Kiersten Caputy

Alumni athletic trainers give back to George �鶹��Ƶ

Katarina Benson — Fri, 20 Mar 2026 19:12:09 +0000

Alumni athletic trainers give back to George �鶹��Ƶ Katarina Benson Fri, 03/20/2026 - 15:12

For athletic trainers, every day begins with a simple mission: protect the health and safety of the athletes in their care. It is a role that demands clinical expertise, trust, communication, and an unwavering commitment to student well-being.

At �鶹��Ƶ, two alumni of the College of Education and Human Development (CEHD) are living that mission every day. Cheryl Hairston, BS Athletic Training ’15, and Jaylen Simmons, BS Kinesiology ’21, MS Athletic Training ’23, now serve George �鶹��Ƶ student-athletes as athletic trainers. Their journeys into the profession began with personal curiosity, mentorship, and formative experiences that ultimately shaped their careers.

Cheryl Hairston. Photo by George �鶹��Ƶ Athletics

Hairston’s path to athletic training began while she was exploring health care careers in high school. “I thought I wanted to be an orthopedic surgeon,” she said. “But I didn’t want to be in school until I was 30. In my search for related professions, I found athletic training, and I thought it was really cool to be able to work directly with sports teams on the sidelines as a health care provider.”

Simmons’s inspiration came from firsthand experience with injury during his own athletic career. “What first drew me to athletic training was an injury I sustained while playing high school football,” he said. “During that time, I worked closely with my high school athletic trainer, which sparked my interest in the profession.”

Those early experiences eventually led both of them to George �鶹��Ƶ’s Master of Science in Athletic Training (MSAT) Program within CEHD, where they developed the skills and mindset required to thrive in high-pressure athletic environments.

Hairston credits the program’s rigorous clinical experiences for preparing her to work in the high-pressure Division I athletics environment. “The experience in a variety of clinical settings prepared me well for the realities of working in DI athletics,” she said.

She recalls learning early on that the work of athletic trainers often requires creativity and adaptability. “I feel like the perception of DI athletics is that we have unlimited resources,” Hairston said. “Though we are fortunate to have many resources, we still have to be innovative and resourceful, especially when we’re on the road.”

Jaylen Simmons. Photo by George �鶹��Ƶ Athletics

Simmons agrees that the program demanded resilience and adaptability. “My experience in CEHD’s MSAT program taught me how to be more selfless than I had previously been,” said Simmons, who competed on George �鶹��Ƶ’s men’s track and field team while a student. “The faculty mentored and guided me through a challenging program while I was still competing as a Division I athlete myself. That experience prepared me to be flexible, adaptable, and ready to adjust to whatever environment I entered professionally.”

Today, their work supporting George �鶹��Ƶ athletes is both demanding and deeply rewarding. Athletic trainers provide care that spans injury evaluation, rehabilitation, prevention programs, emergency response, and coordination with physicians and specialists.

Hairston describes her days as a constant balance of responsibilities. “I spend the majority of my weekdays on patient care,” she said, “assessing injuries, treating and rehabbing injuries, creating preventative programs, responding to urgent situations, sitting in on doctor’s appointments, and documenting patient interactions. When we’re traveling, we might be at the track for 12 hours or more.”

But the profession is about far more than physical care.

“I try to get to know student-athletes as people, not just athletes,” Hairston said. “I see these athletes more than they see their family when they’re on campus, and I become part of that support system away from home.”

Simmons shares a similar philosophy.

“Honesty and showing athletes that you genuinely care goes a long way,” he said. “When athletes know you are honest with them and truly invested in their well-being, it helps build strong trust and lasting relationships.”

The role of athletic trainers is especially visible during the competitive season. Simmons works with the men’s soccer and wrestling teams. He begins his day preparing George �鶹��Ƶ’s men’s soccer team for practice, including “treatment, rehabilitation exercises, taping, stretching, and hydration,” he said. In the afternoon, he transitions to working with George �鶹��Ƶ’s men’s wrestling team, where he often manages more intensive post-operative care and wound management.

“Athletic trainers are truly the frontline of collegiate athletics,” Simmons said. “Our training allows us to recognize, evaluate, and treat injuries and guide athletes safely through the return-to-play process.”

For Hairston, the impact of athletic trainers extends across nearly every aspect of student-athlete health.

“We serve so many roles in the collegiate athletic space because of our varied skillset and proximity to our patients,” she said. “On any given day, we’re evaluating injuries, creating prevention programs, and responding to urgent situations.”

Despite the demanding schedule, both alumni say the relationships they build with student-athletes make the profession incredibly meaningful.

