Future-ready
College community paves path into
the future of education, technology, and beyond

From classroom to cutting-edge
Doctoral student Matthew Nyaaba aims to identify best practices for the responsible use of AI
- Hometown: Zorkor, Upper East Region, Ghana
- Degree objective and graduation date: Ph.D. in educational theory and practice (teacher education and elementary education)
- Degrees and graduation dates: B.S.Ed. in elementary and middle grade education, 2015; M.Phil. in elementary and middle grade education, 2018
Why did you choose to attend UGA for your advanced degree objective?
I chose UGA primarily because of its strong programs in teacher education and elementary education. I wanted a clear, vertical progression in my academic pursuits and experiences. With a bachelor’s and master’s degree in elementary education, along with teaching experience in elementary, middle grades, and teacher education, I was particularly interested in pursuing a Ph.D. in this field. UGA offered the exact program of study I was looking for through the Department of Educational Theory and Practice (ETAP), allowing me to focus on both teacher education and elementary education.
Additionally, I was drawn to the study abroad opportunity in Ghana offered by the department. This program appealed to me because it suggested that the school had a foundational understanding of my background, which would help me relate and feel a sense of belonging. When it came time to choose between the University of South Carolina and UGA, I recalled the warm conversation I had with the graduate coordinator, Dr. Cheryl Fields-Smith, which greatly influenced my decision. Choosing UGA is a decision I would make repeatedly if I had to select a school for my graduate studies.
How were you first introduced to AI, and what sparked your interest in pursuing this field?
My focus on AI evolved from my longstanding fascination with emerging technologies in K-12 and teacher education. While exploring potential research areas in my Ph.D. program, I identified two significant emerging technologies: VR and AI. Recognizing my interest in emerging technologies in K-12 science, Dr. Fields-Smith referred me to Dr. Julie Kittleson, the head of the department and a professor in science education. Dr. Kittleson then connected me with Nicholas Holt, the director of innovation in teaching and technology, to start a VR academy. I thoroughly enjoyed the lessons and gained valuable experience with VR, but I soon realized that it would take time to find a focused research area in VR.
At this point, Dr. Ajay Sharma, my initial advisor, redirected me to a faculty member specializing in AI and machine learning, whom he believed would align well with my research interests. That faculty member was Dr. Xiaoming Zhai, someone I was eager to meet after my encounter with him at a grant proposal writing workshop for the National Science Foundation (NSF). When I first met with Dr. Zhai, I was somewhat skeptical about AI, particularly its potential impact on critical thinking in education. I had several questions, including concerns about how AI could be appropriately regulated for students. Thanks to Dr. Zhai’s encouragement and guidance, he suggested that I read extensively about AI and consider how we might collaborate on research in this area, starting with the National Assessment of Educational Progress (NAEP).
Through extensive reading and my first research project on generative AI and NAEP assessment, I became increasingly aware of both the potential and challenges of AI. I found AI to be incredibly inspiring as I began to consider how we could benefit from its potential while addressing its concerning aspects. This marked the beginning of my journey into exploring AI in education, an area I am truly excited about and eager to learn more. Thanks to the support from ETAP faculty and Dr. Zhai’s mentorship, I feel confident in continuing my research in generative AI in education.
What do you hope to discover or accomplish with your research on the intersection of AI and education?
In my research on the intersection of AI and education, I aim to identify best practices for the responsible use of AI to support all students and promote inclusive and equitable assessments and achievements. I am particularly interested in exploring how the digital divide can be closed by using AI in education. I aspire to contribute to a framework that helps teachers develop culturally responsive teaching and assessment strategies in K-12 science education, with a focus on automatic assessment generation using generative AI tools. This approach is intended to reduce the workload on teachers, allowing them to concentrate more on other areas of student development, while also addressing the challenges of creating culturally responsive assessments.
Are you involved in any academic or service-oriented organizations? If yes, how do they enhance your academic and/or research endeavors?
I am involved in several organizations and associations, with notable memberships in AERA, ETAP-GSO, ISL-UGA, AGSF, and SITE. As a graduate student member of the American Educational Research Association (AERA), I benefit from access to valuable research resources, including journals, conferences, and publications at discounted rates. I also take advantage of networking opportunities through events and participation in special interest groups, which help me build and enhance my professional connections. Additionally, I engage in professional development activities tailored to graduate students, such as workshops and mentoring, and was the recipient of the 2024 AERA Technology as an Agent of Change in Teaching and Learning SIG Graduate Student Travel Grant.
