The university’s highest undergraduate teaching honor recognizes accomplished educators across campus

This year’s recipients of Purdue’s highest undergraduate teaching honor have not only bettered Boilermakers’ educations but have influenced today’s teaching environment and tomorrow’s workforce. They’re shaping the future from their classrooms. Meet the 2024 Charles B. Murphy Award winners:

Kendra Erk

How do Purdue engineering students learn best? Associate professor Kendra Erk knows from her own experience — she earned her bachelor’s degree from the university. She joined the faculty in 2012 and began leading Boilermakers in materials engineering (MSE).

As an instigator of improvements, Erk has positively impacted Purdue students, as well as the future of education across the state. In addition to ensuring students receive a world-class education in the classroom and research lab, as well as leading the MSE Safety Committee, she has also collaborated with the engineering department at Ivy Tech Lafayette to enrich its curriculum. She has promoted engineering education through her work as a developer and coprincipal investigator on Project UPDATE, a program funded by the National Science Foundation that integrates engineering design principles into soon-to-be teachers’ science lesson plans.

Every day, Erk prioritizes three themes, whether she is instructing students, developing plans or pursuing goals: Be respectful, resourceful and resilient. With the confidence and credibility brought by the Charles B. Murphy Award, she can pursue even more of her ideas. “It provides a platform to make our curriculum better,” she says. “It means so much to me as an educator that this award will help us improve what our faculty delivers and what our students gain.”

Dino Felluga

Professor Dino Felluga leads English courses, study abroad programs and research projects, adhering to a principle from Leonardo da Vinci: “Knowing is not enough; we must apply. Being willing is not enough; we must do.” His students engage in hands-on lessons that leave them with widened perspectives and deepened understanding.

While instilling curiosity in others, Felluga has invented his own resources and revised classes. His active-learning assignments encourage students’ creativity, from recreating “Citizen Kane” scenes for a film class to presenting on the streets of Italy during a study abroad trip. When he is unable to find the right tools, he builds them himself, including the online resources Introductory Guide to Critical Theory; Britain, Representation, and Nineteenth-Century History; and Collaborative Organization for Virtual Education. He has also written “Critical Theory: The Key Concepts,” “The Encyclopedia of Victorian Literature,” “The Perversity of Poetry” and “Novel-Poetry,” set to be published in September 2024 by Oxford University Press.

“Novel-Poetry” was cowritten with Emily Allen, Felluga’s wife. Allen is an associate professor of English and founding director of the John Martinson Honors College’s Blue Sky Teaching and Learning Laboratory — as well as a 2002 Charles B. Murphy Award winner. “We’re the only couple to both receive the Murphy in the history of the award,” he says. “Purdue’s been supportive of our efforts, and the Honors College has allowed both of us to really engage with the rest of the university.”

Stephanie Gardner

Approaching teaching and mentoring from a student-centered perspective is essential to supporting Boilermakers in the classroom and beyond — like in research laboratories, which make a biology student’s undergraduate experience more meaningful. “It’s so important to their education,” says associate professor Stephanie Gardner. “Research is where they strengthen interpersonal skills, spark up interests and learn how new knowledge forms.”

Since arriving at Purdue as a lecturer in 2007, Gardner has prioritized evidence-based instructional practices and equitable access to research. She has provided for students on campus by developing Course-based Undergraduate Research Experiences, funded by the National Science Foundation, and training instructors as part of the program. As a coprincipal investigator of Partnering in Research Mentoring for Minoritized Students in STEM, she has helped mentors and mentees at Purdue and Chicago State University. In 2024, she was selected to become a fellow of the Partnership for Undergraduate Life Science Education, a national program that aims to support departments and instructors in improving undergraduate learning of life sciences and other related disciplines.

Serving students not only at the university but across the country is always Gardner’s goal, and the Charles B. Murphy Award is a message to keep going above and beyond. “What drives me is helping students feel like they belong,” she says. “I want them to feel valued and like they have the capacity to master anything they’re trying to learn.”

I want them to feel valued and like they have the capacity to master anything they’re trying to learn.

Stephanie Gardner

Associate professor of biological sciences

Amy Sheehan

What do pharmacists need to know? Understanding medical literature, thinking critically about research, and communicating with peers, physicians and patients are only a few of the role’s many responsibilities. Professor Amy Sheehan prepares Boilermakers for their careers by continuously providing real-world practice.

Sheehan has introduced practical activities, revised review processes and integrated new technologies since joining the Purdue faculty in 1998. The developments of a mock drug question assignment and a drug formulary monograph, which integrate examples from her own work at Indiana University Health’s drug information center, have taught students how to effectively respond to drug-related questions and patient-specific situations. She has also incorporated constructive peer reviews and encouraged student-to-student mentorship to start building networks.

Working with the Innovative Learning hub, Sheehan is implementing artificial intelligence into the peer-review system while educating students on ethical AI usage. “I’m really excited for its impact on teaching and learning,” she says. The Charles B. Murphy Award is a motivator to keep going. “I want to continue to offer the best learning experience for my students.”

Jennifer Smith

When clinical associate professor Jennifer Smith finished her first day of student teaching, she called her mom and said she knew it was what she wanted to do for the rest of her life. Fifteen years of working in elementary schools and almost five years of educating at Purdue have only brightened that innate spark.

In the College of Education, Smith has illuminated ways for future teachers to connect with students. Focusing on special education curriculums, she has prepared Boilermakers for excellence by improving courses, researching teacher-student dynamics and cofounding the Center for Research and Equipment for Assistive Technology in Education (CREATE) and the Accessible Creative Teaching and Inclusive Opportunities Now! Research Lab. Her involvement in national conferences helps her share ideas across the United States.

CREATE empowers the next generation of learners with accessible resources like software and equipment. Since its establishment, the center has inspired students to create practical solutions. The Charles B. Murphy Award is a recognition for her accomplishments — and encouragement to keep building. “Innovation is one of Purdue’s values, and students are representing that at CREATE,” Smith says. “Now we’re looking into how we can expand and capitalize on all of the amazing progress.”

Betsy Parkinson and Lindsey Payne recognized for excellence in and out of the classroom

Betsy Parkinson and Lindsey Payne, winners of the 2023-24 Exceptional Early Career Teaching Award, embody the ideal that the “teaching responsibility to students does not stop at the classroom door.” They persistently demonstrate their “readiness to aid and motivate students in a counseling and advisory capacity” through distinctive strategies and simple acts of kindness.

Purdue University began offering the early career award to honor outstanding undergraduate faculty members on the West Lafayette campus with the rank of assistant professor. Of the hundreds of Boilermakers eligible, Parkinson and Payne have distinguished themselves not only as skilled educators, but also as remarkable human beings.

Betsy Parkinson

Betsy Parkinson, assistant professor of chemistry and medicinal chemistry and molecular pharmacology, fell in love with both science and teaching at an early age. Her experiences growing up on a farm in Mississippi inspired, in part, her current research on soil-dwelling bacteria and medicines based on natural products (molecules made by living organisms). Her passion for sharing knowledge is something that has always been a part of her, too.

“I’ve loved teaching for a long time,” she says. “Even in middle school, I was the annoying kid who was trying to tutor her friends. I was like, ‘I can tutor you. I can tutor you.’ Being honored with the Early Career award for doing something that I love is so special to me. I really appreciate it.”

Parkinson’s path to Purdue started with her undergraduate education at Rhodes College in Memphis, Tennessee, where she majored in chemistry and participated in undergraduate research at St. Jude Children’s Research Hospital.

“I was in a molecular pharmacology lab at St. Jude,” she explains. “So early on, I was at the interface between biology and chemistry.”

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Parkinson’s research interests grew, and in graduate school she explored nature-made medicines at the University of Illinois Urbana-Champaign.