Working at George �鶹��Ƶ has added another layer of meaning to their careers. “Working at George �鶹��Ƶ was always my dream as an athletic trainer,” Hairston said. “My first clinical experience as a student was with George �鶹��Ƶ track and field, and now I’m the athletic trainer for that program. It’s really full circle for me.”

Simmons describes a similar sense of gratitude for his long affiliation with George �鶹��Ƶ. “This is my ninth year at �鶹��Ƶ, from being a student-athlete, to an MSAT student, and now a full-time professional.”

As National Athletic Training Month highlights the profession’s critical role in athlete health and safety, both alumni encourage students interested in the field to embrace the learning process.

“Learn the foundational stuff really well before you try to add glitter to what you’re doing,” Hairston said. “A great foundation will set you up for success and confidence.”

Together, their stories illustrate the powerful impact of CEHD’s Athletic Training Education Program, and the dedication required to support the health, safety, and success of student-athletes.

As Hairston reflects on her journey, one thing remains clear. “To be part of the student-athlete experience at George �鶹��Ƶ,” she said, “is everything.”

Topics

Alumni

College of Education and Human Development

Athletics

Faculty and Staff News

First-year teacher makes an early impact

Katarina Benson — Fri, 19 Sep 2025 18:10:19 +0000

First-year teacher makes an early impact Katarina Benson Fri, 09/19/2025 - 14:10

In her first year of teaching, Emmeline Mejia, MEd ’24, has already earned one of Fairfax County Public Schools' top honors: 2025 Outstanding New Secondary Teacher of the Year. It's a milestone that speaks volumes about her passion for education and her commitment to multilingual learners at Justice High School in Falls Church, Virginia.

“Being named Outstanding New Secondary Teacher of the Year is both humbling and affirming,” Mejia said. “It reminds me that the hard work, long hours, and deep care I pour into my students are making a difference.”

Emmeline Mejia. Photo provided

A first-generation college graduate, Mejia earned her master’s degree in Curriculum and Instruction with a concentration in Teaching English to Speakers of Other Languages (PreK to Adult) from �鶹��Ƶ’s College of Education and Human Development (CEHD). She came to teaching through a nontraditional path, via an undergraduate degree in sociology and a teacher residency program.

“I knew I needed a deeper understanding of pedagogy and language acquisition,” she said of her decision to pursue the certificate. “What stood out about CEHD’s program was its strong focus on equity and culturally responsive teaching. It didn’t just shape me as a teacher—it helped me build my identity as an advocate.”

In the classroom, Mejia brings that advocacy to life. She teaches with empathy, celebrates her students’ cultural identities, and upholds high expectations for all learners. Through visual scaffolding, bilingual supports, and building personal relationships, she creates a space where newcomers feel seen, supported, and empowered.

Her passion for collaboration was strengthened during her time at George �鶹��Ƶ, particularly through working alongside other educators in her cohort. “The practical advice and wisdom of experienced teachers helped me shape my own approach to classroom management and student support,” she said. “It reminded me how important professional community is.”

That sense of community extends beyond her school walls. Mejia remains deeply connected to her CEHD peers and professors and views the alumni network as an ongoing source of encouragement. Looking ahead, Mejia hopes to grow into a school leadership role and continue advocating for newcomer programs and inclusive school cultures.

Emmeline Mejia with students. Photo provided

“In the short term, I’m pursuing professional development that sharpens my cultural competency and helps me mentor others,” she said. “Leadership isn’t just a title; it’s a responsibility to advocate, inspire, and serve.”

When asked what she wants others to know about the role of TESOL educators, Mejia is candid. “We are so much more than English teachers. We’re guides, counselors, and often lifelines for our students. It’s deeply emotional work that requires empathy, cultural humility, and an unwavering belief in our students’ potential.”

Her advice for future educators? “Don’t be afraid. You will make mistakes, and that’s okay. What matters is that you keep coming back to your ‘why.’ Teaching is about the heart—build relationships, show empathy, and believe in your students. That’s what they’ll remember.”

Topics

College of Education and Human Development

Alumni

K-12 Partnerships

This alum found his calling in Alaska’s community recreation

Katarina Benson — Tue, 29 Jul 2025 18:50:22 +0000

This alum found his calling in Alaska’s community recreation Katarina Benson Tue, 07/29/2025 - 14:50

Brenden Powers, BS Recreation Management ’23, isn’t one to shy away from an adventure. As the indoor recreation supervisor for Anchorage Parks and Recreation in Alaska, he’s found himself thousands of miles from Northern Virginia—but right where he belongs.

