By Isabella DeHayes
What does it mean for you to be able to speak to the Class of 2026?
It honestly feels like an incredible honor. Drexel has been such a significant part of my life for so many years, so being asked to represent this graduating class feels surreal in the best way. I’m surrounded by so many intelligent, thoughtful, and passionate educators, and the idea that I get to speak on behalf of even a small part of that community means a lot to me.
What makes it even more meaningful is that many of the graduates are people I’ve worked closely with throughout my career. Some are student teachers I’ve mentored over multiple semesters. One is even a former math student I taught virtually during COVID who I later had the opportunity to guide through student teaching. Getting to watch people grow from students into educators, and then celebrate this moment alongside them, is incredibly special.
What does being a “Double Dragon” mean to you personally? Completing both your BS and MS here is a huge accomplishment.
Being a Double Dragon means much more to me now than it would have a few years ago. During undergrad, I put an enormous amount of pressure on myself to complete everything all at once: my bachelor’s degree in mathematics, minors in STEM education and psychology, Pennsylvania teaching certification requirements, three six-month co-ops, and my master’s degree coursework simultaneously. Altogether, it would have been over 220 credits alongside a year and a half of professional field experience.
When I realized I couldn’t sustain that pace and didn’t finish my master’s degree at the same time as my bachelor’s degree, I felt like I had failed. Looking back now, I see that experience very differently. Returning to Drexel later in life turned out to be a gift. I came back with more classroom experience, more confidence in myself as an educator, and a greater appreciation for the learning process itself. I was able to engage with the work more deeply and truly absorb what I was learning in a way I may not have been ready for before.
Coming back also gave me the opportunity to build relationships with professors, peers, and educators I never would have met otherwise. Being a Double Dragon represents persistence to me, but also growth, humility, and the understanding that there is no single “right” timeline for success.
What made you come back to Drexel to pursue a master’s degree?
It was always my intention to come back and finish the few remaining classes I needed for my master’s degree. But for a long time, returning felt harder than leaving. Most people assumed I had already completed both degrees when I graduated in 2019, and there was a lot of embarrassment tied to admitting that I hadn’t.
Ironically, the moment that finally pushed me to return happened at a Drexel event. Last year, I was speaking at the School of Education commencement awards ceremony, and afterward I was talking with Dr. Valerie Klein and my family. I mentioned that one day I would love to teach courses at Drexel. Dr. Klein responded very matter-of-factly: “Well, first you need to finish your master’s degree, and then we can talk.”
What she probably didn’t realize is how important that moment was for me. There was no judgment attached to it, no disappointment, no shame. She broke the ice in telling my family and made going back feel simple and possible. At that moment, something shifted for me. She gave me the courage to stop avoiding it and finally finish what I started. That interaction is a perfect example of why Drexel professors have had such a lasting impact on me as both a student and an educator.
How did your perspective on Drexel change between undergrad and grad school?
During undergrad, Drexel often felt like something I needed to get through. I was balancing so many responsibilities and putting a lot of pressure on myself academically and professionally that I rarely slowed down enough to appreciate the experience.
Graduate school felt completely different. Returning later in life, after spending years teaching full time, made me realize how much I genuinely missed learning. Instead of feeling like school was an obligation, it felt like a privilege. I appreciated the opportunity to challenge my thinking, engage in meaningful conversations, and reconnect with the parts of myself that loved being a student.
I also think my perspective on education itself changed. In undergrad, I focused heavily on achievement and outcomes. In grad school, I became much more interested in reflection, relationships, and the deeper purpose behind education. That shift changed the way I approach both learning and teaching.
Was there a moment during undergrad that directly influenced your decision to pursue graduate study?
I think the influence was less about one single moment and more about the experiences I had working with students throughout undergrad. Between my coursework, co-ops, and early teaching experiences, I started realizing how much I cared not just about teaching content, but about understanding students as people and thinking critically about how classrooms function.
At the same time, I also realized there were bigger questions I wanted to explore about education, equity, relationships, and what meaningful learning actually looks like. Graduate study gave me the space to reflect on those questions more deeply and connect them to my own classroom experiences.
What are some things you learned about yourself through your time at Drexel that you will carry with you into your career?
One of the biggest things I learned is that education is fundamentally relational. Students are not problems to solve or data points to manage; they are people, and meaningful learning can only happen when students feel respected, heard, and safe enough to be themselves.
Drexel also taught me the importance of reflection and humility. Some of the most meaningful growth I experienced came from moments where I had to reconsider my own assumptions, listen more carefully, and admit when I needed to do better. I’ve learned that being an educator is not about having all the answers. It’s about being willing to keep learning alongside your students and colleagues.
Finally, I learned that community matters. The people around us, mentors, peers, students, friends, shape who we become. None of us do this work alone, and the relationships I built at Drexel are something I will carry with me throughout my career.