Parkinson started at Purdue in 2018 and since then has taught organic chemistry to more than 2,000 undergraduates. She takes the pulse of her students on day one of classes.

“I give students a survey about their feelings toward organic chemistry,” she explains. “Right off the bat I acknowledge they might be scared or nervous. But I reassure them that, although we cover a lot of content, if they study 30 minutes a day, they will be fine. They may not get an A, but they will be totally fine.”

Parkinson has implemented other strategies too, like “Friday Fun Lectures,” which help students connect organic chemistry concepts to their other academic interests, and “Chill With a Chemist” meetings with students outside of class. Supporting struggling students with extra help sessions and promoting on-campus mental health resources are just a few of the ways Parkinson is making a difference in the lives of her students.

“I am so appreciative of my students,” Parkinson says. “There are many fantastic professors on Purdue’s campus, and it’s just a huge honor to receive this award.”

Having the Early Career award be student-centered makes it especially meaningful for me. Knowing that those I am directly impacting are advocating for me reinforces that what I am doing is working. And I really appreciate that.

Lindsey Payne

Director of service-learning and
assistant professor of practice in environmental and ecological engineering

Lindsey Payne

Lindsey Payne has been the director of service-learning for Purdue’s Office of Engagement since 2015 and assistant professor of practice in environmental and ecological engineering since 2021. Her teaching experience began long before that, though.

“I taught high school for four years,” she says. “Biology, earth science and even PE.” Payne also worked for a variety of nonprofits as an educator. 

When one of Payne’s colleagues recommended she consider Purdue’s PhD program in ecological sciences and engineering, her career in education moved in a new direction.

As a graduate student at Purdue, Payne worked in the teaching and learning center, and when Larry Nies was looking for a teaching assistant for an environmental and ecological engineering class, her name came up. Payne worked with him in that role for four years, advancing to co-instructor of the class and eventually assisting with redesigning the course.

Nies also gave Payne the opportunity to develop her own service-learning course and to serve as the instructor of record. “And I realized at that point that I truly loved teaching at the college level,” she says.

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Payne currently teaches an introductory environmental and ecological engineering class for second-year students, an upper-level service-learning course and an experiential education course for seniors.

“My focus is not just on getting students to become impressive practicing professionals,” she says, “but also on getting them to engage in their communities, to do more than just go to work.”

Payne’s longstanding partnership with the Wabash River Enhancement Corporation enables her students to make community connections with underserved populations and local nonprofits. Students gain professional engineering experience — design, communication, teamwork, grant writing, budget management and leadership — as they oversee a project from inception to implementation.

“They support the implementation of rain gardens and native plantings to capture stormwater on various community partner properties,” she says. “All with the goal of increasing the health of the Wabash River.”

The health of her students is equally important to Payne, and she has mental wellness check-ins with them every other week via Brightspace. She says that in final course evaluations, students express how much they appreciate her concern for them.

“Having the Early Career award be student-centered makes it especially meaningful for me,” she says. “Knowing that those I am directly impacting are advocating for me reinforces that what I am doing is working. And I really appreciate that.”

Tony Jackson earned his Executive Juris Doctor degree online, and it’s empowering his entrepreneurial journey 

Millions of young men across the United States might say a professional football career is the ultimate dream. And after a successful college career at the University of Iowa, Tony Jackson (Executive Juris Doctor ’21, Purdue Global Law School) did earn himself a spot with the Seattle Seahawks in 2005 as a sixth-round draft pick. 

But he always knew he was made for more.  

In his life after pro football, he’s still adding achievements to the trophy case, and these post-athletic accomplishments mean even more to him. He’s created and run multiple successful companies, launched several passion projects and earned a law degree with Purdue Global Law School while running a business and starting a family.  

Jackson was an entrepreneur before he decided to go back to school for an advanced degree, but he says his executive juris doctor exponentially evolved his business and his abilities as a professional — fast.  

And yet, Jackson is remarkably humble about it all.  

“If I had to brag, one thing I’m very good at is surrounding myself with people who are better and smarter than me, and I learn from them,” he says. “One of my favorite quotes is by Sir Isaac Newton: ‘If I’ve seen further, it’s because I’ve stood on the shoulders of giants.’” 

The giants in Jackson’s life lifted him up so he could see the possibility of a future of his own making. In fact, Jackson’s story is less about football than it is about the men who taught him. Now he’s paying it forward. 

The power of a chosen family 

Their names were Sandy Sanders and Rufus Pipkins. 

“It wasn’t exactly the mean streets of downtown Detroit, but socioeconomically, there were some challenges,” Jackson says of his hometown. “I didn’t know many men growing up — especially Black men — who had graduated from college.” 

That’s why Sanders (one of his elementary school teachers and the father of two of his good friends) and Pipkins (his high school football coach) had such a tremendous impact on him. Sanders, who had a master’s degree in education, served as a father figure for many years.  

When Jackson was in high school and starting to get some publicity as a football standout, Sanders was still checking on him. But he was less concerned with his athletic plans and stressed academic pursuits. Sanders regularly riddled him with questions. What was Jackson’s GPA? What classes was he taking? Was it the right load? Are they the right ones to prepare him for the academic rigor of college? 

And Pipkins, who had an engineering degree, was there at one of the most crucial moments of Jackson’s life. He took Jackson into his home when he lost his mom during his senior year. And in addition to the support a teenager needs from a loving adult, living with Pipkins also gave Jackson an insider’s look into the life and career of an engineer. 

Those men, Jackson says, shaped his outlook of academics over athletics — which ultimately ensured his success in both. After finishing his college football career strongly, he graduated from the University of Iowa with a BS in economics and a minor in business. 

“My relationship with these two men gave me the confidence that not only was I going to attend college, I was going to succeed and graduate,” he says. “Many college athletes don’t make it past their freshman year because they aren’t prepared to be independent and academically successful. But I felt prepared.” 

An off-the-field comeback 

When he left the NFL, Jackson was often asked, “Don’t you miss playing?” While it felt like the answer should have been yes — it was an experience of a lifetime — he didn’t, at all. It made him realize it wasn’t really the sport itself that he loved. It was, perhaps, its parts. 

“Football was my ticket to education. It allowed me to change my environment and create my own future. But I’m not sure how much I liked the game. It was the team aspect of it that was impactful to me,” he says. 

He also was discovering that corporate life was definitely not for him. The atmosphere, after spending most of his adolescence profoundly united with his teammates, felt disconnected. 

“Having a co-worker and having a teammate are completely different things,” he says. “I was used to having teammates who were like brothers. You’d do anything for each other.” 

So Jackson and his wife, surgeon and dermatologist Dr. Mercy Odueyungbo, opened their own dermatology practice. 

Jackson says that getting out of corporate life felt like the complete answer he’d been looking for. It was everything he loved about football, without being football. 

“The thing I loved most about playing was the teamwork,” he says. “As an entrepreneur, you can set the vision. Everybody’s working together, and it makes the day fun. You’re competing. You keep a scoreboard; you have an objective. It’s not simply getting up and ‘making the doughnuts’ every day and not seeing or feeling passionate about what you’re working toward.” 

But soon, he sensed they were at a crossroads. 

“I started to feel a bit stagnant,” he says. “I wanted to do something bigger, something more. I wasn’t quite sure what that thing was, but I was certain it had to come about by additional education.” 

But it wasn’t an MBA he went back for. 

“I never intended to be a lawyer. But learning the law is learning the rule book of business,” he says. “The executive juris doctor I got from Purdue Global is what made me an executive.” 

Moving toward a passion 

With a degree in economics and business, Jackson was used to information being presented conceptually, and he didn’t feel like it had much practical application — at least not in any way that interested him. 

But Purdue Global Law School was different. 

