Graduating with Purpose: The School of Education’s Class of 2026
By Christine Byrd
May 15, 2026
May 15, 2026
In June, more than 425 students will graduate from the UC Irvine School of Education with a bachelor’s, master’s or doctoral degree. Whether they aspire to become teachers, counselors, or researchers, these graduating students are committed to making a difference in the lives of others. Here are their reflections on their time at UC Irvine, and how it prepared them for a future filled with purpose.
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Melinda Aguilar ’26:
Supporting Foster Youth 
Quick Hits
When Melinda Aguilar first signed up for a class in the School of Education, she thought it would just fulfill a general education requirement while she pursued her degree in psychology. But within a week, she knew it was more than that. “Everything clicked. Everything felt right,” Aguilar says. “That feeling of belonging led me to declare a minor in education sciences, but even that wasn't enough. The depth and breadth of the major's coursework called to me, and I soon committed to a double major. The more I explored, the more certain I became about the kind of impact I wanted to make in the world.” Aguilar first discovered her passion for social welfare as a mental health ambassador in the Social Sciences Academic Resource Center. Then, she worked with high school students through the Early Academic Outreach Program (EAOP), which gave her a sense of how impactful work with adolescents can be. “Over the past three years in this role, I have found deep fulfillment in supporting my students through a wide range of needs whether navigating college requirements, understanding financial aid options, or simply being a trusted person to turn to,” Aguilar says. “These connections have reinforced my passion for making a difference in young people's lives, and it is precisely that purpose that drives my desire to continue working with youth in the future.” Currently, Aguilar is interning with a social worker who specializes in serving foster youth. “Every day in that role reaffirms what I have always felt: this is exactly where I am meant to be,” Aguilar says. “Advocating for and empowering foster youth is not just a career goal; it is my purpose.” After graduating in June, Aguilar will leverage both of her majors as she pursues a master in social welfare at UCLA – a leap she took with the encouragement of her mentor, Jeannet Castellanos, professor of teaching and dean of undergraduate studies in the School of Social Sciences. “My time here has been instrumental in shaping me into a more intentional and self-aware leader,” Aguilar says. “It has taught me the power of saying yes, stepping outside of my comfort zone, embracing new opportunities, and showing up fully for the students and communities I serve. “At the same time, it has given me the humility to recognize my own limitations, understanding that knowing when to ask for help or refer someone to the right resource is just as important as the support I provide directly,” she continues. “Together, these lessons have laid a strong foundation for the kind of educator I aspire to be one who leads with both confidence and grace.” Vertical Divider
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Dakota Covey ’25, MAT+C ’26:
Sharing his Passion for History 
Quick Hits
As an intern for the National Archives and Records Administration Dakota Covey read thousands of documents at the Nixon Presidential Library. Then, he took what he had learned from the 30 boxes of documents and created an online research guide for scholars and museum researchers. The project showed him that he didn’t just love history – he loved teaching history. “I believe history is the most important subject because it doesn’t just teach people about our collective past, but it can inspire us to shape our collective future as well,” Covey says. “This is the impact I hope to make as a teacher after graduation, in using my own life experiences and passion for history to help students shape their futures.” After earning his bachelor’s in history at UC Irvine in 2025, Covey enrolled in the Master of Arts in Teaching + Credential. He balanced his coursework, student teaching, and working part-time at Disneyland driving parade floats – a testament to his time management skills. “The MAT Program does a fantastic job combining the coursework, theory and research writing of a master’s degree with the hands-on experience of student teaching, and I felt supported in both endeavors,” Covey says. “The fact that this is an accelerated 14-month program actually makes it even more effective, as you can directly apply what you’re learning in class to your own practice.” Covey also received the Bruce Baron Memorial Scholarship, named for the former social science instructor in the School of Education, and given to a master’s student with a “demonstrated commitment to promoting social justice through teaching.” He felt deeply honored to be chosen. “I try to remember and live up to these expectations every day I teach in order to prepare students not just in learning history, but using it to shape their lives and society as they enter the world,” Covey says. While student teaching at Anaheim High School, Covey created moments like that in the classroom, such as having students write a “soapbox speech” about immigration issues. “It was a truly eye-opening experience and a privilege to see students’ own voices, personalities and beliefs shine through in their speeches as they shared what problems they care about today and how they want to change the world around them,” Covey says. “The fact that they were so eager and open to share while also asking me questions about how to improve their speech writing reaffirmed my commitment to meaningful, transformative education. “I’ve been shaped by so many people this year, from my Disney coworkers like my best friend Dave to my mentor teacher Mrs. Gamboa and my peers in the MAT program,” Covey continues. “They inspired me in ways they'll never know, and helped me become a better teacher, a better worker, a better friend and a better person. I hope I can do the same for others." |
