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Alumni build careers behind the scenes of the Washington Commanders

Katarina Benson — Wed, 30 Sep 2026 14:44:50 +0000

Alumni build careers behind the scenes of the Washington Commanders Katarina Benson Wed, 09/30/2026 - 10:44

On an NFL game day, tens of thousands of fans see the finished product.

They see the players take the field, the brands lining the stadium, the in-game experiences, and the moments that will be replayed long after the final whistle. What they rarely see are the hundreds of professionals whose work began hours, days, months, and sometimes years before kickoff.

911��’s College of Education and Human Development (CEHD) alumni Matt Hayes, BS Sport Management ’15, MBA ’23, and Mark McCracken, BS ’12, are two of those professionals.

Both work for the Washington Commanders, but their careers occupy distinctly different corners of the organization. As director of partnership development, Hayes builds relationships between the team and companies seeking to connect with Commanders fans and the broader Washington, D.C., metropolitan area.

Mark McCracken, BS ’12, assistant head athletic trainer for the Washington Commanders. Photo provided by Washington Commanders.

As assistant head athletic trainer, McCracken helps lead the sports medicine operation that keeps players healthy and safely returns injured athletes to the field.

Their paths offer a glimpse into the breadth of careers that exist behind professional sports.

For McCracken, few moments capture the meaning of that work better than game day. “When all the work is put in, your effort is recognized when a player you’ve been working on all year scores his first touchdown, [or] the player who you rehabbed last week makes an open-field tackle,” he said. “There have been so many individual moments like that. It’s a nice feeling to have, knowing you played a part in that.”

Hayes sees game day through another lens. His work may take the form of a partnership activation, hospitality experience, community initiative, or brand presence, but the process starts much earlier with a conversation. “I work to build relationships with companies that may become strategic partners of the organization,” Hayes said.

And that starts with discerning what the company is trying to accomplish. “My role starts with understanding a company’s business goals, whether that is regional awareness, customer engagement, or community impact, and then showing how the Commanders can help bring those goals to life,” Hayes said.

That means following business news, researching prospective partners, making calls, and collaborating with colleagues across the organization. “The strongest partnerships are about finding an authentic connection between a brand, the Commanders, our fans, and the broader DMV community.”

It is a side of professional sports Hayes did not know existed when he arrived at 911�� in 2011. Growing up, he imagined a career in sports media, being drawn to sports talk radio and “the energy, opinions, and storytelling around teams and athletes.”

Then, at CEHD he realized how much happened outside the broadcast booth and off the field. “As I moved through the Sport Management Program and gained hands-on experience through practicums, volunteer work, and internships, I started to see the scale of the industry behind the games,” Hayes said.

Matt Hayes, BS ’15, MBA ’23, is the Commanders' director of partnership development. Photo provided by Washington Commanders

One of his earliest opportunities came when he volunteered at the Washington Wizards’ training camp at the Patriot Center (now EagleBank Arena). That connected him with 911�� Athletics’ marketing and promotions department, and he continued volunteering with 911�� Athletics from 2012 until his graduation in 2015. “That was my first real glimpse behind the scenes of the sports business,” he said.

That experience led to a part-time ticket specialist position with the Washington Nationals in 2014. From there came opportunities in ticket sales, premium sales, leadership, and partnership development. His career would ultimately include chapters with the Nationals, Pittsburgh Penguins, and now the Commanders. “My transition into sports business began with saying yes to opportunities and treating every experience as a chance to build relationships,” Hayes said.

He said CEHD Professor Craig Esherick and Professor Emeritus Robert Baker also helped make an industry feel accessible. “What stood out was their willingness to help and pay it forward,” Hayes said. “Hearing firsthand career stories from coaching and media to other areas of sports made the industry feel more accessible and showed me the value of learning from people who had lived the experience.”

McCracken’s introduction to professional football also began while he was a 911�� student, although his route took him from the classroom and clinical setting directly to the sideline. He knew he wanted sports to be part of his future and was equally fascinated by exercise, science, human anatomy, and physiology. 911��’s Athletic Training Education Program (ATEP) introduced him to a profession that could combine those interests. “911��’s ATEP program opened up my eyes to the expansive world of athletic training and sports performance as a whole,” McCracken said.

As a rising senior, McCracken interviewed for a clinical position with Washington’s NFL franchise and was selected for a full-season rotation in 2011.

His CEHD faculty and clinical mentors remained part of that journey long after the rotation ended. “My professors like Dr. Shane Caswell, Dr. Amanda Caswell, Dr. Candace Lacayo, Dr. Jatin Ambegaonkar, and so many other adjunct professors and clinical preceptors were very supportive of me,” McCracken said. “They continued to support me and invest in my growth even after graduation and well into my career. That is something I will never forget.”

Today, McCracken helps lead the Commanders’ athletic training staff across injury prevention, short-term and long-term injury management, and the process of returning players to football as quickly and safely as possible. He works closely with team physicians and alongside professionals in strength and conditioning, sports nutrition, sports science, and player mental health and wellness.