“I started law school right when we were working to expand our company. We were going from a small, niche market — five or six people — to tripling in size,” he says. “I suddenly had HR duties; I had to know employment law; there were contracts being negotiated and signed. I was learning those things at Purdue Global at night, and then I’d actually do it during the day.” 

Now, as an alumnus, life is different. 

First, he’s a dad, which is the greatest joy of his life.  

“As a person who grew up without a father, being a dad was always something I wanted to excel at. It’s almost like the competitive mentality I had with sports,” he says. “Being a dad is a badge of honor for me.” 

Serving as a role model for his daughters is a lifelong dream come true, but he wants more role models, more inspirational humans, more visible giants for everyone’s kids. He knew he could have an impact in media by holding up one example after another. 

“Typically, what we see is the entertainers — musicians, athletes, performers. They’ve ended up being the spokespeople for African Americans, but they don’t represent the true demographic. There are far more Black doctors than there are Black NBA players; there are more Black accountants, lawyers, engineers, writers and other professionals. That’s why we create content that shows African Americans in a different, more accurate light than what’s commonly portrayed.” 

It was to fill this need that he founded Jackson Media Group, which operates several media properties he also owns. Its first project was a reality television series featuring his wife that aired on TLC. “Dr. Mercy” told the day-to-day stories of treating patients in their dermatology practice. Jackson says there was an immediate, positive outpouring. 

“Seeing a Black, female doctor on TV impacted a lot of people. Little girls were dressing up as her for Halloween! It meant something, to kids especially, to see that it’s clear she’s a normal person. She’s not normal — she’s exceptional — but she’s showing little girls that you can be a Black woman and achieve what she has without having to be on a stage,” he says. 

So he comes full circle, back to his childhood and the giants who offered their shoulders to stand on. And he thinks about the profound impact a single visible role model can have for Black children who might not otherwise see the possibilities. 

“For our kids, our ceiling is their floor,” he says. “Wherever we stop off, that’s their beginning.” 

For our kids, our ceiling is their floor. Wherever we stop off, that’s their beginning.

Tony Jackson 

Executive Juris Doctor ’21
Purdue Global Law School 

Strong industry connections and hands-on learning set Carys George up for success in themed entertainment design.

Industry internships, flexible class schedules and supportive professors are just a few of the things that Carys George, a Purdue themed entertainment design student in Indianapolis, loves about her major. Riding roller coasters as part of her education? That’s just a bonus.

An internship like no other

Cedar Point in Sandusky, Ohio, opened in the late 1800s and is considered the second-oldest operating amusement park in the U.S. It’s home to 68 rides, including 18 world-class roller coasters. George has ridden them all.

“Last summer, I was a ride audit intern at Cedar Point working in the operations office,” she says. “There were just two auditing interns, so we were pretty busy.”

What exactly is a ride audit? It’s one of Cedar Point’s methods of making sure that rules and safety procedures are being followed. Every park in the Cedar Fair chain, which owns Cedar Point, is certified under a specific operations protocol. It was George’s job to help ensure the system was being followed.

“Checking seat belts, checking lap bars, announcing the rules to guests, it’s all part of it,” she says. “If employees don’t do it correctly every time, it’s ‘not compliant’ or ‘minimal compliance,’ and I would mark that down on the audit.”

Ride audits happen in two ways: in uniform and undercover.

I love the combination of technology with leadership, operations and creativity. It all comes together in themed entertainment.

Carys George Purdue themed entertainment design student in Indianapolis

“When you audit in uniform, it’s very obvious to everyone why you are there,” she explains. “For undercover audits, you dress up as a guest. Sunglasses. Wigs. Outfits. I had a drawer full of props that I would use. Sometimes we even had spy glasses with a camera in them.”

George’s duties in this role varied. Some days she would ride attractions as a guest and make note of any violations. At other times she used a fake pass, or even no pass, in the Fast Lane to see how employees would handle it. She also monitored alternate queues and elevators for guests who could not wait in line or needed assistance accessing a ride.

And, of course, riding all the attractions multiple times is how George collected that data. She admits to “not loving” auditing the spinning rides, but she does have a favorite coaster.

“My favorite ride has always been the Magnum XL 200. It’s a coaster from 1989, the first-ever coaster to top 200 feet; it’s also the first ride I learned about in my classes.”

Flexible schedules

George loved her summer internship at Cedar Point so much that she extended it into late October — something she was able to do while still taking classes full time because of the flexible nature of the themed entertainment design major.

“In August I realized I wanted to keep working at Cedar Point,” she says. “Because the themed entertainment design program is asynchronous, I was able to do all of my classwork from Ohio while still working 30 to 40 hours a week.”

Asynchronous learning allows students to set their own schedule within a certain time frame. They can access and complete lectures, readings, homework and other learning materials at the time that works best for them.

This is a perfect fit for George.

“I am really into schedules,” she says. “I have three different planners that keep me organized. I am a detail-oriented person, and so it was not difficult for me to set aside a specific chunk of time for my classes while still working.”

Dynamic learning

The themed entertainment design major brings together multiple disciplines, which is one of George’s favorite things about the program.

“I love the combination of technology with leadership, operations and creativity,” she says. “It all comes together in themed entertainment.”

She is attracted to the management side of the industry. Many of her classes feature project management tools like Trello and Monday.com; she also explores the design side, which means using Figma, Maya 3D animation software, Adobe’s creative suite and SketchUp 3D modeling software.

“We learn about things like taking a building and turning it into a schematic so that we can adjust spaces and change the flow of people,” she says. “We are learning how to be visual and spatial storytellers, and design obviously plays a big role in that.”

George also says that many of her courses involve group work, which has been an easy way to make friends, through both in-person gatherings with students living in Indianapolis and online meetups with those who are taking classes from farther away.

“The class group projects are really fun,” she says. “As I have gotten deeper into my classes, everyone is super passionate about what they’re doing.”

George also appreciates the variety of venues explored in her major.

“One day you could be designing a high-thrill coaster; the next you could be creating an educational exhibit for 8- to 12-year-olds,” she says.

George sometimes refers to her major as “edutainment” because it combines education with real-world entertainment experience. Case studies and hands-on learning that supplement class materials are a key aspect of the program.  

This semester George has been able to conduct case studies in partnership with The Children’s Museum of Indianapolis. She takes photos and videos and jots down notes from a guest perspective to explore the storytelling and design techniques being used.

“My professors say that you can’t create exhibits without first experiencing them yourself,” she explains.

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Knowledgeable, caring professors

One of George’s professors, Christian Rogers, selected her to be project manager for the Children’s Museum work this semester, which reflects the extent to which professors understand the goals of their students.

“Dr. Rogers chose me to be project manager because he knows that I’m passionate about the operations and the leadership side of this work,” she says. “It’s nice to have that outreach and to know that my professors are looking out for me and my educational growth.”

George credits these types of resume-building leadership experiences with helping her secure industry internships.

She also points to her professors’ innovative approaches, which range from being flexible with students who have busy schedules or who live in different states to varying course content to match the interests of their students more closely.

“My professors have been super helpful guiding classwork toward my specific interests,” she says. “If I have a suggestion, they’ll keep it in mind and make changes based on what I need.”

Adjusting content based on students’ needs each semester contributes to success outside of the classroom.

My professors have been super helpful guiding classwork toward my specific interests. If I have a suggestion, they’ll keep it in mind and make changes based on what I need.

Carys George
Purdue themed entertainment design student in Indianapolis

“Having helpful, caring professors makes all the difference,” George says. “When I tell them about my internships, they are so excited for me.”

Purdue University in Indianapolis also has one of the largest student groups participating in the International Association of Amusement Parks and Attractions (IAAPA) yearly conference.

The annual conference is often held in Orlando, Florida, so students can experience numerous parks together, as well as participate in the educational conference.

“It’s a lot of fun,” George says. “I had no idea how huge it was to go to the IAAPA Expo until my professors introduced it to me.”

