Three Shenandoah University education students have received Hattie M. Strong Foundation (HMSF) Scholarships to help defray expenses during their student-teaching semester this fall. All of the honorees – Madelyn Hawkins, Rowan Lippy and Joshua Pryor – will graduate in December 2026. 

Madelyn Hawkins ’26

Bachelor of Education in elementary education student Madelyn Hawkins ’26 is student-teaching in fourth grade at Quarles Elementary School in Winchester, Virginia, and in first grade at D.G. Cooley Elementary School, in Clarke County, Virginia. “She believes every child should enter the classroom knowing that they are valued, capable, and worthy of being heard,” writes Shenandoah University Director of Licensure Courtenay Laughlin Nantz, Ph.D., in the application package sent to HMSF. “Her goal is to build meaningful relationships with students, recognize their individual strengths and needs, and create an environment where they feel comfortable participating, asking questions, making mistakes, and taking ownership of their learning. Above all, Madelyn wants her students to leave her classroom with greater confidence in themselves as learners and a stronger belief that challenges are opportunities to grow.”

“​​During her time at Shenandoah University, Madelyn has earned a 3.8 GPA, a testament to her outstanding work ethic. She is a dedicated student who consistently gives 100% effort while remaining humble and focused. She holds herself to a high standard of excellence,” writes Shenandoah University Professor of Curriculum and Instruction Karen Huff, Ed.D. in a letter supporting Hawkins’ application. “In my classes, Madelyn’s work was consistently ranked among the best. She was always prepared, proactive in seeking clarification when needed, and exceptionally hard-working and organized,” Dr. Huff notes. 

“Beyond her university coursework, Madelyn took the initiative to work at an elementary STEM camp held at Shenandoah University in June 2026. Her work with the children was excellent, earning her a glowing recommendation from the program director. Through this role, she gained valuable experience with creative approaches to teaching science, technology, engineering, and math,” Huff writes. 

The scholarship has made a big difference during my student teaching semester by helping relieve some of the financial stress that comes with this experience. Student teaching requires a significant time commitment, from being in the classroom each day to planning lessons and preparing materials outside of school hours. It has allowed me to dedicate my time to my placement and take full advantage of the experience without worrying as much about balancing work and school responsibilities.”

Madelyn Hawkins ”26 | Elementary Education

“I have especially enjoyed getting to know my students, building relationships with them, and seeing their progress, even in the little things. Both placements have given me valuable experiences and a better understanding of the different responsibilities that come with teaching. Overall, I have really enjoyed my student teaching experience, and it has made me even more excited to have a classroom of my own one day,” she added.

Rowan Lippy ’26

Rowan Lippy ’26, who is earning a Bachelor of Education in elementary education degree (special education endorsement), is doing her student teaching at Virginia Avenue Charlotte DeHart Elementary School in Winchester, with students in grades K-2, including English language learners, and in third-grade special education at Armel Elementary School in Frederick County, Virginia. “Rowan’s desire to become a teacher is grounded in helping students build confidence and become the best versions of themselves both in and outside the classroom. She emphasizes the importance of supporting students academically and emotionally, building relationships that allow them to feel comfortable trying new things and making mistakes, and recognizing and using their individual strengths and interests. In her placements, she is particularly attentive to students who are developing English proficiency and wants to help them access the general education curriculum while feeling confident in their abilities and progress,” Dr. Nantz writes.  

This scholarship has given me the opportunity to fully focus on learning how to become a great teacher. Receiving it has allowed me to worry less about how I would afford the things I need and instead focus on what I can do in the classroom. It has given me more time to plan fun and effective lessons and discover different ways to reach every student in my classroom. The scholarship has not only helped me cover meals and everyday expenses but has also allowed me to contribute toward the cost of my education as a whole, helping ease some of the financial burden on my mom, who has always been my greatest supporter. It has also allowed me to purchase materials that engage my students in learning and help ensure their understanding goes beyond surface-level knowledge.”

Rowan Lippy ”26 | Elementary Education with special education endorsement/ B.A. Dance

“The consistent theme running through Hattie M. Strong’s life and philanthropic work was the desire to help people help themselves. Rowan’s entire approach as an educator and community advocate reflects Hattie M. Strong’s foundational philosophy,” Huff states. “Rowan recognizes that true education is not merely the transmission of knowledge, but the empowerment of individuals with the confidence, tools, and abilities they need to achieve self-reliance and thrive. 

Rowan’s work with young adults with special needs in our campus STEPS program exemplifies this commitment. Serving as a work-study student assisting our special education faculty, 

Rowan works directly with young adults to foster functional independence, social confidence, and life skills. Rather than doing tasks for them, Rowan patiently guides and encourages these young adults to master skills on their own, honoring Hattie Strong’s mission of self­empowerment in every interaction,” Huff continues. 

“Rowan applies this same philosophy to literacy, understanding that reading is the primary key to unlocking a student’s ability to succeed in life independently,” Huff writes. “Beyond campus, she devotes significant personal time to tutoring children at the Youth Development Center who struggle with reading, equipping them with foundational techniques that build their literacy proficiency and long-term confidence.”

“I absolutely love student teaching,” Lippy said. “During my first placement, I was able to truly see the impact I can have on students while building very positive relationships with both the students and my cooperating teacher. They will forever hold a special place in my heart because of the impact they have had on my journey to becoming a teacher. I am currently in my second placement and have had an amazing time getting to know the students and staff while navigating the differences that come with switching counties. Overall, I am so thankful for all the experiences I have gained through student teaching. This experience has truly confirmed that teaching is my passion.”

In addition to her education degree, Lippy is also earning a Bachelor of Arts in dance. 

Joshua Pryor ’26

Bachelor of Music Education student Joshua Pryor ’26 (music education) is student-teaching music at Sterling Middle School in Loudoun County, Virginia, and Osbourn Park High School in Prince William County, Virginia. “His experiences in music education have led him to see music as much more than a subject or a means of preparing students for performance; he views it as a powerful avenue for helping young people understand themselves and the world around them,” Nantz writes. “Joshua was particularly influenced by a student who described orchestra as the reason he came to school that day, prompting him to consider the ways music can provide students with connection, purpose, and a sense of belonging. As a music educator, his goal is to help students develop the ability to articulate their responses to music and, in doing so, become more comfortable expressing their feelings, opening themselves to others, developing empathy, and contributing to a stronger community.” 

“In the past seven semesters, he has amplified his studies to work toward his goal of teaching music in public schools,” writes Professor and Director of Music Education Stephanie L. Standerfer, Ph.D., in support of his application. “He has sought a variety of teaching opportunities above and beyond the music education program including as drum major for the Shenandoah University Marching Band. His work in our classes has been outstanding and has resulted in the confidence to step in front of a class of elementary, middle, or high school students with confidence and skill.” 

Pryor said he’s truly honored to receive the scholarship, which is truly making a difference during his student-teaching semester.

The scholarship is helping me begin to pay off my student loans while I am student teaching. Being a student teacher is a very vulnerable part of the process because you’re essentially working a full-time job with no compensation, so any little bit helps.”

Joshua Pryor ’26 | Music Education 

About HMSF

The Hattie M. Strong Foundation is a charitable private foundation incorporated in the District of Columbia in 1928. The foundation’s activities consist of the administration of a scholarship program and a grant program. The scholarship program is aimed at college students enrolled in teacher-training programs at selected partnering institutions.