our students, especially those connected to her Center. She nurtures, encourages, holds accountable and promotes students to achieve their best self. Her approach is nonjudgemental, supportive, and affirming. She follows her students through their Millersville journey and beyond, keeping track of their success after their Millersville experience ends. These students readily return to Millersville through donation and referral of family and friends to attend Millersville. They often return to tell “Ms. Dar” about how her involvement in their student lives gave purpose and direction and influenced them to achieve.

In summary, Ms. Darlene Newman makes people matter. She embodies the spirit and letter of the word Compassion. She walks a compassionate path as a part of her personal values and employs compassion in every part of her professional and personal mission. She aligns perfectly with the University EPPIIC Value of Compassion. I can think of no one more deserving of this award.

Rachel serves as the front line for all student/parent complaints. She always leads with empathy and respect. She is an excellent listener and works to diffuse tension to get to what a specific program/concern might be. She then works proactively to find a solution and always advocates with student well-being as her main concern.

At the end of last year we were told that funding for the CAMP (College Assistance Migrant Program) was eliminated. This program serves first generation, refugee students and was foundational to their support and success upon their transition to MU. Rachel stepped in during the transition and held office hours for the continuing CAMP students, met with them one on one to assist them with issues that arose (academic and personal), and really served as the lead for the program until we found out funding was restored for a year and were able to hire support staff. She did this for 6-8 months and never hesitated despite her full workload. One specific example was when the father of a family MU came to the office confused about an interaction he had with the "power company". Basically, a group came to their house and told them they needed to sign some paperwork for the power company to keep electric power (a scam to change providers)-they did not know better. When he came in, she assisted him in calling the power company and switching back his power to what he had and talked to him about how to advocate if a similar situation happens and questions to ask. This took several hours but she did not hesitate to assist. Additionally, she continues to support the refugee family that MU hosted and goes over to help in their new house in Lancaster in the evenings and on the weekends. Whenever they call she tries to support them. Rachel supports all in the Provost's office and the support staff throughout Academic Affairs. She always offers to assist when others are feeling burdened by a big event or project. Most recently she supported the logistics and day of activities for Made In Millersville. Anytime Academic Affairs is in transition with a support staff, Rachel picks up the slack so the Dean or AVP are supported in the transition-this happens on a fairly regular basis. It is important to note that Rachel is not asked to do this-she proactively volunteers and reaches out. Rachel is bilingual in Spanish and that has assisted in conversations with student parents. Rachel has lived abroad as a young person and really uses that experience to assist our students that recently arrived in the US.

Sue Rhoades always provides a listening ear to not only the graduate assistants and peer educators that work at CHEP, but any students that come by as well. Whenever anybody is going through personal struggles, she tries her best to lend a helping hand to take a little weight off their shoulders that day. At the same time, she has also guided the workplace to run better when people need a push to stay on task. Sue creates a sense of connection with anybody she meets regardless if it’s a student, student worker, faculty, or staff. Students I have never met often come by to talk about their days with her or even just say hi. Even when students come by with requests we can’t do, she guides them to the right place. There have been times students have been overwhelmed with something personal going on and Sue is the first one to step in to support them, and guide them to any resources they may need. She is also an amazing mediator in times of conflict and helps everyone see with a level head. There was a time recently where after a CHEP event, someone posted something hurtful on an anonymous app YikYak. My coworkers and I had put a lot of love and hard work into the event. I got upset after reading this post and Sue was one of the first people along with Margo to jump in to comfort me. I was able to recover fast and finish up the event knowing I had such love and support around me. Whenever I have doubted my work as a graduate assistant, Sue always puts me in check that she sees my passion and that I am doing my best. I had a lot of a little out there ideas for social media posts regarding Project Safety. She supported me and gave me feedback for each one. Sue also updates me when a post is doing really well and makes me feel seen for all the love I put into CHEP. Whenever there is a conflict or difference of opinion in the office, Sue looks at both sides. She is able to calm down any situation with her compassion, level head, and humor. We all also see her as our office mom who we know would advocate for us any time we are being mistreated. Even at times she can’t directly do so like when we receive hurtful comments or responses to social media posts/events, she advocates for us behind the scenes to reassure us she loves our work. Sue is always checking in if we need extra assistance with events including the planning, preparation, and bringing lots of heavy boxes back and forth! She also is now running our social media page and supports students without being asked by reposting free resources and events she thinks would be beneficial for students. Sue Rhoades has helped our wellbeing kits initiative (a program where students can order free products to support their overall wellbeing) grow to new heights with her connections. She has allowed us to get full-size hygiene products such as mouth wash, lotion, and face wash. She has also allowed us to get other items such as Benadryl cream and Neosporin. These are all items that the students appreciate and have ordered again. We are very grateful to Sue and her family. Sue meets so many of the values but this one is the one that encompasses her the most of all! She is seen as a compassionate and welcoming figure to anybody she comes across regardless of their background. She is extremely inclusive and uses her humor to connect with all students, faculty, and staff. I worry that sometimes she doubts how well of a secretary she is when she actually goes above and beyond. She doesn’t only just do her job amazingly, she has truly become a second mom to so many people.