The advantages of Indianapolis

As a themed entertainment design major, living in Indianapolis has helped George. Not only does the city have a variety of museums and performance venues, it also regularly hosts national exhibits and conventions.

“Experiences flood in and out of Indy,” she says. “And my friends and I love going to as many as we can.”

Whether it’s LEGO Brickworld or Jurassic Quest, there is always something to see and do.

“I like going to those experiences with my friends,” George explains, “and seeing how they set them up. What would we have done differently? What can we applaud them on? We have a different eye on them for sure.”

George says that being in the city has been a huge part of her experience as a student. She loves being able to encounter so many things, but the city itself factors in her learning.

“I love having everything accessible,” she says. “And I feel so inspired by Indianapolis.”

Next steps

George starts her next internship in May at Dollywood in Pigeon Forge, Tennessee. And she can’t wait to get started.

“Previously I’ve only had experience working at amusement parks,” she says. “Dollywood is a theme park, so I will get to be part of the storytelling. And I am so excited.”

In addition to adding storytelling experience to her resume, George also will get to build on the operational skills she cultivated at Cedar Point.

“In my future career, I want to be working in compliance and ride operations,” she explains.

Maintaining the safety of attractions, monitoring how fast guests are loaded in and out of rides, and ensuring park security will likely be part of her Dollywood internship as well.

And when she graduates?

“I think I will probably return to Cedar Point. I know they need people like me, especially in the office, and I love that work,” she says.

It helps that this year the amusement park will be opening Top Thrill 2, the world’s tallest and fastest triple-launch strata coaster, which reaches speeds of 120 mph and a height of 420 feet.

“I think it will become my new favorite ride,” she says.

How 20 years of experience at Walmart gave this working mom 50 credit hours toward her online bachelor’s degree

When Gaytanna McGuire (BS business administration ’24) decided to leave college at 19 to pursue a managerial position at Walmart, she thought her educational journey was over because her professional career had begun.  

College is expensive, and with a promotion in hand, she felt the best option was to continue moving up the ladder into a leadership role. So McGuire focused on working hard, making money and gaining hands-on experience — which, in the end, paid off.  

Twenty years later, that professional experience turned into 50 credit hours toward her Purdue Global bachelor’s degree in business administration. 

“Your path is your path,” McGuire says, reflecting on her journey back to school. “It’s OK that how you get there is going to look different from others. Embrace it and make those improvements for yourself.” 

Every next level of your life will demand a different you.

Gaytanna McGuire  BS business administration ’24

Earning a degree 20 years into a career 

As a successful professional in the corporate world, what led McGuire back to school? Like so many other Purdue Global students, it was the opportunity to rise even higher.  

By 2019, McGuire had served at Walmart for 20 years and had received several promotions, but she found herself only able to make lateral moves within the company. As a senior manager in the Asset Protection Division, after working 13 years in the same sector, she was looking for a change.  

“I knew that if I really wanted to move beyond the senior manager level, into director, senior director or officer level, having a degree in my corner would make me even more competitive as an applicant,” she says.  

With the goal of taking her career to the next level, McGuire chose Purdue Global because she knew the university would take into account her considerable professional experience. She met with the Purdue Global Alternative Credit Center and showcased the skills, abilities and knowledge she had gained in her 20 years at Walmart. She ended up starting her bachelor’s degree program with 50 credit hours. This was exceedingly advantageous as it allowed her the option to take one course at a time. The added flexibility helped her balance her professional and personal life and stay on track to graduate in a timely manner.  

While enrolled in her Purdue Global degree program, McGuire accepted a promotion into Walmart’s Global People team. The work she does is extremely important to her; she loves that her role involves ensuring that company culture is nurtured and thriving. 

In her new position, she stays busy managing projects and traveling. And as a wife and mom of two, life doesn’t slow down at home. With her kids in elementary and middle school, she appreciates that her coursework didn’t take time away from being with her family.  

“It’s not intrusive to things like serving my family and serving my community,” she says. “It has allowed me to stay involved in the things that are important to me.”  

McGuire recognizes that even with the added flexibility, family time might look different for some students, and that’s perfectly normal. In some ways, she thinks it could even bring other working parents closer to their kids’ schedules. “Your children are sitting down to do homework anyway. It’s OK to sit down with them,” she says.  

More than just staying involved with her children’s lives, McGuire is proud to be able to show them that not everyone’s path is the same. Her husband went to Purdue University right out of high school, which most people would see as the more traditional path. McGuire decided to follow a different route by starting her career before pursuing a degree. She’s able to show her kids that it’s never too late to get an education; it only matters that you work hard and stay dedicated to whatever you’re doing.  

“My kids see that even though life ebbs and flows, there’s always steps of progress that you can make if you stay motivated and stick with it. If you choose to do something, you can stick with it,” McGuire says, exemplifying to her children the mantra she lives by, “Every next level of your life will demand a different you.” 

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Opening a new chapter 

In December 2023, McGuire celebrated 25 years at Walmart, and with her new degree from Purdue Global, she has been delighted to see how her education is improving her work. McGuire says, “Taking these courses has really provided the fundamental structure of what it is to take a project from inception and deliver it.” 

She has not only seen her work become more thoughtful and structured, but she also views herself as a better team member to her coworkers because projects progress more effectively. “The tools and resources that you get from Purdue Global courses are great at preparing you for the whole picture,” McGuire says.  

When McGuire first debated attending Purdue Global in 2019, she says, “I looked at what the potential graduation date would be, and I knew that date was going to come whether I enrolled or not. I didn’t want to come to that date and look back and say, ‘I could have handled that.’” 

Now with her bachelor’s degree in business administration, she doesn’t have to wonder. She won’t look back with regret — she’s looking forward to this new chapter of her life.  

She always wanted to be a teacher. She didn’t expect to love epidemiology, too.

I’ve wanted to be a teacher my whole life. I grew up in poverty, and my parents taught me from the day I was born that education is the way out. I knew the magic of education, and I wanted to be a part of it.  

Ginger Cameron worked on pandemic response plans in 2020 with several populations, and an Australian community she worked with sent regional artwork as a thank you. (Photo provided)

I also liked to read, so for the longest time I thought I’d teach English literature. But I loved medicine and public health, too. I especially love disease. I could completely geek out on this. I know that’s a weird thing to say, but the history of it is amazing. Wars have been won or lost because of infectious diseases. The United States got the Panama Canal contract when France was hit hard by malaria and yellow fever. The idea that the whole course of human history can be changed by something so small you can’t even see it — it’s fascinating. 

When I finally settled on epidemiology, I had one thought: ‘Oh, my gosh, I’m going to have to master math to do this.’ But it didn’t matter. I fell in love with the idea of understanding disease and being able to help other people navigate it. I married it to the one thing I’d always wanted to do: teach. 

Many years later, I still combine those things. I bring real projects to my classroom. When I teach my infectious diseases class, students pull and run real data and analyze it. While I was creating pandemic response plans for several populations during the COVID-19 crisis, students helped with one that involved special permissions for a business to stay open. The authenticity of it, knowing they’re doing something that’s not just a class assignment but a real project, they feel more connected and see the value in it. 

I tell students flat-out I’m not a science person. I’m not a math person. Well, I wasn’t when I started. I’ve become a scientist. Adult students often feel pressured to do everything perfectly the first time, but I try to create space for failure. I want my classroom to be a place where asking questions is the norm. I don’t want my students feeling embarrassed if they don’t understand something. I didn’t either. Somebody had to take the time to teach these things to me, too. 

I grew up in poverty, and my parents taught me from the day I was born that education is the way out.

Ginger
Purdue Global professor 

This mom is excited to see where her bachelor’s degree in business administration will take her

In her final term at Purdue Global, Samantha Tatman looks back on the past few years and says it’s an era she never saw coming. But knowing she’s created opportunities for her family has been everything to her. 

