2025 Graduate Profiles
2025 Graduating Student Profiles
This year, the School of Education is proud to highlight four graduating students who exemplify our mission of creating transformational experiences that advance education and research. Betsy Leong (EdD '25), Aliki Siao (MEd, EdS ’25), Alicia Oladipo (MEd ’25), and Katie Emory (BSEd ’25) are doing just that—preparing to become the best educators they can be in both their local and global communities.
Go forth and set the world on fire!
To learn about the 2025 School of Education Commencement Ceremony, click HERE.
Betsy Leong (EdD '25)
Degree: Curriculum, Cultures, and Communities
When Betsy Leong accepted her position as Senior Educator in the Science Leadership Initiative at the Museum of Science and Industry—and was asked to manage the partnership with Loyola’s School of Education—it felt like a full circle moment.
“The Science Leadership Initiative is a mechanism to drive whole-school transformation of science teaching and learning,” Leong shared. “Our team also has a passion for supporting under-resourced schools and teachers. My time in the 3C’s program absolutely propelled me forward to get this job. In many ways, I would not have been fully equipped to do the sort of transformational work we are striving to create without the learning I gained in the 3C’s.”
The Curriculum, Cultures, and Communities (3 C’s) EdD program is designed to equip teachers, nonprofit leaders, and change agents with the research, pedagogical, and leadership skills needed to make an impact on learners—and communities as a whole.
Leong feels she now has the foundation in history, policy, curriculum and instruction, and research that enables her to advocate for the changes she believes are needed in education.
“The sheer amount of academic knowledge I gained has given me a lasting foundation to recognize my strengths as a leader and to better support teachers who are facing unimaginable challenges in this post-COVID, rapidly changing educational landscape,” she said.
Teaching in the School of Education’s undergraduate and graduate programs also allowed Leong to build meaningful relationships with a wide range of faculty and staff. She describes them as welcoming and supportive, especially her dissertation chair, Lara Smetana, who encouraged her to present at conferences, co-author papers, and who played a pivotal role in shaping her dissertation study.
“Overall, I opened myself to the potential to serve and participate in various capacities within SOE,” Leong said. “The result was invaluable mentorship and growth in my development as a leader.”
In addition, Leong says it was the relationships she formed with her fellow cohort members that carried her through the program. “It is safe to say I would not have persisted in this program without their support and encouragement.”
Aliki Siao (MEd, EdS 鈥�25)
Degree: School Psychology
As an international student, Aliki Siao has witnessed the impact of how access to quality education—and the support system that surrounds it—can vary greatly from one country to another.
“Coming from the Philippines, I’ve seen firsthand how social and economic disparities can limit educational opportunities for many students, especially in underserved communities,” Siao says. “This awareness has fueled my passion for service, particularly in the field of education.”
During her time in the School of Education’s School Psychology program, Siao has observed the diversity within schools, which has deepened her understanding of how education can promote equity and empowerment. She now believes that ethical leadership in education involves not only advocating for academic excellence but ensuring that every student—regardless of background—receives the support they need to thrive.
“These experiences have shaped my belief that education should be a force for social justice,” Siao says. “They continue to inspire me to use my own opportunities to serve others meaningfully.”
Through her coursework and hands-on experience, Siao has gained a strong foundation in educational theory, inclusive practices, and the importance of culturally responsive teaching. What has resonated most she says is Loyola’s emphasis on service, ethics, and social justice which has helped her connect her passion for education with a deeper sense of purpose.
“I’ve always been passionate about serving youth, especially students with special needs, because I believe that early intervention is key,” Siao shares. “When children receive the right support early on, it can change the entire trajectory of their lives.”
Siao feels that 黑料门has helped her develop the tools—and the mindset—to be the kind of support system that students, particularly those with special needs, need. She’s learned to approach every student with empathy, patience, and high expectations, believing in their potential to thrive.
“In my future roles, I plan to apply my education by becoming a strong advocate and educator for students with diverse learning needs,” Siao says. “I want to create environments where they feel seen, supported, and empowered to reach their full potential—carrying forward Loyola’s mission to be a person for others in every classroom I enter.”
Alicia Oladipo (MEd 鈥�25)
Degree: Higher Education
Alicia Oladipo, assistant director for Loyola’s Graduate and Professional Enrollment Management, says the two things that resonate most with her from her time in the Higher Education program are the emphasis on reflection and service-learning.
“Reflection informs my actions, prompting me to pause and think critically about my place in the world and the impact I have on others,” Oladipo explains. “As a reflective scholar-practitioner in higher education, I integrate this practice into many aspects of my professional work. The students I support depend on me to offer guidance that empowers them to make thoughtful, ethical choices. Reflection enables me to remain connected to myself and my students, fostering a supportive environment that prioritizes their needs.”
Born and raised in Chicago, Oladipo also appreciates the School of Education’s collaborative approach to engaging with local communities, which she feels sets it apart from other institutions.
“Often, institutional service is seen as separate from hands-on, community-based efforts,” she says. “The School of Education bridges this gap through its emphasis on real-world projects and service-learning, which I value.”