Throughout my time as Aly's GA, she has offered me endless respect and support. She has always prioritized collaboration with me when creating my work expectations and assigning my duties. She frequently checks in with me to ensure that I am doing alright both with my work and outside of work. If I ever feel overwhelmed, she makes sure to help alleviate some of the pressure on me. As mentioned above, I have received nothing but endless empathy from Aly. Moreover, I have witnessed her consistent empathy towards students. Whenever we are hosting commuter events, she meets each student with warmth and understanding. She is constantly trying to improve the commuting experience on campus and works tirelessly to create feedback resources to identify areas for growth. I have seen firsthand how this positively impacts the commuter students, as those who connect with Aly are always our frequent flyers and attend the most events. Inherently, a large part of Aly's position is advocating for commuter students. Though our student population is majority commuter students, they can still be overlooked when creating campus programs. Aly guarantees that commuter students are considered in every decision made by the Campus Life office, and demonstrates her knowledge by providing both experiential information and analytical data to support her points. A large portion of compassion, in my opinion, is being perceptive to barriers that others may not mention, but still encounter. For example, we once had a commuter student come to an event who told us that it was her first time on campus outside of her classroom buildings. This was her first semester, and she explained that she didn't have a car. Aly asked the student how she was commuting to campus, and her answer was paying for Ubers both ways every time she had class. Immediately, Aly provided the student with the information and resources to be hooked up with our Campus's free bus pass. The student expressed gratitude, as this would be a large financial burden lifted from her shoulders. Most people would not have even asked the question of how the student was commuting to campus - but to Aly, she had the innate need to improve the student's experience and work around this barrier to her success. Aly is incredibly thoughtful, and prioritizes students' well-being in every step she takes in her position. She thinks creatively to consider what students may be lacking, and what things they would benefit from (for example, providing car shades and umbrellas as commuter giveaway items). She also thinks creatively to solve problems commuters may encounter, such as providing commuter-targeted financial advice and resources specific for student-parents. She frequently highlights mental health in her educational components of her programming, or other topics to promote well-being, such as tips for safe partying and inviting speakers from other campus offices to highlight the benefits of their resources. Aly truly embodies compassion. Even this year, when she was dealing with personal issues, she still made sure to check on me to make sure that I wasn't being overwhelmed. She remembered things I mentioned in passing, and she made sure to reach out to me on days that she knew were difficult for my family and me. She was the best (half) supervisor I could have asked for, and I know without a doubt that she will continue to be a resource and support for me after my time as her GA has concluded.