Tatman went to community college after high school, but since she and her husband were starting a family, it was clear early on that she’d have to make some sacrifices. She decided she needed to take a break from higher education. “My husband was in an apprenticeship, and we just couldn’t do both at the same time,” she says. 

As a young parent, she knew it was best for her family that she went straight into the workforce while her husband finished his apprenticeship. She thought that was the end of her educational journey. 

But she was wrong. 

The journey back to school 

As a working mom with two kids, dogs and endless activities, the prospect of going back to school 12 years after leaving community college felt overwhelming. It was her husband who convinced her that it was her time. 

He’d completed his lineman apprenticeship, around 7,000 hours of an intensive, hands-on education that taught him to build and maintain electrical power systems. When he got his qualifications after years of hard work, he knew she could make her own comeback. 

“He said, ‘It’s your turn. You need to have this good feeling too.’ He’s my biggest cheerleader. One hundred percent.” 

Tatman already had a job in health care, so at first she struggled to see the merit in earning a degree. But she gradually began to see things differently. 

She realized a degree in business administration could open doors for her. She had worked in multiple health care positions, but she liked the thought of having a steppingstone to other opportunities. She wouldn’t be limited to direct care. She could move up to administration. And if she wanted to leave health care entirely, it would still be possible to advance. 

Without a degree, her past experience wouldn’t be enough to make a move like that possible. So, with a major in mind, she only had one more thing to figure out: finding the right school. 

Choosing the right path 

Tatman had several institutions on her list when she first started looking. But Purdue Global quickly rose to the top because she immediately had a sense that the admissions counselors cared. They went the extra mile in connecting with her and making her feel welcome. 

“They want what’s best for you,” Tatman says. “I feel like everybody I’ve talked to at Purdue Global cares about me. That’s what made me choose Purdue Global.” 

Her advisor made a difference from the start, making sure all of Tatman’s questions were answered and that she filled out the correct paperwork. 

When it was time to begin mapping out her classes, she thought she would pursue the standard path to an associate degree. But her advisor believed she was capable of more and told her the ExcelTrack bachelor’s degree program would take her further. Since she already had credits from her community college, a bachelor’s degree was more attainable than she thought. 

With ExcelTrack, students combine their college credit and professional experience with an accelerated course schedule and customize their program to earn a degree faster. But could she really earn a bachelor’s degree on an accelerated program? 

With her husband, family and Purdue Global advisors supporting her, Tatman only needed to convince one more person — herself. 

The more she looked at the facts, her hesitance completely changed. “After I got going with it,” she says, “I’m so glad. I’m so glad that I pushed myself.” 

She loves how, even on an accelerated track, her degree program doesn’t overwhelm her or take time away from her family. With her kids’ sports, piano lessons and cheerleading, she wondered how she would balance everything, but she has been pleased by how she’s been able to manage all her commitments. 

“I have this self-discipline, and that really helps with my schooling. I can do homework anytime, anywhere. I love that flexibility,” she says. “Ninety-nine percent of the time, I do my homework in between commitments, or I do it at night while everyone’s in bed.” 

Even when life doesn’t go as planned, Tatman is thankful for the people around her. “I’m the one doing the work and getting this done, but it does take a support system. There are times when I’ll call my mom and ask her to take the kids for a few hours. My kids are even very understanding. They know, OK, it’s homework time, and I can work on my assignments.” 

An unexpected benefit to pursuing her degree has been the opportunity to teach an important lesson to the people she loves most. 

“The biggest thing is showing my kids, if you put your mind to something, you can do literally anything that you want,” she says.  

Graduation and beyond 

With her degree nearing completion, Tatman reflects on how her experience has been important to her own personal journey, not just her family’s. When asked about her upcoming graduation, her smile grows bigger and brighter. 

“I know I’ll be very proud. I’ll honestly probably cry,” she says. “I already feel proud of myself, just by going back and making the commitment to do this. Being 30 years old, I feel like it’s my time to do something for myself.” 

Ultimately, she is happy she followed her husband’s advice and proved herself wrong. “Some people might think it’s silly to go back to school when you are an adult with a family, but if you want that for yourself, or if you want it for your family to see you have a drive for something, I think you should absolutely do it. It will be very rewarding,” she says. 

She is more than excited to see where her business administration degree from Purdue Global will take her. “It can lead me anywhere,” she says. “I just have to decide.” 

I’m so glad that I pushed myself.

Samantha Tatman BS business administration, Purdue Global 

Reed England is accelerating his Purdue career through one-of-a-kind experiences in Indianapolis

In the racing world, they say who you know is everything. Because of his experiences as a Purdue motorsports engineering student in Indianapolis, Reed England knows a lot of people. 

As vice president and crew chief of the motorsports club, he’s met engineers, drivers, crew chiefs and racing staff members. 

“I’ve also learned a lot about internships from other students and from recent graduates who already have jobs in the field,” he says. 

England continues to rack up opportunities through networking. “The summer between my first and second year, I volunteered at the Indianapolis Motor Speedway and secured a spot traveling with a racing series,” he says.  

Through another motorsports club connection, England worked as a systems engineer for Bryan Herta Autosport on the team’s No. 98 Hyundai Elantra N TCR car running in the IMSA Michelin Pilot Challenge. 

Currently, he is a data acquisitions engineer for the three JTR Motorsports Engineering Porsche 911 992 GT3 Cup cars running in the Porsche Sprint Challenge North America, as well as for two Ligier JS P3 LMP3 cars running in the IMSA VP Racing Sportscar Challenge. 

And it’s not just England who is making connections.  

“Last year we had a motorsports engineering student or alum on 32 of the 33 IndyCars at the Indianapolis 500,” he says. 

Last year we had a motorsports engineering student or alum on 32 of the 33 IndyCars at the Indianapolis 500.

Reed England Purdue motorsports engineering student in Indianapolis 

One of a kind 

Purdue University in Indianapolis has the only ABET-accredited undergraduate motorsports engineering program in the U.S. It is truly one of a kind. It’s also the reason England chose Purdue. 

“I fell in love with cars and racing early on,” he says. “I knew it was the career path for me, but I always thought I would approach it through a degree in mechanical engineering.” 

A story on his local early morning news channel set the Columbus, Indiana, resident in a new direction. 

“My junior year of high school, I just happened to see a news feature on the motorsports engineering program, and I was like, ‘That’s it. That’s the degree I need to pursue.’” 

The ‘Racing Capital of the World’ 

The Indianapolis Motor Speedway (IMS), home of iconic races like the Indianapolis 500 and the Brickyard 400, is only 3 miles from the Purdue campus in Indianapolis — an obvious advantage for motorsports students like England. 

“When a racing season ends, teams are deciding whether they want to add a new car to their roster or begin a new project requiring more engineers,” he says. “Because of our location and reputation, Purdue in Indianapolis is one of the first places teams look to fill open roles.” 

England says these types of employment and internship opportunities were the biggest draws to the university for him. “Within 20 minutes any direction of campus are numerous racing teams and engineering companies,” he says. 

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Hands-on learning 

Proximity to the IMS also brings with it plenty of hands-on learning experiences. 

“Being able to go into the paddock and see the industry at work in person has been incredibly motivating,” he says. “It’s exciting, and it just continues to solidify for me that motorsports engineering is what I really want to do after I graduate.” 

England’s immersive experiences on the track have been mirrored in the classroom.  

“My data acquisition classes have taught me software systems like Pi Toolbox and WinTAX4, which I need to analyze data and work as a data acquisitions engineer,” he says.  

“I was able to step in and work at a more advanced level with the software than anyone else on my current racing team,” he adds. 

The opportunity to lead engineering projects on actual race cars is a huge benefit, England says. 