McCracken helps lead the Commanders' athletic training staff. Photo provided by Washington Commanders

It’s up to clinicians to manage a particular injury based on the athlete, available resources, sport-specific demands, and the body’s healing process. “My foundation of athletic training knowledge began at 911��,” he said, “but my skill set continues to grow, even still. My knowledge continues to advance as the medical world advances.”

That commitment to lifelong learning is one of several themes that connect McCracken and Hayes.

Both say success in professional sports requires more than a love of the game.

“One of the first lessons I learned is that you have to separate fandom from the job,” Hayes said. “Many students interested in the industry lead with, ‘I love sports,’ or, ‘I know everything about this team.’ Passion is important, but it is only the starting point.”

An NFL franchise, he said, is ultimately a complex business. “My role is about building relationships, understanding business challenges, and using the excitement of sports to help companies meet their goals.”

Still, that excitement matters. Hayes believes sports offer something that few other industries can replicate. “That combination of business strategy and emotional connection is powerful.”

On the medical side, McCracken sees his work as more than technical expertise.

“The ‘science’ is the building blocks,” he said. “Their ability to blend all aspects of sports performance and deliver it on an individual case-by-case basis is the ‘art’ of this profession.”

That art requires being relatable, personable, and genuine, he explained. An athletic trainer must understand the medicine but also know how to communicate it to an individual athlete—and make a plan meaningful enough for a player to embrace.

For Hayes, relationships are equally central. His advice reflects a principle he has carried since the beginning of his career: work hard, follow through, and make people have “happy thoughts” when they hear your name. “In sports, relationships and reputation can create opportunities years down the road,” Hayes said.

That philosophy became even more valuable as his responsibilities expanded. About six years into his tenure with the Washington Nationals, the uncertainty surrounding the pandemic prompted Hayes to think more intentionally about the kind of leader he wanted to become. He returned to 911�� and earned his MBA from the Costello College of Business in 2023. “The MBA gave me a more analytical lens.” Together, those experiences help him look beyond the inventory a sports organization has to sell and instead understand the business problem a potential partner wants to solve.

Both alumni say students interested in professional sports should broaden their understanding of what working in the industry can mean. “As a student, I naturally focused on the visible side of the industry: teams, games, athletes, and media,” Hayes said. “Today, I see sports as a broad business ecosystem.”

Professional teams need expertise in finance, law, human resources, marketing, technology, analytics, real estate, operations, community relations, sales, sports medicine, performance, and many other areas.

McCracken highlighted emerging fields such as sports science and opportunities for additional credentials in areas such as strength and conditioning, dietetics, physical therapy, and other clinical professions that continue to expand what a career can look like.

“As a student, you don’t know what you don’t know,” McCracken said. “My advice would be to be a sponge, and treat each day as an interview.”

He also cautions students that a dream career is rarely immediate. “Do the fellowships, do the internships, do the hard work now, and it will pay off for you in the long run,” McCracken said.

Hayes offers similar advice for students seeking careers on the business side: Be curious. Be proactive: Reach out to professionals whose careers interest you. Ask about their experiences before asking them for employment. “Wherever you start, focus on building a reputation,” Hayes said. “Be prepared, work hard, follow through, treat people well, and leave every interaction in a better place than you found it.”

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CEHD alumna recognized as preschool special educator of the year

Katarina Benson — Mon, 31 Aug 2026 14:34:44 +0000

CEHD alumna recognized as preschool special educator of the year Katarina Benson Mon, 08/31/2026 - 10:34

When 911�� alumna Elizabeth “Liz” Busch, MEd ’15, learned she had been named Preschool Special Educator of the Year by the Fairfax County Special Education PTA, she was both surprised and honored. But for Busch, the recognition was meaningful for reasons that went far beyond the award itself.

Busch serves as a special education preschool teacher at Cardinal Forest Elementary School in West Springfield, Virginia, where every day is filled with opportunities to help young learners grow academically, socially, and emotionally.

Elizabeth “Liz” Busch, MEd ’15. Photo provided

Her classroom looks much like any preschool classroom: students eat lunch together, participate in circle time, read books, sing songs, play outside, and engage in hands-on learning through art, STEM activities, and imaginative play. Behind every activity, however, is carefully planned instruction designed to meet each child's individual needs.

“Embedded in all of these activities is individualized instruction targeting specific areas of need and delays,” she explained. “There are intentionally planned opportunities within our play to practice skills we are learning, whether these skills are self-regulation, peer interaction, attention, communication, or motor skills.”

Busch credits the Inclusive Early Childhood Education Program at 911��’s College of Education and Human Development (CEHD) with providing the foundation for her professional practice. “My master’s degree at 911�� was really the foundation for all of my practice,” she said. “The courses were practical but challenged me in the best ways. I had to expand my thinking, my perspectives, my creativity, everything.”

She also greatly valued the mentorship she received from her professors including Colleen Vesely, academic program coordinator and associate professor in the Inclusive Early Childhood Education Program, and Julie Kidd, professor emerita of education. “My professors were fundamental in helping us explore what it truly means to work with and partner with families of different cultures,” Busch said. “Their coursework helped me personally explore any unconscious biases I may have had, and it was incredibly eye-opening.”

