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������Ƶ celebrated its Winter 2025 Commencement on Monday, December 15, honoring more than 4,000 students who completed associate, bachelor’s, master’s, specialist, and doctoral degrees.

An estimated 180 students completed an associate degree, 889 earned a bachelor’s degree, 2,508 earned a master’s degree, 205 earned an educational specialist degree, and 470 earned a doctoral degree. 

“Your life has meaning. Your steps have purpose. Whether your calling is in education, business, health care, ministry, or another path, lead by design, not by accident. Let your life reflect the values and vision that matter most,” said Dr. Quentin Young, president of ������Ƶ. The event marked his first commencement as university president.

Dr. Young and the university recognized 237 undergraduate students as J.T. Vallandingham Scholars, an academic honor awarded for exceptional performance and named in memory of a beloved ������Ƶ professor.

Most of the undergraduate students graduating this December were recognized for outstanding academics with Latin honors. They were awarded as follows:

• Summa Cum Laude (GPA 3.95–4.0): 458 graduates
• Magna Cum Laude (GPA 3.85–3.94): 300 graduates
• Cum Laude (GPA 3.70–3.84): 150 graduates

“We believe education is more than knowledge gained,” Dr. Young added. “It is a foundation for service, leadership, and transformation.”

This mission he references is reflected in ������Ƶ’ commitment to servant leadership. All students are required to complete at least 40 hours of community service during their academic career. The winter Class of 2025 collectively completed 10,444 service hours, equivalent to 1,306 eight-hour workdays or 33 full-time work weeks. 

Some students far exceeded that requirement. Those who completed more than 200 documented service hours were recognized as Hutton Scholars, an honor named for longtime university supporter Dr. Edward L. Hutton.

This winter, 23 undergraduate students earned the Hutton Scholar distinction, including Mason Smith, a student from Warsaw, Kentucky, whose story reflects the transformative nature of a ������Ƶ education.

After graduating high school, Smith planned to serve in the military rather than attend college. But during basic training, he contracted COVID-19 and rhinovirus, which led to brain swelling and more than a month of hospitalization. As a result, he was forced to unenlist.

Once recovered, he shifted his focus to higher education. Though nervous at first, he soon found his place on campus, taking on leadership roles in track and field, academic affairs, residence life, and undergraduate admissions.

“When I went into the military, I didn't put much weight into what it means to ‘serve,’” he said. “������Ƶ changed my perspective. Everything I've been involved in is linked to service in some way, which has changed my life for the better and helped me grow into the kind of person I always wanted to be.”

Smith’s personal growth and leadership earned him the TJ Roberts Award, presented annually to a graduating senior who exemplifies academic achievement and outstanding campus leadership.

������Ƶ graduate students share similar stories of resilience and transformation—proof that the impact of a ������Ƶ education is not limited by age, academic level, or location.

Elizabeth Dudley McKenna, of Mt. Sterling, Kentucky, earned her Doctorate in Educational Leadership and Superintendent Certification this December. But her journey to graduation wasn’t easy.

There was a time she nearly walked away from her program. Life had grown overwhelming, and continuing felt impossible. At a low point, she contacted her advisor, Dr. Logan Issacs, to let him know she planned to withdraw.

In response, Dr. Issacs offered kindness and understanding. Their conversation opened the door to another option: taking a semester off to rest, focus on her family, and return when she was ready.

“He showed me incredible kindness and support,” McKenna said. “He saw something in me I couldn’t see yet.”

Now, with her degree in hand and a new chapter beginning, McKenna is stepping into her role as principal of Camargo Elementary School with a renewed sense of purpose, carrying with her the impact of Dr. Issacs’ compassion and a deeper understanding of what it means to lead with empathy.

“Ultimately, I want my leadership to reflect a deep commitment to service, growth, and impact—not just for today, but for years to come,” she said. “By investing in people, fostering strong systems, and leading with heart, I hope to leave a legacy of meaningful change that benefits both our students and the community we call home.”

Stories like Smith’s and McKenna’s reflect the university’s core values of service, leadership, and transformation, the same values that define a ������Ƶ education.

As graduates take their next steps, wherever life leads them, they carry with them the growth and purpose shaped by their time at ������Ƶ, equipped to make a lasting impact in the communities they serve.

“As you step into the future, remember that you do not go alone,” Dr. Young told the graduating class. “You carry the hopes of those who taught you, the pride of those who care for you, and the legacy of a university that believes in you. You remain, and will always be, a part of the ������Ƶ family.”