“On Fridays I spend most of my time collaborating with my class project partners at the Stutz building downtown,” he says. “It’s where we keep all our race cars, engineering materials, 3D printers. It’s also where we design and build.”  

Close community 

Indianapolis has a lot to offer college students outside of racing, too. And England said he takes advantage of it all. “You can walk pretty much everywhere,” he says. 

“We don’t have a traditional campus,” he says. “Instead, we have downtown Indy. There are so many great restaurants, concerts and sporting events. When we’re not at the speedway, my friends and I like to watch the Indy Fuel play hockey. We also catch shows at the Everwise Amphitheater.” 

For England, an unexpected bonus of learning in the city is that he has formed so many close connections on campus, and it all started during new student orientation. 

“I was able to meet so many other people,” he says. “And the cool thing is that they were from different majors, different cities, even different countries. We did all these activities together. It was a great introduction to campus and a fun way to meet new people.” 

Residence hall life and student clubs were another way that England made new friends on campus. 

“The dorms were such an easy way of meeting people, especially my first year,” he says. “That’s where I made a lot of my friends, and now we all live in the same off-campus apartment building.” 

England has an academic scholarship that connects him to students outside of his major, especially when they are doing volunteer work together on campus at Paws’ Pantry, which offers free healthy food to students and employees struggling with food insecurity. 

Next steps 

England, a junior, is looking ahead to graduation and getting into the field full time. 

In the meantime, he is excited to cross the finish line with several engineering projects, including a rebuilt MGB GT, a Mazda Miata with updated radiator and fuel intake systems, and a former Formula SAE car that he and his team have been revamping.  

“The more cars we have to drive and race in our motocross rotation, the more experience and knowledge we can gain for the future,” he says. “And there’s nothing more satisfying than creating something and then using it for competition.”

Navy veteran John Waggle’s hard work and determination lead to success on Purdue’s new urban campus. 

John Waggle’s journey to Purdue University in Indianapolis started with a fateful costume selection in elementary school.    

“In fourth grade, we had a dress-up day celebrating famous Indiana residents. I immediately chose Gus Grissom (BSME ’50) because I always wanted to be a Boilermaker, and I always wanted to be an astronaut.” 

Waggle still aspires to have a career in space. And he hopes to become the first Purdue student in Indianapolis to join the Cradle of Astronauts. 

His persistent pursuit of this goal has taken him to many places — from a Navy nuclear submarine to an astronomical observatory in Hawaii and finally back to Indianapolis. 

Plans change  

Indiana University-Purdue University Indianapolis was Waggle’s college of choice when he graduated from high school. Growing up on Indy’s east side, he was familiar with both the campus and the school’s well-regarded mechanical engineering technology program. 

“It was a solid decision for me at the time,” Waggle says. “But after a few years, I felt a strong pull toward the military. And I knew if I was going to achieve that dream, I needed to pursue it while I was still young.” 

Waggle paused his IUPUI education to join the Navy, where he put his academic aptitude and experience into action. He traveled the world for 10 years as a nuclear mechanic, including three years on a submarine and five years on an aircraft carrier. 

Experiencing diverse countries and cultures inspired Waggle. “Traveling around so much, meeting so many different people, was both humbling and eye-opening,” he says. “It really expanded my understanding of the world.” 

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Climb every mountain 

As Waggle’s second tour of duty ended, he began thinking through his next steps. A cross country and distance runner in high school, he had always been drawn to activities that pushed his physical limits. And after the high-stress, confined environments of a submarine and an aircraft carrier, Waggle craved wide-open spaces. 

He decided to use his GI Bill benefits to enroll in the American Alpine Institute. 

“I spent almost an entire year climbing mountains in Washington and taking guide-level training classes. I also did a lot of rock climbing in the Southwest,” Waggle says. “These experiences connected me to the U.S., which I’d been away from for so many years protecting, in a way that was life-changing.” 

Rock climbing, backcountry skiing, ice climbing and “dangling off the side of a mountain” were all part of Waggle’s preparation for becoming a mountain guide. But a climbing accident sent him in a new direction. 

“I was a part of a rescue of five people injured on Mount Rainier following a rockslide. My friend and I were among the first to arrive at the scene,” he says. “Several of the climbers sustained severe concussions and fractured bones. I was responsible for readying them to be evacuated by helicopter.” 

This experience had a profound effect on Waggle.  

“Seeing life and death on the mountain, understanding how small we are, how impermanent life is, made me reflect deeply on my future,” he says.  

Observatories and observations 

Waggle’s next giant leap took him from the mountains of the Pacific Northwest to the summit of Maunakea — a dormant volcano, the highest point in Hawaii and home to the W.M. Keck Observatory. 

There he worked as a support supervisor for the team of technicians who change over the twin Keck Observatory telescopes from night to daytime operations. These telescopes, the world’s most scientifically productive optical and infrared telescopes, each weigh 300 tons and operate with nanometer precision.  

Waggle and his team were responsible for the maintenance of “pretty much everything” on them. “The instruments, the hardware, the software, electronics, hydraulic systems, we would make any necessary adjustments in preparation for handing them over to the astronomers the next night,” he says. 

And then COVID hit. 

“It made me realize that I had been away from family for too many years,” he says. “And the decision to return home to Indianapolis felt automatic.” 

COVID also prompted Waggle to consider his next career steps. 

“There were times when I found myself in professional situations not being taken seriously because I didn’t have a college degree,” he says. “And so I decided to use the GI Bill to return to IUPUI and finish my mechanical engineering technology degree.” 

But COVID would again cause Waggle to hit the reset button. 

I realized that if I put everything I had into my education, I could push myself further than I ever thought possible.

John Waggle Purdue mechanical engineering student in Indianapolis 

Math, math, and more math 

Waggle moved back to Indianapolis just as spring COVID closures started to hit. “I had hours and hours of time that I needed to fill,” he says. “So I just started doing math homework.” 

Seven hours a day, seven days a week, Waggle worked his way through every math textbook and online problem set he could get his hands on. He went back to the basics and built from there — algebra, geometry, precalculus — all with a goal of enrolling in calculus classes when he returned to IUPUI. 

“It was my full-time job,” he says. “While some people were going stir-crazy during COVID, I was learning math.” 

His efforts paid off when he enrolled in the summer semester. Waggle hit the ground running with a blistering 18-credit course load, including two math classes.  

“I was performing at a level that I didn’t even think myself capable of,” he says. “I got a 100% on a math test, and a light bulb just went off. I realized that if I put everything I had into my education, I could push myself further than I ever thought possible.” 

Major change 

This realization prompted Waggle to take another giant leap. He switched his major from mechanical engineering technology to mechanical engineering. 

“Everybody looked at me funny,” he says. “Most people switch ME majors in the other direction, so I was swimming upstream with this decision. I knew it would be difficult and maybe even uncomfortable at times, but I knew that I could do it.” 

Waggle’s academic advisor was less confident.  

“My grades at IUPUI before I joined the Navy were far from perfect,” he says. “My counselor was like, ‘Are you sure you want to do this?’” 

The answer was a resounding yes.  

“I would rather fall short attempting something really difficult,” says Waggle, “than not try at all.” 

With this new mindset, Waggle allowed himself to revisit his childhood dream of becoming an astronaut; to set a goal for himself of making that dream a reality. 

“I knew that my path to getting where I want to be is to work hard,” he says. “And I knew that success in the classroom could translate into something big outside the classroom.” 

And, indeed, it did. 

Cummins, Lilly, NASA 

Waggle took full advantage of being a college student in Indianapolis, securing two internships at Cummins and one at Eli Lilly and Co. 

“Because of my mechanical engineering major, I was able to get these solid internships and be taken seriously by organizations that normally may have filtered me out,” he says. 

For his first internship project at Cummins, Waggle created a detailed fuel systems product validation manual for potential use in the company’s overseas production plants.  