As she reflects on her time in the program, Oladipo says she now approaches her work with greater empathy and has grown more confident in her ability to advocate—both for herself as well as others. She acknowledges the diverse backgrounds of the individuals she serves and continually strives to see her students as whole individuals, tailoring her approach to support them effectively while considering their unique circumstances and place in the world.
“I’ve become more attuned to perspectives different from my own and make a conscious effort to understand others’ lived experiences.”
Oladipo, a recipient of the School of Education’s Transformative Research Excellence Award, plans to pursue her doctoral degree in Educational Psychology and hopes to one day teach at the university level while possibly serving in an administrative role.
“I aim to foster trust with my students, engage them as active participants in their learning, equip them with the tools to question established ideas, and instill in them an understanding of the significance of lifelong learning,” Oladipo says. “In doing so, I also hope to contribute to the local community by fostering mentorship opportunities and promoting community-based education.”
Katie Emory (BSEd 鈥�25)
Degree: Secondary Education
Katie Emory was drawn to Loyola’s unique Teaching, Learning, and Leading with Schools and Communities (TLLSC) program because of the opportunity it offers students to gain valuable experience in school settings right from the start.
“From the first semester in the program, you are able to do observations in an actual school, something not many other education programs offer,” Emory says. “I have gotten so much valuable experience in a variety of schools. It prepares you for the realities of being a teacher.”
By the time students in the School of Education’s Secondary Education program graduate, they will have completed the equivalent of a year of full-time teaching. A degree in Secondary Education also includes a major in a subject area. Upon graduation, students will earn an Illinois Professional Educator License, along with the English as a Second Language (ESL) endorsement.
For Emory, who will graduate with her secondary degree in math, the time she spent with English Language Learners had the greatest impact on her.
“I have gotten to work with students from all over the world, who speak a variety of languages and have different levels of education,” Emory shares. “Learning about their previous education experiences and the different ways that math is taught around the world broadens the way that I can teach, regardless of where they are from.”
Emory’s goal is to become a high school math teacher in the Chicago Public Schools. She would also like to work with English Language Learners and help address the lack of certified ELL teachers, which has resulted in those student populations being underserved.
The faculty have had a strong impact on Emory’s experience. Dr. Courtney Barcus, in particular, helped her with everything from interview preparation to providing examples of mathematics education pedagogy and answers to all her questions. “I could not be more appreciative of her dedication to her students,” she says.
“I have also made a lasting connection with my classmates,” Emory shares. “Because of the program’s structure, you go to placement sites together, work together on group projects, and have fellow educators to bounce ideas off of. We’ve become a close-knit community, as we all manage our way to becoming educators.”
"When children receive the right support early on, it can change the entire trajectory of their lives.”
This year, the School of Education is proud to highlight four graduating students who exemplify our mission of creating transformational experiences that advance education and research. Betsy Leong (EdD '25), Aliki Siao (MEd, EdS ’25), Alicia Oladipo (MEd ’25), and Katie Emory (BSEd ’25) are doing just that—preparing to become the best educators they can be in both their local and global communities.
Go forth and set the world on fire!
To learn about the 2025 School of Education Commencement Ceremony, click HERE.
When Betsy Leong accepted her position as Senior Educator in the Science Leadership Initiative at the Museum of Science and Industry—and was asked to manage the partnership with Loyola’s School of Education—it felt like a full circle moment.
“The Science Leadership Initiative is a mechanism to drive whole-school transformation of science teaching and learning,” Leong shared. “Our team also has a passion for supporting under-resourced schools and teachers. My time in the 3C’s program absolutely propelled me forward to get this job. In many ways, I would not have been fully equipped to do the sort of transformational work we are striving to create without the learning I gained in the 3C’s.”
The Curriculum, Cultures, and Communities (3 C’s) EdD program is designed to equip teachers, nonprofit leaders, and change agents with the research, pedagogical, and leadership skills needed to make an impact on learners—and communities as a whole.
Leong feels she now has the foundation in history, policy, curriculum and instruction, and research that enables her to advocate for the changes she believes are needed in education.
“The sheer amount of academic knowledge I gained has given me a lasting foundation to recognize my strengths as a leader and to better support teachers who are facing unimaginable challenges in this post-COVID, rapidly changing educational landscape,” she said.
Teaching in the School of Education’s undergraduate and graduate programs also allowed Leong to build meaningful relationships with a wide range of faculty and staff. She describes them as welcoming and supportive, especially her dissertation chair, Lara Smetana, who encouraged her to present at conferences, co-author papers, and who played a pivotal role in shaping her dissertation study.
“Overall, I opened myself to the potential to serve and participate in various capacities within SOE,” Leong said. “The result was invaluable mentorship and growth in my development as a leader.”
In addition, Leong says it was the relationships she formed with her fellow cohort members that carried her through the program. “It is safe to say I would not have persisted in this program without their support and encouragement.”
As an international student, Aliki Siao has witnessed the impact of how access to quality education—and the support system that surrounds it—can vary greatly from one country to another.