As an active member of ETAP-GSO, I served as vice president in 2023-24 and remain involved today. During my tenure on the executive committee, I provided support to new members, particularly international students, assisting them in their transition to the department and Athens. Alongside other members, we organized and coordinated activities and social events to create a vibrant social environment for ETAP graduate students.
I am an active member of International Student Life (ISL) at UGA and currently serve as an advisory board member for the 2024-25 academic year. I was the Children’s Corner Committee Chair for the 2023 International Street Festival, where I learned a great deal from other international students; an experience I highly recommend to others. As an ISL Advisory Board member, my duties include providing guidance and input on programs and initiatives that support international students at UGA. I collaborate with other board members to develop strategies that enhance cross-cultural engagement on campus. Additionally, I play a key role in representing the interests and needs of the international student community to the University administration.
Currently, I am an active member of African Graduate Students’ Forum (AGSF), a community that connects me back to Africa and allows me to learn from the diverse experiences of people from different African countries. This membership enriches my understanding of the educational landscape and cultural dynamics across the continent. As a member of Society for Information Technology and Teacher Education (SITE), I participate in a global network of educators and researchers focused on integrating technology in education. I engage in conferences where I can present my research and gain insights from leading experts in the field. Additionally, I capitalize on professional development opportunities, including workshops, mentoring, and staying informed about the latest trends and innovations in educational technology.
What are your plans after you graduate with your doctoral degree?
While I remain flexible and open to the direction of God in my next steps, my skills, cross-cultural experiences, interests in education, AI in education, and supporting minoritized teachers and students of color position me to pursue one of two potential paths after graduation. I am poised to either continue working toward becoming a professor in teacher education and technology or to take on a role as a researcher for international organizations, government agencies, or non-governmental bodies. These could include entities such as the United Nations, UNESCO, UNICEF, the World Bank Education Global Practice, USAID, the Global Partnership for Education, and more.
Matthew Nyaaba (Ph.D. ’27), doctoral student in the Department of Educational Theory and Practice
Matthew Nyaaba (Ph.D. ’27), doctoral student in the Department of Educational Theory and Practice
Every year, dozens of hardworking students receive scholarships and need-based aid from the Mary Frances Early College of Education to help remove financial barriers that make it difficult for them to focus on achieving their academic dreams.
Please consider contributing to the College of Education General Scholarship Fund or the Abigail Reddic Student Teaching Emergency Fund with a gift of any size to ensure our students achieve their goals no matter their background or financial standing.
For more information, contact Molly Thomas, senior director of development and alumni relations, at 706-542-2893 or molly2@uga.edu.

Leaders on the rise
Two College alumni named to UGA’s 2024 40 Under 40 Class
Two alumni of the Mary Frances Early College of Education were recently named to the University of Georgia’s 40 Under 40 Class of 2024.
The 40 Under 40 program celebrates the personal, professional, and philanthropic achievements of UGA graduates who are under the age of 40. The Class of 2024 will be recognized during the 14th annual 40 Under 40 Awards Luncheon on campus in September.
This year, the College’s honorees are Antavious Coates (B.S.F.C.S. ’09, M.S. ’11) and Peyton Fraser (B.S. ’14, B.S.Ed. ’14). Honorees exemplify leadership in their industries and communities and uphold the Pillars of the Arch, which are wisdom, justice, and moderation.
Coates received his master’s degree in kinesiology from the College and is the executive director for NFL player marketing for CAA Football. In this role, he helps NFL players manage and promote their personal brands through sponsorships, endorsements, and marketing campaigns.
In addition to executing successful marketing campaigns for his clients and organization, Coates uses sports as a vehicle to give back by serving on the board for The A.J. Brown Foundation, Born 2 Compete, and sponsoring several youth football programs in the Atlanta area.
“It is an incredible honor to be named to the UGA 40 Under 40 Class of 2024 list,” says Coates. “This recognition not only reflects my hard work and dedication, but also the unwavering support from my community and mentors. I am deeply grateful and inspired to continue making a positive impact."
Fraser, who received dual bachelor’s degrees in mathematics and mathematics education, manages the innovation, development, and propagation of Microsoft’s AI programs, including Copilot and other generative AI models.
As a senior technical program manager for Microsoft, she is responsible for the implementation of various AI products in Fortune 500 enterprises looking to enhance their strategic AI vision. She is also the co-founder and leader of Microsoft Atlanta GLOW, an employee network that creates a safe space for Black women at Microsoft and supports STEM upskilling and reskilling in the community.