His second Cummins internship dealt with EPA compliance. “I worked on engines, looking at emissions testing and making sure that all of the after-treatment systems were working correctly,” he says. 

At Lilly, Waggle worked on the team responsible for utilities and design engineering at the company’s new Lebanon, Indiana, site. 

Waggle learned of the highly competitive NASA Pathways program at a lecture he attended on the space agency’s all-electric experimental Maxwell aircraft. The presenters encouraged him to apply, and he went for it. “I didn’t hear back from them for weeks,” he says. “So I just assumed that I didn’t get it.” 

I would rather fall short attempting something really difficult than not try at all.

John Waggle
Purdue mechanical engineering student in Indianapolis 

Until one day an email with a government address landed in his inbox.  

“It looked like a generic rejection letter,” Waggle says. “Every section started out with: ‘You have not been selected.’ But then I scrolled down to the Johnson Space Center and Kennedy Space Center sections, and I realized that my application had been forwarded to those agencies.” 

His response was instantaneous. “I pretty much lost my mind,” he says. 

Waggle ultimately ended up at Johnson Space Center where he worked in the Flight Operations Directorate on the Automated Stowage Drawings project. 

“John made such an impact during his Pathways tour,” says Lauren Bakalyar, a 2005 Purdue graduate (BSIE) and chief of NASA’s Mission Operations Planning and Integration Branch. “His work improved the Flight Control Team’s understanding of the stowage space available onboard the International Space Station and helps us guide the astronauts to the best methods to stow important hardware and experiments.” 

Waggle’s first internship with NASA ended in December, but he will be going back in May to complete a summer internship. He has a third lined up for the fall. 

Student group and solar eclipse 

Back on campus in Indianapolis, Waggle and other members of the Students for the Exploration and Development of Space (SEDS) club engineer and launch weather balloons that measure payload as well as radiation at high altitudes. 

“We successfully sent balloons up to 100,000 feet with cameras on board,” he says. “And we are analyzing the data, video and pictures we got back. 

“I started looking at the solar eclipse as a huge objective we could hit. We are aiming to launch three balloons to see what kind of radiation data we get back and how it compares to previous experiments. 

“We also really want pictures of the solar eclipse at altitude.” 

As a leader of the SEDS group, it’s important to Waggle to provide invaluable experiences for other students and to offer mentorship when it comes to communication skills. 

“I tell them, ‘Future employers are not going to want you to present differential equations to them,’” he says. “They want you to be able to explain your research in a way that makes sense and is appropriate for the audience. 

“Being able to produce good work and being able to communicate that work back and forth is the most effective thing you can do as an engineer.” 

What next? 

Waggle will transition from IUPUI to Purdue University in Indianapolis when the school officially launches July 1. He is excited about the new opportunities this will create, especially for collaboration between Purdue’s two campuses.  

“I look forward to making connections with the West Lafayette campus and its students,” he says. “My life is centered in Indianapolis, and it makes sense for me to live and learn here. But I am excited to have back-and-forth exchanges and increased involvement between the two campuses.” 

And that childhood dream of space? “I drove up to West Lafayette last weekend and bought a Cradle of Astronauts shirt.” 

Abby Steiner’s bachelor’s in communication from Purdue Global is opening doors to new opportunities for herself and her family 

“I’ve always wanted to be a writer. Always wanted to. I’ve dreamed of it.” 

To Abby Steiner (BS communication, Purdue Global), becoming a professional writer seemed unattainable. It was a career goal she had always thought about but never believed she’d have the chance to achieve. 

While she’d had good jobs over the years, Steiner finally decided she was done settling for work that didn’t excite her. 

“I got to the point where it was like, why settle for good when you could find amazing?” she says. 

That’s when she decided to go for her dream job. It all started with Purdue Global.  

Now in the final year of her bachelor’s in communication, Steiner reflects on how her academic success gave her the confidence to apply for a copywriting position at Find8 Performance Marketing. Steiner believes that working full time while pursuing her degree distinguished her from other applicants by showing how serious she was about her career. And it helped her land the job. 

“Having Purdue Global on my resume shows a real commitment and a real dedication,” she says. “I think someone with the same qualifications as me who didn’t have that on their resume probably wouldn’t have gotten chosen. The Purdue Global name stands out to people. It just does.”  

So what led Steiner to Purdue Global? Like so many who are looking for new opportunities, it was her love for family. 

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Full-time student. Full-time mom. 

When COVID-19 hit, economic realities became more apparent to Steiner. She wanted to be sure her husband and their young daughter, Avery, would never have to worry, but there was a dark cloud hanging above her head: She didn’t have a degree to fall back on. 

“You’re considering other people and their future when you’re making these decisions,” she says. 

Her family was a big part of her decision to go back to school, but she wondered if she would have to sacrifice her personal life to earn her degree. Thankfully, the answer was no. The flexibility and support Purdue Global offers allowed Abby to work her dream job while keeping up with her daughter’s many activities. She appreciates how classes are set up and that the faculty are there to help her. Dance team, gymnastics, theater, and voice lessons keep 7-year-old Avery busy, and Abby doesn’t have to miss a moment.  

“Everyone is super supportive because most of us at Purdue Global are working adults,” she says. “Most of the people I’ve encountered are parents or do have a family.” 

Parents interested in pursuing a higher education degree shouldn’t worry that it will take time away from what matters most, Abby says, because at Purdue Global, balance is possible.  

“Give yourself that opportunity to do this for yourself,” she says to parents like her. “Your kids are going to respect you for it. They’re going to see you working hard. It’s going to build your confidence. And you’re going to find support once you get there.”  

The Purdue Global name stands out to people. It just does.

Abby Steiner BS communication, Purdue Global 

An unexpected boost of confidence 

Abby says her experience as an adult student helped her better understand why college didn’t work out the first time around.  

When Abby enrolled at a traditional public university right out of high school, she felt out of place. The transition from living in a small town to suddenly attending a Big Ten school was overwhelming. So when she decided to try to get her degree as a working adult, she worried that the same feeling would come again. But it didn’t. 

All she needed was a more supportive environment and a sense of belonging, and she found it at Purdue Global. 

“You meet people from the same walk of life as you,” she says. “People going through the same things or also trying to balance work and family, so there’s a lot of people you can relate to. It wasn’t this big overwhelming monster of a lecture hall with a bunch of people I didn’t know. This was way better.”  

Abby is not just fitting in at Purdue Global — she’s also soaring academically. “I got a great grade in my first class, and I realized I’m totally capable of this,” she says. 

Receiving those good grades boosted her confidence and made her understand that even if her family was her main motivation for getting a degree, it was also an important accomplishment for herself.  

“I think it’s easy to lose ourselves in doing things for others — our kids, our family,” she says. “This started out as something I felt I should do for them, but then it became something I was doing for me. It really makes a difference in how I feel about myself.”  

Realizing she was more than capable of earning a degree gave Abby the confidence to apply for that dream position as a writer. She saw herself in a new light. If she could be successful at Purdue Global, what was stopping her from being a successful writer? 

Today, Abby continues living out her dream as a copywriter. She says, “I love it here. It’s a dream job. Someone is paying me a salary to write.” 

So what’s next for her? She is hoping to move up in her company — a promotion that is only possible with a degree.  

Not getting a degree was a big regret for Abby, but not anymore. She knows that her 19-year-old self, who felt lost in her first college lecture, would be proud to see the Abby of today with a 3.6 GPA, her dream copywriter job and soon, the degree to propel her career even further.  

Students form ties to peers, industry leaders and astronauts in the only college organization of its kind

It’s a career path so extraordinary that finding a starting point can seem impossible.  

Most dream jobs have maps: earn this degree, get that internship, meet those professionals. When a certain sequence is followed, it results in landing a role. 