“Coming from the Philippines, I’ve seen firsthand how social and economic disparities can limit educational opportunities for many students, especially in underserved communities,” Siao says. “This awareness has fueled my passion for service, particularly in the field of education.”
During her time in the School of Education’s School Psychology program, Siao has observed the diversity within schools, which has deepened her understanding of how education can promote equity and empowerment. She now believes that ethical leadership in education involves not only advocating for academic excellence but ensuring that every student—regardless of background—receives the support they need to thrive.
“These experiences have shaped my belief that education should be a force for social justice,” Siao says. “They continue to inspire me to use my own opportunities to serve others meaningfully.”
Through her coursework and hands-on experience, Siao has gained a strong foundation in educational theory, inclusive practices, and the importance of culturally responsive teaching. What has resonated most she says is Loyola’s emphasis on service, ethics, and social justice which has helped her connect her passion for education with a deeper sense of purpose.
“I’ve always been passionate about serving youth, especially students with special needs, because I believe that early intervention is key,” Siao shares. “When children receive the right support early on, it can change the entire trajectory of their lives.”
Siao feels that 黑料门has helped her develop the tools—and the mindset—to be the kind of support system that students, particularly those with special needs, need. She’s learned to approach every student with empathy, patience, and high expectations, believing in their potential to thrive.
“In my future roles, I plan to apply my education by becoming a strong advocate and educator for students with diverse learning needs,” Siao says. “I want to create environments where they feel seen, supported, and empowered to reach their full potential—carrying forward Loyola’s mission to be a person for others in every classroom I enter.”
Alicia Oladipo, assistant director for Loyola’s Graduate and Professional Enrollment Management, says the two things that resonate most with her from her time in the Higher Education program are the emphasis on reflection and service-learning.
“Reflection informs my actions, prompting me to pause and think critically about my place in the world and the impact I have on others,” Oladipo explains. “As a reflective scholar-practitioner in higher education, I integrate this practice into many aspects of my professional work. The students I support depend on me to offer guidance that empowers them to make thoughtful, ethical choices. Reflection enables me to remain connected to myself and my students, fostering a supportive environment that prioritizes their needs.”
Born and raised in Chicago, Oladipo also appreciates the School of Education’s collaborative approach to engaging with local communities, which she feels sets it apart from other institutions.
“Often, institutional service is seen as separate from hands-on, community-based efforts,” she says. “The School of Education bridges this gap through its emphasis on real-world projects and service-learning, which I value.”
As she reflects on her time in the program, Oladipo says she now approaches her work with greater empathy and has grown more confident in her ability to advocate—both for herself as well as others. She acknowledges the diverse backgrounds of the individuals she serves and continually strives to see her students as whole individuals, tailoring her approach to support them effectively while considering their unique circumstances and place in the world.
“I’ve become more attuned to perspectives different from my own and make a conscious effort to understand others’ lived experiences.”
Oladipo, a recipient of the School of Education’s Transformative Research Excellence Award, plans to pursue her doctoral degree in Educational Psychology and hopes to one day teach at the university level while possibly serving in an administrative role.
“I aim to foster trust with my students, engage them as active participants in their learning, equip them with the tools to question established ideas, and instill in them an understanding of the significance of lifelong learning,” Oladipo says. “In doing so, I also hope to contribute to the local community by fostering mentorship opportunities and promoting community-based education.”
Katie Emory was drawn to Loyola’s unique Teaching, Learning, and Leading with Schools and Communities (TLLSC) program because of the opportunity it offers students to gain valuable experience in school settings right from the start.
“From the first semester in the program, you are able to do observations in an actual school, something not many other education programs offer,” Emory says. “I have gotten so much valuable experience in a variety of schools. It prepares you for the realities of being a teacher.”
By the time students in the School of Education’s Secondary Education program graduate, they will have completed the equivalent of a year of full-time teaching. A degree in Secondary Education also includes a major in a subject area. Upon graduation, students will earn an Illinois Professional Educator License, along with the English as a Second Language (ESL) endorsement.
For Emory, who will graduate with her secondary degree in math, the time she spent with English Language Learners had the greatest impact on her.
“I have gotten to work with students from all over the world, who speak a variety of languages and have different levels of education,” Emory shares. “Learning about their previous education experiences and the different ways that math is taught around the world broadens the way that I can teach, regardless of where they are from.”
Emory’s goal is to become a high school math teacher in the Chicago Public Schools. She would also like to work with English Language Learners and help address the lack of certified ELL teachers, which has resulted in those student populations being underserved.
The faculty have had a strong impact on Emory’s experience. Dr. Courtney Barcus, in particular, helped her with everything from interview preparation to providing examples of mathematics education pedagogy and answers to all her questions. “I could not be more appreciative of her dedication to her students,” she says.
“I have also made a lasting connection with my classmates,” Emory shares. “Because of the program’s structure, you go to placement sites together, work together on group projects, and have fellow educators to bounce ideas off of. We’ve become a close-knit community, as we all manage our way to becoming educators.”