“Being selected as one of UGA’s 40 Under 40 is both humbling and exciting,” says Fraser. “While my journey has taken me from the classroom to the world of AI product management, the Mary Frances Early College of Education instilled in me a passion for lifelong learning and a commitment to making a positive impact in my community. It’s where I discovered my love for learning, honed my leadership skills, and cultivated a deep sense of empathy.”
Antavious Coates (B.S.F.C.S. ’09, M.S. ’11)
Antavious Coates (B.S.F.C.S. ’09, M.S. ’11)
Peyton Fraser (B.S. ’14, B.S.Ed. ’14)
Peyton Fraser (B.S. ’14, B.S.Ed. ’14)
Nominate outstanding alumni for College’s 2025 Distinguished Alumni Awards
Each spring, the Mary Frances Early College of Education presents Distinguished Alumni Awards to those who have exemplified excellence through professional accomplishments, contributions, and service. We encourage UGA alumni, faculty, staff, students, and friends to nominate undergraduate and graduate alumni in different stages of their careers.
Please visit our website for category descriptions and instructions on how to nominate outstanding alumni. Nominations are now open through October 31 at 11:59 p.m.
Please contact Kacee Cooper, associate director of alumni relations, at coedar@uga.edu or 706-583-0390 for more information.

Athletes take center stage
10 EduDawgs competed at the 2024 Paris Olympic Games
Ten athletes with ties to the UGA Mary Frances Early College of Education competed at the 2024 Summer Olympic Games in Paris.
In total, 34 members of the Georgia athletic community competed for 20 different nations across 10 different sports. This group represented the second-largest contingent in UGA athletic history to participate in the Olympics, trailing only the 2016 Rio de Janeiro Games at 36.
EduDawgs who competed this summer include:
Tennis player María Lourdes Carlé (matriculated B.S.Ed. ’22) pursued a degree in sport management from the College and will be competing in the women’s singles competition for Argentina. Carlé has a career-high singles ranking of No. 71 and played one season of college tennis for the Georgia Bulldogs, helping the team win the SEC regular season title.
Hammer thrower Denzel Comenentia (B.S.Ed. ’20) received his degree in sport management from the College and will be competing in the men’s hammer throw for the Netherlands. During his time at UGA, Comenentia helped captain the track and field team to their first national championship in program history, garnering the meet’s highest individual score with titles in the shot put and hammer throw.
Sprinter Jehlani Gordon (B.S.Ed. ’17) is currently pursuing a degree in sport management from the College and will be competing in the men’s 4X100m relay for Jamaica. This year, Gordon won the 60m dash and posted the third-fastest time in Georgia history in his collegiate debut. He was also named SEC Men’s Freshman of the Week for his winning performance at the Track at New Balance Collegiate Showdown.
Swimmer Chase Kalisz (B.S.Ed. ’19) received his degree in sport management from the College and will be competing in the men’s 400m individual medley for the U.S. He won the gold medal for the same event at the 2020 Olympics in Tokyo, as well as the silver medal at the 2016 Olympics in Rio de Janeiro. From 2012 to 2017, Kalisz competed for the Georgia Bulldogs swimming and diving team where he was a three-time NCAA Champion.
Triple jumper Keturah Orji (M.S. ’19) received her master’s degree in kinesiology from the College and will be competing in the women’s triple long jump event for the U.S. As a soon-to-be third-time Olympic competitor, she placed 4th in 2016 (Rio de Janeiro) and 7th in 2020 (Tokyo). In 2019, she was named the NCAA Woman of the Year for her excellence in academics, athletics, community service, and leadership.
Tennis player Ellen Perez (matriculated B.S.Ed. ’19) pursued a degree in sport management from the College and will be competing in the women’s doubles competition for Australia. During the 2020 Olympics, Perez reached the quarterfinals with partner Samantha Stosur. She played three seasons of college tennis for the Georgia Bulldogs and has won six doubles titles on the WTA Tour and two doubles titles on the WTA Challenger Tour.
Long jumper Chanice Porter (M.S. ’18) received her master’s degree in kinesiology from the College and will be competing in the women’s long jump event for Jamaica. In 2019, she competed at the World Athletics Championships and later qualified for the 2020 Olympics. As a member of the Georgia Bulldogs track and field team, she placed first in the long jump event at the NCAA’s 2016 Outdoor Track and Field Championships.
Golfer Sepp Straka (matriculated M.S. ’17) pursued a master’s degree in kinesiology from the College and will be competing in the men’s individual golf event for Austria. At the 2020 Olympics, he tied for 10th place overall in the same event. In 2022, he became the first Austrian to win on the PGA Tour at The Honda Classic. Straka played collegiate golf with his twin brother, Sam, for the Georgia Bulldogs from 2011 to 2016.