But what if someone’s shooting for the stars? 

“This is what I want to do for the rest of my life,” says Roha Gul, a graduate student in autonomy and control with a focus in astrodynamics and space applications. “I want to be a part of space exploration.”  

Gul is achieving her dream after joining Purdue’s Leading Women Toward Space Careers program. Founded in 2022 in the John Martinson Honors College in partnership with the Astronaut Scholarship Foundation, the program connects Boilermakers to astronauts and researchers at the forefront of innovation, including specialists from NASA and commercial spaceflight companies.  

Leading Women Toward Space Careers is the only college program of its kind. Through mentorship meetings, workshops and space center visits, students learn how to progress in their career paths. They’re also gaining the greatest resource: a community that listens to them, uplifts them and lets them know they’re never alone.  

There is a level of devotion that you can’t find anywhere else other than Purdue.

Madelyn Whitaker 
BS biological engineering ’24 

Finding a network

Twenty-seven Purdue alumni have gone into orbit, designating the university as the Cradle of Astronauts. But Purdue has produced more than commanders, pilots and mission specialists. It also has educated talent across the space industry, including researchers, data scientists and engineers who improve everything from software to spacesuit design.  

“There is a level of devotion that you can’t find anywhere else other than Purdue,” says Madelyn Whitaker, a senior majoring in biological engineering with minors in biotechnology and data driven agriculture. “People are dedicated and want to give back. They’re proud to be a Boilermaker and see students who work to make our network even better.” 

Whitaker’s mentors are both affiliated with NASA. From them, she’s learned more about what it takes to get hired — and how to navigate new environments. She’s grateful that mentors have given the students solid advice on how to recognize where they’ll thrive and what to do in a field that’s not predominantly female. 

“It can be difficult when you don’t feel like you’re represented in the workplace,” Whitaker says. “We’ve had a lot of conversations about how to effectively communicate your needs and advocate for other women. Mentors found ways to do that in their careers, and it’s going to support the steps we take.”  

In the future, Whitaker will contribute to astrobotany and space biology. She strives to develop sustainable biological solutions for our planet and beyond. Already, she’s been able to dive into impressive research, like conducting fieldwork as an analog astronaut at the Mars Desert Research Station as well as growing soybeans in lunar and Martian simulations.  

Leading Women Toward Space Careers has instilled a sense of true belonging in what comes next after earning an undergraduate degree, replacing Whitaker’s previous anxiety about breaking into the space industry.

“It’s been life-changing to be in proximity to these amazing women, because, at the end of the day, you realize that they are humans,” she says. “Through mentorship circles, I’ve realized that everyone’s just a person. They’re approachable; they have a favorite food; they have hobbies. It makes it so much easier to connect. They’re more than their work, and it’s been important for me to realize that.”

Strengthening skills

Mentorship circles have united mentors and mentees, creating relationships that emphasize feeling seen and heard — and with that, paying attention and listening. The conversations create personal and professional benefits.

“One of the biggest things my circle has given me is a safe space,” Gul says. “My mentors have become friends. I feel truly accepted for who I am and what I want, which is very empowering.”

Every Leading Women Toward Space Careers member brings different experiences to the table. Students come from all over the world. Most have different aspirations and areas of interest. Yet, through it all, there’s a common thread. Gul enjoys getting to know younger mentees and being able to relate to so many of their stories.

“As a grad student, hearing the other women’s stories and what their points of view are is inspiring,” she says. “Even though they’re younger, I’m always learning something from them.”

Before she came to Purdue for her master’s degree, Gul studied aerospace engineering in Pakistan. She’s interested in using optimal control methods for guidance for space vehicles. Right now, she’s researching how artificial intelligence and machine learning techniques can help with guidance, control and navigation.

Friendships in the program have helped her acclimate to the U.S. and strategize her postgraduation plans. She felt welcomed with open arms when she joined, and now she can say that she’ll always have people who have her back in the next stage.

“It’s been amazing,” she says. “You build solidarity as you go through the same things. When you talk to people here, you find that sense of comfort. No matter where I go, I’ll have that.”

People in the program are so interesting and always pushing the envelope of what’s possible.

Arianna Cobb  Morgan State University student 

Preparing for the future

Distance doesn’t stall the program’s purpose. Wherever life leads, the ties hold strong. Those connections aren’t limited to Indiana. In 2023, Leading Women Toward Space Careers expanded to Morgan State University, a historically Black university in Baltimore. Purdue has collaborated with Morgan State on a number of strategic initiatives, including a 3+2 dual-degree partnership.  

“When I met everyone, we instantly clicked,” says Arianna Cobb, a Morgan State sophomore studying industrial engineering. “I want to be lifelong friends with these women. Even though we’re not on the same campus, I always feel included.”

Every month, mentorship circles meet virtually for conversations about current projects, networking opportunities and anything else that comes to mind. Members also communicate in a group chat. Throughout the year, they meet for events and workshops, bonding on trips to conferences and NASA centers.

Cobb credits the program as a priceless source of information one wouldn’t hear otherwise. “People in the program are so interesting and always pushing the envelope of what’s possible,” she says. “Everyone’s contributing to some amazing research, getting outstanding internships, meeting different people.”

Finding out about others’ work has been encouraging for Cobb, whose passion for astrophysics traces back to a very young age. Her grandfather was a physics teacher, and her father passed on the love for science. “My dad used to put on ‘Through the Wormhole,’ Morgan Freeman’s science show, and I was obsessed,” she says with a laugh. “I wanted to understand coding languages and would show up to fifth grade class with packets of binary code I wrote.”

Now she’s studying to advance space exploration alongside other women who have their own stories of interest-sparking shows, memorable science classes and fascinations with the solar system.

Together, they’re changing the future of the industry.

“Every mentor, every meeting, every interaction solidifies my passion for this,” Cobb says. “The program has completely connected us, even if we’re miles apart.”

This MBA professor earned all three of her degrees as a mom and working adult, and now she’s here to help others. 

As a professor for the MBA program and senior lead for diversity, equity, inclusion and belonging within Purdue Global’s School of Business, Bea Bourne shares the why behind her work.  

I started at AT&T right out of high school and moved up through the ranks. The job I enjoyed most was as a corporate trainer for sales. It’s where I discovered what I’m intended to do: teach. There’s nothing like experiencing a learner’s lightbulb moment and seeing someone connect to a concept. It led me to Purdue Global, where I teach in the MBA program and serve as the senior lead of diversity, equity, inclusion and belonging for the School of Business and Information Technology. 

I wanted to work with adults from the start. I completed all my degrees — my bachelor’s, my master’s and my doctorate — as a working adult. I know the work; I know what it’s like to balance being a student, parent and working professional. 

I am doing what I was created to do because of that journey. I see myself in my students, and I believe this is where I can make a difference, by helping other working adults advance toward what they are created to do as well.  

I am fortunate to work with a group of fellow faculty and staff members who want to be here as much as I do. We are involved and care about the success of our students. That passion for student success carries over to the other part of my work, too. As senior lead for diversity, equity, inclusion and belonging in the School of Business, I enjoy working with others to create initiatives within our school that foster better engagement, a sense of belonging and more inclusion. In this space, the challenges we address are present everywhere. They are universal.  

I try to celebrate the wins and concentrate on what I can change. We’ve had real successes throughout all the schools. For example, an inaugural chief diversity officer was appointed. We created a curriculum guide for our professors on diversity, equity, inclusion and belonging principles. Juneteenth is now a university holiday, and we have a university diversity statement. There have been other wins, and I hang my hat on the fact that I can see the needle being moved.  

That’s what keeps me going. Meaningful change isn’t instant, like flipping a switch. It’s slow and steady. 

I see myself in my students, and I believe this is where I can make a difference.

Bea Bourne  Professor, Purdue Global