As a staff member in the College Assistance Migrant Program (CAMP) at Millersville University, the nominee demonstrated flexibility and respect for others during a time when the program was temporarily frozen. Staff and students faced uncertainty, increased stress, and changing expectations. The nominee recognized these challenges and adjusted their approach by prioritizing clear communication, offering reassurance, and being patient with both students and colleagues as they navigated the transition. When the program resumed, the nominee quickly stepped in to help restart services, support students’ immediate needs, and collaborate with the team to ensure a smooth continuation of programming. This response showed adaptability, empathy, and a strong commitment to supporting others during unexpected circumstances.  Staff at College Assistance Migrant Program (CAMP) at Millersville University demonstrate strong empathy when supporting a student who was struggling academically and feeling discouraged about continuing in college. The nominee took time to listen to the student’s concerns, validated their feelings, and connected them with tutoring and campus resources while providing consistent encouragement. As a result of this support, the student regained confidence, remained enrolled in the program, and improved their academic performance. The nominee’s empathetic approach contributed to student retention and reinforced the program’s mission to promote student success and persistence at the university. CAMP staff advocates for students every day by ensuring their academic, financial, and personal needs are heard and addressed. For example, when a student faced challenges navigating financial aid requirements, CAMP staff actively communicated with campus offices on the student’s behalf, clarified documentation needs, and ensured deadlines were met. This team encourages well-being in others by creating a supportive and welcoming environment where students feel valued and understood. Staff regularly check in with students about their academic progress, stress levels, and personal needs, and connect them with campus resources such as counseling, tutoring, and wellness services when needed.

Dr. Sepi Yalda consistently demonstrates respect for the personal circumstances of her students by listening attentively, responding with empathy, and adjusting her expectations to support individual needs. As an advisor and faculty member, she takes time to understand the academic, personal, and emotional challenges students may be facing and responds with flexibility, encouragement, and practical guidance rather than a one‑size‑fits‑all approach. Students frequently seek her out because they know she will meet them where they are, whether that involves clarifying expectations, offering reassurance, or helping them create a realistic path forward. Her willingness to adjust timelines, provide steady support, and maintain belief in each student’s potential has helped many persist through difficult moments and regain confidence. The consistent presence of students outside her office reflects the trust she has built through these compassionate actions, which directly support student well‑being and success. I have repeatedly observed Dr. Sepi Yalda display empathy through the time, care, and attention she gives to students who seek her out for support. On many occasions, I have seen students waiting outside her office, knowing they will be welcomed, listened to, and treated with respect regardless of the challenge they are facing.

Dr. Yalda takes the time to understand students’ academic and personal circumstances, responds with kindness and reassurance, and helps them identify realistic paths forward rather than dismissing concerns or rushing conversations. The impact of this empathy is evident in the trust students place in her, their persistence through difficult moments, and their continued engagement with the University, with many crediting her support as essential to their ability to succeed and complete their degrees. Through these interactions, Dr. Yalda’s empathy directly contributes to student well‑being, retention, and a strong sense of belonging at Millersville University.

Dr. Sepi Yalda demonstrates advocacy by intentionally creating opportunities for Millersville University alumni to remain connected, supported, and visible within their professional field. Each year, she takes the initiative to organize an alumni gathering at the American Meteorological Society Conference, leveraging her relationships and personal commitment to bring Marauders together from across the country and around the world. Through this effort, Dr. Yalda advocates for alumni by ensuring they have a welcoming space to reconnect with one another, strengthen professional networks, and maintain a sense of belonging to the University regardless of where their careers have taken them. This gathering not only supports alumni professionally and personally, but also benefits current students by reinforcing a strong, engaged alumni network that models mentorship, connection, and long‑term support. By consistently championing these relationships, Dr. Yalda advocates for the success and well‑being of both alumni and students, extending compassion beyond the classroom and into lifelong engagement with Millersville University.

Dr. Sepi Yalda consistently demonstrates a proactive and thoughtful approach to supporting others without being prompted, often anticipating needs and acting on them independently. One meaningful example occurred at the American Meteorological Society Conference in Houston, where, without being asked, Dr. Yalda took it upon herself to prepare small gifts of chocolate for Millersville University alumni attending the conference. This simple but intentional gesture created a welcoming and personal touch that made alumni feel seen, appreciated, and connected to the University. By doing so, she strengthened alumni relationships, fostered a sense of belonging, and reinforced Millersville’s culture of care and connection. This action reflects Dr. Yalda’s instinct to go above and beyond in service of others, demonstrating compassion through proactive, purposeful action that supports long‑term engagement and community building.