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Thalia Nguyen, MAT+C ’26:
Returning to her Community as an Teacher 
Quick Hits
Thalia Nguyen spent several years working as a coding instructor, tutor and a coffee shop manager before realizing – or admitting to herself – that teaching was her true passion. After earning her bachelor’s in computer science at Cal Poly Pomona, she wasn’t sure what career to pursue. Then, a coworker at the coffee shop pointed out that she excelled at training new employees. “Creating safe learning environments wasn’t just something I was doing at work, it’s how I moved through the world,” Nguyen says. ”Teaching wasn’t just a pivot for me, but something that I’d been doing through every part of life without realizing it!”' When Nguyen first embarked on the Master of Arts in Teaching + Credential program, she believed teaching would mostly be about lesson planning and skillful pedagogy. She quickly discovered that it’s much more. “The other part is building a classroom that feels like a community, one where kids feel safe and that they belong, where they learn to be a good friend and a good person, alongside learning how to read and write,” Nguyen says. “This is something I wish to carry into every classroom, where my kids leave not just knowing more, but feeling confident in who they are and how they treat people around them.” Having grown up in Orange County, Calif., Nguyen was especially excited to have a student teaching placement in a second-grade classroom in Garden Grove. There, she began to see the impact she could make when students smiled during her lessons, exclaimed that a concept suddenly clicked, or eagerly showed her their work in progress. “UCI is close to where I grew up, so my student teaching placements felt personal, not just practical,” Nguyen says. “Getting to teach in the same community where I was once a student myself really made every lesson feel like it meant something much more.” As she graduates from UC Irvine and goes out on the job market, she knows she has what it takes to succeed. “UCI has given me the tools, feedback, and framework to go into the classroom feeling ready and confident. It’s not that I have everything figured out, but I know how to figure it out!” Nguyen says. “More than just the technical skills, UCI really prepared me by helping me find myself as an educator. “I have a whole community behind me, mentors who believed in me, friends who always listened, and a whole lot of matcha-fueled late nights that got me to this point,” Nguyen continues. “I am ready and cannot wait to have my own classroom to make it a place where my kids feel safe and supported, as UCI made me feel.” Vertical Divider
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Fabiel Ayala Saavedra ’26:
Helping Students Find their Path to College 
Quick Hits
Fabiel Ayala Saavedra’s parents always emphasized the importance of education, so from an early age, he planned to become a teacher. As a first-generation college student at UC Irvine, he worked as a research assistant, mentor, and residential advisor in various programs, which opened his eyes to different possibilities within the field of education. “College prep programs exposed me to the many careers in education beyond the classroom, and showed me that I could continue supporting students through advising, mentorship, and college access work,” Ayala says. “The impact I hope to make is to serve low-income, first-generation students as they apply to and navigate higher education.” Throughout his time at UC Irvine, Ayala worked with college preparatory programs in the Center for Educational Partnerships, including as a residential advisor for the California State Summer School for Mathematics and Science (COSMOS) program, a student advisor and mentor for Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), and a coordinator for the Early Academic Outreach Program (EAOP). Engaging with high school students through EAOP, he says, was the most impactful part of his UC Irvine experience. “In this role, I provided academic advising, program outreach, hosted workshops, mentorship, and guidance on college applications, while helping students view higher education as an attainable goal,” Ayala says. “Seeing students gain confidence as they submitted their college applications solidified my desire to pursue a master’s degree in counseling and someday become a high school counselor.” His work with CFEP also led to his proudest moment as a student: being selected to present alongside UCI GEAR UP leaders at the 2025 National Council Conference for Educational and Community Partnerships in San Francisco. Ayala shared insights on program outcomes and student engagement initiatives he’d contributed to as a student advisor for the program. Additionally, Ayala was selected for the SAGE Scholars Program, which provides robust support for career or graduate school preparation for students with financial need. “My mentors from the UCI SAGE Scholars Program, Neda Moayedi and Cecilia Leyva, have had a huge impact on my education and career trajectory,” Ayala says. “They also motivated and encouraged me, teaching me the importance of networking and taking advantage of the resources provided on campus.” In addition to his major in education, Ayala has minors in Spanish/English bilingual education and psychological science. He serves as president of the Bilingual Teacher Student Association, and works as a research assistant in the AREYTO Lab led by Julio Torres, professor of Latin American and Iberian cultures and education, which focuses on the experiences of people who speak more than one language. Because of his exemplary record, Ayala will be recognized with the Chancellor’s Award of Distinction at graduation. Over the next year, he hopes to serve as a college adviser fellow, and apply to graduate programs to continue his educational journey. |
