Table of Contents
- The Kansas State University Graduate School
- Graduate Alumni Spotlight
- Graduate Faculty Mentor Spotlight
- Where Experience Meets Emerging Research
- Interested in getting involved with Graduate School activities? We have two more upcoming research forums that alumni are welcome to participate in.
- Hands on Experience in Graduate Assistantship Supports Essential Skills for an Oboist
The Kansas State University Graduate School
honored 740 graduates during the 2025 Fall Commencement
521 master's degrees
125 doctoral degrees
92 graduate certificates
7% of master's students were first-generation graduates
2% of doctoral students were first-generation graduates
27 master's students and 5 doctoral students self-report as active-duty service members or veterans
The graduate students who travelled the furthest to pursue graduate studies at K-State are from:
Malaysia (9,214) and Sri Lanka (9,182 miles)
Graduate Alumni Spotlight
The Scholars, Leaders, and Mentors We Become
Tennecia Dacass’s graduate school journey is a reminder of how deeply our experiences shape not only our research interests but the scholars, mentors, and leaders we become.
Now a labor economist, educator, and academic leader with a doctorate in economics, Dacass works at the intersection of economic policy, equity, and lived experiences.
“At the core of my work is a commitment to translating rigorous economic research into insights that matter for students, policymakers, and my community. I see my role not only as a researcher, but also as a faculty mentor and bridge between theory, data, and real-world impact,” she said.
That commitment is rooted in her own story. Originally from Jamaica, Dacass’s upbringing instilled a belief that education is both a privilege and a responsibility. That perspective became even more pronounced after immigrating to the United States, where she experienced firsthand how labor markets and public policy can shape opportunity in uneven ways. Those experiences deepened her interest in economics, particularly labor economics, as a way to systematically study inequality, mobility, and the consequences of policy choices. “I came to the U.S. to pursue a Ph.D. in economics with the goal of inspiring students and influencing policy, much like the professors who shaped my own trajectory growing up in Jamaica,” Dacass said. That goal ultimately led her to Kansas State University. Dacass initially chose K-State because of the funding support, but she stayed because of the exceptional training and opportunities for growth the program provided. During her time here, she developed as both an applied economist and an educator. Serving as an instructor of record, receiving thoughtful faculty feedback, and engaging in pedagogical training through initiatives such as the Association of College and University Educators (ACUE) helped her enter the academic job market with confidence and clarity about her professional identity. Graduate school also sharpened her ability to communicate complex ideas beyond disciplinary boundaries.
“I learned how to ask better research questions, how to sit with uncertainty when results were messy, and how to revise my thinking in response to evidence,” Dacass noted.
Her skills were reinforced through teaching independently, presenting at conferences, and participating in the 2018 K-State Three Minute Thesis competition. These experiences pushed her to prioritize clarity, relevance, and storytelling. Earning both second place and the People’s Choice Award affirmed that rigorous, technical research can resonate with broad audiences when communicated with intention. Academic training paired with mentorship played a pivotal role in shaping Dacass’s graduate school experience, particularly as a first-generation college graduate. Faculty mentors challenged her research and exposed her to professional opportunities. "They modeled what it means to be a scholar, someone who takes teaching seriously, collaborates thoughtfully, and contributes meaningfully to the broader academic community.
Their guidance helped me see myself not simply as a student completing degree requirements, but as an economist with a voice, a perspective worth developing, and a responsibility to my students,” she said.
That sense of responsibility now guides her work as a faculty member and academic leader. Today, Dacass finds the greatest fulfillment in mentoring students. “Whether through research projects, student organizations, or mentoring conversations about résumés, LinkedIn profiles, and internship or job opportunities, I am especially grateful to be part of students’ transformation as they move from undergraduate study into graduate school or the world of work,” she said. Looking back, Dacass credits Kansas State University with preparing her not only for an academic career, but for a life grounded in purpose and service. Since graduation, her definition of success has evolved into a more holistic viewpoint. Today, “success means producing meaningful research, mentoring students thoughtfully, leading with integrity, and maintaining a sense of purpose,” she noted. The technical training, teaching opportunities, and mentorship she received at K-State continue to inform how she shows up as a scholar, educator, and member of the academic community.