A proud alumnus of �鶹��Ƶ’s College of Education and Human Development (CEHD) School of Sport, Recreation, and Tourism Management (SRTM), Powers oversees the Spenard Community Recreation Center in Anchorage, where no two days are the same.

From managing daily operations and summer camps to launching city-wide youth initiatives, Powers leads with purpose, empathy, and an unshakeable belief in the power of public service. “Typical days are far and few when it comes to working within parks and recreation. But every day, I know we’re making a difference,” he said.

Powers next to a snowman.

Powers’s journey into recreation management wasn’t always obvious; after enrolling at Northern Virginia Community College in 2018 and working part-time for NOVA Parks at Fountainhead Regional Park, he found his spark and his mentor. “I absolutely fell in love with the work I was doing—being outside, interacting with my community, and brightening someone’s day,” he says.

It was Nancy Chamberlain, his supervisor at the time and now an adjunct professor in the Recreation Management Program of SRTM, who offered him the words that would change everything: “Let’s turn your passion into a profession.” That encouragement was all he needed to transfer to George �鶹��Ƶ and dive headfirst into the field of parks and recreation.

At George �鶹��Ƶ, Powers found more than an academic home—he found a community that believed in him. “Every professor pushed me further than I imagined. They didn’t just want me to succeed; they believed in me even before I believed in myself.”

He credits the coursework and faculty support for building a professional foundation he still draws from today. The Recreation Management Program’s focus on accessibility, administrative practices, and the psychology of recreation helped him understand the deeper impact of his work beyond daily operations. His internships, first with the Bureau of Land Management and Chesapeake Conservancy and later with the American Conservation Experience, would eventually lead him to Alaska.

Now in Anchorage, Powers is putting all of it into action. In just six months in his current role, he’s helped shape programs that provide critical support to youth and families in the city. With Anchorage facing a growing homelessness crisis, he and his team partnered with local nonprofits Juanita Strong Forever Project and Hennings Inc. to provide free meals to anyone under age 18, five days a week. The Spenard Community Recreation Center also opens its doors daily to youth at no cost, giving them a safe space to play and belong. Adults can participate in additional programming for as little as $3.

“We’re also offering one of the most affordable summer camps in the state,” he said. At just $190 a week, the camp is American Camp Association-accredited and packed with STEM, arts, outdoor adventure, and field trips across Alaska. “What we’ve accomplished so far is only the beginning. I couldn’t be more proud of my team.”

Powers’ decision to move to Alaska was part childhood dream, part personal challenge. He grew up captivated by the Disney classic movie Brother Bear and later found himself inspired by Outdoor Boys, the popular YouTube channel created by fellow George �鶹��Ƶ alumnus Luke Nichols, JD ’09.

“Watching Luke’s adventures in the Alaskan wilderness really lit a fire in me,” Powers says. “I love a challenge, and Alaska just called to me. All the recreational activities I enjoy—hiking, fishing, skiing—they’re all elevated here. Once the idea was in my head, I couldn’t get it out.”

Powers in the woods.

Outside of work, Powers embraces every season. Winters are filled with cross-country skiing, snowboarding, skating, and watching weekend dog mushing races. Summers bring endless daylight, hiking, biking, and outdoor exploration. “It’s truly insane how much you can do when the sun doesn’t set,” he said.

Reflecting on his George �鶹��Ƶ experience, Powers speaks with deep appreciation. “To me, being an alumnus means being part of something far greater than just a degree. It means carrying forward the torch of empathy, equity, and lifelong learning that was ignited during my first few minutes at George �鶹��Ƶ,” he says. “Every child I teach, every life I touch, I do so with the knowledge that I am standing on the shoulders of the professors, classmates, and community who believed in me when I was still learning what it meant to believe in myself.”

His advice for students hoping to follow a similar path is simple but powerful: “Work hard, keep an open mind, and always arrive 15 minutes early. Your passion can absolutely become your profession, and George �鶹��Ƶ will give you the foundation to make it real.”

Powers also extended a heartfelt thank you to the SRTM faculty and staff who helped shape his journey. “You didn’t just teach me facts or theories. You taught me resilience, compassion, and how to lead with integrity. You saw potential in me before I knew it existed and helped mold me into the man I am today. Because of you, I leave not just with a degree, but with purpose, confidence, and a heart full of gratitude. I carry your lessons with me every single day.”

Topics

Alumni

College of Education and Human Development

Kiersten Caputy

Alumni athletic trainers give back to George �鶹��Ƶ

Topics

First-year teacher makes an early impact

Topics

This alum found his calling in Alaska’s community recreation

Related Stories

Topics