Dr. Sepi Yalda encourages well‑being in others by creating a supportive, welcoming environment where students feel valued, heard, and confident in their ability to succeed. Through her consistent availability, positive demeanor, and genuine interest in her students as whole people, she helps reduce stress and anxiety that often accompany academic and personal challenges. Students regularly seek her out because they know she will listen without judgment, offer reassurance, and provide thoughtful guidance that balances care with high expectations. Her humor, warmth, and encouragement foster a sense of belonging and emotional safety that allows students to engage more fully in their coursework and persist through difficult moments. By prioritizing connection, trust, and kindness in her daily interactions, Dr. Yalda actively supports student well‑being while strengthening a culture of care at Millersville University. She has also been known to bring snacks to class for her students, too.

One instance of her advocacy was seen when a group of international students were affected by a campus dorm kitchen cleaning incident. Ms. Zhang intervened promptly, advocating for their concerns and ensuring their voices were heard by university administration. She balanced her support with respect for each student’s privacy, addressing their needs with sensitivity and professionalism.

One powerful example of Ms. Zhang’s compassion occurred when an international student confided in her about struggling with depression. Ms. Zhang listened with patience and understanding, providing emotional support and connecting the student with appropriate campus resources, all while maintaining the student’s privacy and dignity. Her ability to offer guidance without judgment ensured the student felt safe and empowered during a difficult time. Ms. Zhang’s selfless commitment is perhaps best reflected in her year-long support of a student facing ongoing mental health challenges. Despite her demanding schedule, she met regularly with the student, offering encouragement and practical assistance. Her open-door policy, willingness to meet evenings and weekends, and continuous follow-up set her apart as a trustworthy and compassionate mentor. Her impact extends beyond individual students to the entire university community.

Ms. Zhang’s regular meetings with students foster a welcoming environment where all feel valued. She collaborates closely with faculty and leadership, ensuring that international students’ needs are addressed holistically. Her exemplary work ethic and sincere care have influenced both her colleagues and those she serves, cultivating a culture of empathy and support throughout Millersville University. Multiple examples of these characteristics involve her assistance with F-1 and J-1 visa processing, as well as solving immigration challenges for students. Most recent examples concern students who need a medical waiver so that they can remain at Millersville University and in the US. Ms. Yang Zhang is a shining example of compassion in action. She has consistently demonstrated the EPPIIC values by listening deeply, advocating tirelessly, and supporting others selflessly.

At her core, she strives for balance, providing optional ways at looking at an issue rather than taking one side. Examples include her assisting students with dorm room challenges or classroom issues. As a regular practice, she offers multiple perspectives to understand the conflicts. One particular example involves an international student who shared a dorm room with a transgender student. This situation was completely out of this international student's understanding. Yang assisted this student weekly, offering her multiple ways of understanding so that she could feel comfortable under her new living situation.

It is with great respect and appreciation that I strongly endorse Ms. Zhang for the EPPIIC Value Award in the Compassion category, confident that her contributions have enriched our university and changed countless lives for the better. The EPPIIC Value Award in Compassion recognizes individuals who demonstrate exceptional listening skills, genuine empathy, advocacy for others while respecting their privacy, and selfless commitment to their community. Ms. Zhang epitomizes these qualities, continuously going above and beyond to support international students in ways that truly make a difference. On multiple occasions, Yang meets with faculty members who contact our office about student struggling in their class. In many cases, the struggles are due more to cultural differences rather than academic issues. For example, Chinese students do not want to make mistakes. As a result, they will often record a conversation with their professors rather than listen and converse with them. Often, this recording gives the impression that the student does not understand English. In most cases, this is not true. The students understand English, but out of respect to the professor, they want to be certain that they have all of the information correct when they respond. Yang has assisted in numerous examples where she works with both parties involved, showing empathy and understanding for the students and faculty members.