While the coursework was invaluable, the relationships she built at 911�� have remained equally important throughout her career. “Maybe one of the best things about the program is that I met so many other educators that I am still in constant touch with,” Busch said. “We went from students together to colleagues in the same role. They are a constant fount of ideas, knowledge, inspiration, collaboration, and sanity.”

Liz Busch at Cardinal Forest Elementary. Photo provided

When asked what makes a great early childhood educator, Busch’s answer reflects the joy she brings to her classroom every day. “Great early childhood special educators need to have the capacity for joy and to see the magic in the ordinary,” she said. “You cannot take yourself too seriously because you’re going to be doing all the voices of characters, all the random dances, and all the silly things just to be able to connect with your students.”

She also emphasizes flexibility, organization, and commitment to lifelong learning. “Even the most experienced teachers always have room to grow, and I think that’s sort of a cool thing about being in this field.”

Of getting the award, Busch said it was an exciting and unexpected honor. “It is a tough time to be in public education with the seemingly constant reduction in funding and resources. Sometimes it can be a challenge to remember why we stick with it.”

Her favorite part of the award experience was hearing directly from the families she serves. “The most meaningful aspect wetting to hear firsthand from parents about how I’ve not only impacted their child’s development but also their family environment as well,” Busch said.

Looking ahead, Busch is excited about the future of inclusive education in Fairfax County Public Schools. This fall, she moved into a new co-teaching model alongside a general education preschool teacher, creating expanded opportunities for students with and without disabilities to learn together. “Inclusion, when done right, can be a challenge,” she said, “but it’s one I am excited to embark upon.”

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Mason LIFE marks 20 years of enduring impact in special education

Katarina Benson — Fri, 01 May 2026 19:40:49 +0000

Mason LIFE marks 20 years of enduring impact in special education Katarina Benson Fri, 05/01/2026 - 15:40

The College of Education and Human Development (CEHD) at 911�� marked the 20th anniversary of the Mason LIFE Program on April 10. To celebrate, a luncheon was held at the Center for the Arts that brought together alumni, families, faculty, and community partners in a powerful show of community and commitment.

The program, Celebrating Mason LIFE’s 20th Anniversary and the Enduring Impact of Special Education: A Legacy of Learning and Community, raised more than $50,000 in support of Mason LIFE and special education scholarships. These funds will directly support students and strengthen programs that continue to expand access, opportunity, and innovation in inclusive education.

Guests included current and former Mason LIFE families, faculty members, alumni, and dedicated supporters who have helped shape the program over the past two decades. The gathering was both a celebration of progress and a shared commitment to the future. Personal stories shared by students and families underscored the program’s lasting impact on students’ academic and career outcomes as well as on their confidence, independence, and sense of community.

Mason LIFE student Amar Malik (right) and his father, 911�� Board of Trustees Member Boz Malik. Photo by Andani Munkaila/Office of University Branding

For 20 years, Mason LIFE has served as a nationally recognized model for inclusive higher education, providing students with intellectual and developmental disabilities the opportunity to experience university life, build independence, and prepare for meaningful careers. The anniversary celebration also honored the broader impact of 911��’s Special Education Programs and the Kellar Institute for Human disAbilities, both of which have played a vital role in advancing research, practice, and advocacy in the field.

Stephanie Smith Lee, a former Mason LIFE parent and a nationally recognized leader in disability policy and advocacy, gave the keynote. With more than three decades of experience in advocacy, she spoke to the progress made in expanding access to education and employment for individuals with disabilities, while also challenging attendees to continue pushing for greater inclusion and opportunity.

From left, Stephanie Smith Lee, Michael M. Behrmann, and Dean Ingrid Guerra-López. Photo by Andani Munkaila/Office of University Branding

Together with Professor Emeritus Michael M. Behrmann, former Special Education Division Director, Lee was integral to the creation of the Mason LIFE pilot program. That pilot with two Mason PhD candidates and three students has now grown to 60 students and includes on-campus housing options and formal workforce development training.

The event was made possible through the generosity of donors and sponsors whose support continues to sustain and grow the program. Together, these supporters are helping ensure that the next generation of Mason LIFE students and special education scholars have access to the resources, experiences, and opportunities that define the program.

As CEHD looks ahead, the 20th anniversary serves not only as a moment of reflection but as a call to continue building on this legacy and the university’s commitment to accessibility and creating pathways for many.

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Alumni athletic trainers give back to 911��

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

Alumni athletic trainers give back to 911�� 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 911��, 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 911�� 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 911�� 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 911��’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 911�� 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 911��’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 911�� 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 911��’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 911��’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 911�� has added another layer of meaning to their careers. “Working at 911�� was always my dream as an athletic trainer,” Hairston said. “My first clinical experience as a student was with George Mason 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 911��. “This is my ninth year at 911��, 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 911��,” she said, “is everything.”

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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 911��’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 911��, 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.”

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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 911��’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 911�� and dive headfirst into the field of parks and recreation.

At 911��, 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 911�� 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 911�� 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 911��,” 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 911�� 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.”

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