Graduate Faculty Mentor Spotlight
“Now It’s My Turn”: Faculty Mentor Kerry Priest on Paying Mentorship Forward
Kerry Priest, professor, director of leadership studies at the Staley School of Leadership, knows firsthand how powerful mentorship can be during graduate school. Shaped by mentors who once believed in her before she believed in herself, Priest now pays that forward, creating trust-based relationships that leave a lasting impact well beyond the classroom.
What inspired you to pursue a career in academia?
I always wanted to be a teacher! My undergraduate degree was in agricultural education; however, my journey took me down a path to work in the leadership development industry for several years. I had the opportunity to reconnect with a colleague who was working in a collegiate leadership studies program, and the lightbulb clicked for me: I want to teach leadership to college students. Funny enough, I had been in the leadership studies program at K-State as a student but had not considered it as a potential career path. Now I am really proud to be part of the growing academic field of leadership studies with an emphasis on leadership education and development.
How did you become involved in mentoring graduate students?
The Staley School is home to an interdisciplinary doctoral program in Leadership Communication, which launched in 2018. I started teaching graduate courses and advising graduate students in this program soon after.
What has shaped your approach to mentorship over the years?
Graduate school is a complex system. It involves learning new ways of seeing the world, new approaches to learning and research, and new ways of being as you take on the identity of a scholar. My approach blends advising (helping to navigate the technical aspects of degree completion) with mentoring (fostering intellectual curiosity and confidence through relationships, resources, and collaborative opportunities).
What is your "why" behind mentoring?
My success as a scholar and professional has been shaped by incredible mentors – people who saw something in me I didn’t see myself, who believed in me, invited me into collaboration, and challenged me to ask and answer powerful questions. Now, it’s my turn to raise up the next generation of leadership scholars, educators, and developers.
How do you support students in overcoming challenges, both academic and personal?
In the Staley School, we teach an approach to leadership that centers compassion, belonging, and well-being. I think these practices are both processes and outcomes of mentoring. Support starts with listening, showing empathy, and taking actions within my power to help remove barriers or enhance growth. Being interested in a learner’s whole life, not just their academic performance, supports well-being. I point learners to the well-being resources available here at K-State. I hope that viewing and treating graduate learners as colleagues in the classroom and on projects supports a culture of collaboration and sense of belonging in – at times – very hierarchical and expertise-driven contexts of higher education.
What advice do you have for faculty members looking to become strong mentors?
Learn to be a coach. There is so much power in asking questions, listening, and supporting people to find their own answers. A few good questions I learned from author Michael Bungay Stainer: What’s on your mind? What’s the real challenge here? What do you want (or need) to happen? How can I help? What does support look like?
Is there a message you’d like to share with our alumni community about the importance of mentorship?
In a recent study, Eva et al. (2025) found that more important than any one style of leadership we claim to have or use, the practice of building strong, trust-based relationships matters most to positive outcomes that ripple across entire teams and organizations. My interpretation here is that mentoring relationships are exponential in their impact. Don’t underestimate the difference you can make as a mentor!
Where Experience Meets Emerging Research
Research and the State is more than just a showcase of academic achievement; it’s a moment for graduate students to share their passion and connect their work to the communities across Kansas.
This year’s event set a new record, featuring 33 master’s and 66 doctoral students presenting research to peers, faculty, staff, graduate alumni, and community members. Graduate alumni played a key role as judges, bringing perspective and encouragement to the next generation of scholars. Jenny, who earned her master’s and doctoral degrees in Education and Adult Occupation from K-State, shared, “Engaging with each of the student-researchers was energizing. Most were well outside my area of expertise. Nevertheless, they clearly explained what they were researching and why it was relevant.” Rachel, a graduate alumnus with a Certificate in Teaching and Learning and a master’s in Curriculum and Instruction, noted, “What stood out to me most was the willingness of the students to discuss their research projects and answer questions. Many students wanted to present their research to me even though I wasn’t one of their judges.”
Jenny added, “Participating as a judge was a positive way to give back to a school that gave so much to me. I hoped younger students were encouraged that an octogenarian was still interested in their work and that they might also ‘keep going’ as long as they are able.”
For students, these interactions are invaluable. The research forum is often their first opportunity to articulate the significance of their work to the broader public, building skills that extend well beyond academia. Ten standout students from Research and the State were selected to represent K-State at the Capitol Graduate Research Summit in March 2026, presenting their work to state legislators alongside graduate students from other Kansas Regents institutions. Each received a $250 award for their outstanding presentation.