Swimmer Luca Urlando (B.S.Ed. ’24) is currently pursuing a degree in sport management from the College and will be competing in the men’s 200m butterfly event for the U.S. He holds several records, including the American, NCAA, and the U.S. Open records in the 100 backstroke, as well as school records in the 100m freestyle, 100m backstroke, 100m butterfly, 200m butterfly, 100m individual medley, 200m freestyle relay, and more.
Tennis player Jan Zielinski (B.S.Ed. ’19) received his degree in sport management from the College and will be competing in the men’s doubles competition for Poland. He has a career-high doubles ranking of world No. 7. This year, Zielinski won both the Australian Open and the Wimbledon Championships in mixed doubles with partner Hsieh Su-wei and reached the final of the 2023 Australian Open doubles with Hugo Nys.

If you are looking for a way to help our students succeed, please consider making a gift to the College’s Student School Supply Closet. This outreach initiative provides donated school supplies to UGA students in need of financial assistance with school-related items, such as pens, pencils, highlighters, paper, binders, flash drives, etc., so they can succeed on campus.
Donating is simple and doesn’t require going to a physical store—you can shop online and have donations delivered directly to the Student School Supply Closet by viewing the initiative’s Amazon wishlist. You can also support the closet by donating via the button below.
Why we give
Alumni and donors Gene and Helen Bottoms commit to the future of educational leaders
Gene Bottoms (B.S.Ed. ’60, Ed.D. ’65) and his wife, Helen (B.S.Ed. ’63) live and breathe education. Two of their children and two of their grandsons graduated from UGA and the third enrolled in the fall of 2024.
After spending a year as an eighth-grade teacher in Cherokee County and one year as principal of an elementary-middle school in Forsyth County, Gene entered UGA to pursue an advanced degree in guidance and counseling.
He spent the next 60 years working in secondary and postsecondary educational policy at the state, regional, and national level. During 30 of those years, he led the largest high school improvement effort in the nation.
From these experiences, Gene learned that effective school leaders have inquiring minds that change school and classroom practices to improve lifetime opportunities for all students.
“They have the capacity to discern problems and the leadership skills to engage others in addressing the problems and developing solutions,” says Gene. “Effective leaders support others to make changes by involving them in a journey over time.”
In 2021, Gene and Helen created the Bottoms Family Support Fund for Doctoral Students in Educational Leadership to help graduate students in the College of Education acquire the skills and knowledge needed to pursue a career in educational leadership.
The fund gives an award annually to support doctoral students who are or plan to be district or school leaders by funding dissertation research that aligns with Gene’s work on school improvement. These studies will lead to a set of transformative and practical actions that school and teacher leaders can take to better prepare students for college, careers, or both.
“Our goal is that over time the leadership department will have a series of studies that will create some synthesis—some significant body of knowledge that can impact change in the state and beyond over a 15-to-30-year effort,” says Gene. “We are looking for potential leaders committed to do this kind of dissertation study, but not all people in the doctoral program are going to do that.”
Gene and Helen meet Markita Spikes (M.A.T. ’07, Ed.D. ’24), the inaugural recipient of their fund, at a banquet ceremony.
Gene and Helen meet Markita Spikes (M.A.T. ’07, Ed.D. ’24), the inaugural recipient of their fund, at a banquet ceremony.
Last April, Gene and Helen met the inaugural recipient of their fund, Markita Spikes (M.A.T. ’07, Ed.D. ’24). She discovered that the current scheduling system in a large high school resulted in a loss of $1-1.5 million in state funds. But more important than the loss of funds was the fact that the schedule in place was not optimizing learning opportunities for all students, particularly marginalized students.
For example, a major factor was low enrollment in Advanced Placement (AP) classes, and a solution would be to actively seek out and support marginalized students to succeed in these classes. This school offered two career pathways, but neither connected students to a college-ready academic core that prepared them for both college and a career.
She is now working with district and school leaders to implement scheduling strategies to prepare more students for both college and their careers.
“We envision a group of school leaders emerging from the program, who, with help from the support fund, will be bold enough to take on challenging problems of lifting up more marginalized students so they can have access to middle-class opportunities,” says Gene. “It is not an easy problem to address, but most parents want their children to graduate high school college ready, career ready, or both, and we are pleased to be part of supporting school leaders who can make this happen.”
—Kathryn Kao