Interested in getting involved with Graduate School activities? We have two more upcoming research forums that alumni are welcome to participate in.
- Three Minute Thesis (3MT) – February 25, 5-7:30pm, K-State Student Union Ballroom. Enjoy an evening of inspiring 3-minute presentations and cast your vote for the people’s choice winner. RSVP
- Graduate Research, Arts, and Discovery Forum – April 21–22, Volunteer as a judge for talks or poster presentations and engage with emerging scholars across disciplines.
“I highly recommend getting involved because you’re giving students valuable experience and insights that can be transferred to other areas of their professional and personal lives,” Rachel said.
“We all had someone who believed in us or gave us some informational golden nugget that helped us succeed in grad school. Don’t be afraid to pay forward your golden nugget.”
To learn more about getting involved or being featured, send us a message to: grad@ksu.edu
Hands on Experience in Graduate Assistantship Supports Essential Skills for an Oboist
Second-year master's student Lucas Reed never imagined that by choosing the one instrument no one wanted to play in eighth grade, he would discover his passion, the oboe. Years later, Lucas is not only performing at a high level but also gaining hands-on experience in one of the most essential and unique aspects of being an oboist: reed making. At Kansas State University, Lucas studies under Alyssa Morris, a world-renowned oboist and Associate Professor of Oboe and Music Theory. Morris directs the Oboe Reed Making Graduate Assistantship, a specialized program that provides graduate students with an opportunity to pursue their passion while mastering the craft of reed making. “The program started about three years ago due to an increasing number of applicants to the oboe program,” Morris explained.
“It was my goal to make it possible for oboe reed students interested in coming to K-State to be able to afford the program by creating a graduate assistantship.”
Unlike other woodwind instruments, where reeds can be purchased and played immediately, oboe reeds must be crafted by hand to suit the individual player. The double reed, one piece of cane that is folded in two and bound together, requires incredible precision to create the proper sound. Therefore, most oboists pursuing a career in music performance must learn to make their own reeds.
“No machine can replicate the sensitivity and detail needed to make a good oboe reed,” Lucas said. “The more you know about the process and the more steps you take control of yourself, the better you can make your reeds fit you.”
The assistantship partners with MKL Reeds, a professional reed-making company based in Virginia, to offer immersive, hands-on training. The partnership between MKL and Morris really began years before, while she was pursuing her doctorate. Years later, as Morris was forming the assistantship, she noticed MKL posted an ad looking for new reed makers. “It was serendipitous, really,” Morris recalled. “The high standard that MKL reeds requires beginner reed makers to understand the detail it takes to make quality reeds,” Morris said. Through the program, Lucas has learned how to select and split cane, shape it by hand, adjust the thickness, troubleshoot reed issues, and fine-tune each piece to meet the demands of performance.
“No one told me in middle school when I picked up the oboe that I would be getting into woodwork and artistry,” Lucas said with a laugh. “But it’s been one of the most important parts of my education.”
Beyond the technical skills, the reed-making process sharpens Lucas’s ear, improves his playing technique, and deepens his overall understanding of musicianship. “Because the students are playing and working with the reeds in the process of being finished, they develop a stronger embouchure,” said Morris. “There is a quick curve that students become better players once they start making reeds themselves.” Throughout, Morris provides mentorship, helping graduate students not only learn mechanics but also develop their own approach. It’s a mentorship model that mirrors the centuries-old tradition of classical music, where skills are passed down through hands-on experience. “My goal is to be an oboe professor,” Lucas said. “And becoming consistent in making reeds and understanding the process behind them is essential for passing that knowledge on to the next generation.” The assistantship has been more than just a resume builder; it’s given him the skills, confidence, and sense of community needed to grow as both a performer and future educator.
“I’ve learned so much during my time at K-State that has prepared me to take the next step in my professional career,” Lucas said. "Professor Morris is an incredible mentor. I'm excited to take everything I learned and share it in the classroom."
That spirit of collaboration and excellence was on full display last summer when Lucas and three fellow graduate student oboists were selected to perform as an oboe quartet at the 54th annual International Double Reed Society Conference in Indianapolis. The performance highlighted the strength of K-State's oboe studio and gave the graduate students an international stage to share their artistry and represent their program.
Table of Contents
- Table of Contents
- The Kansas State University Graduate School
- Graduate Alumni Spotlight
- Graduate Faculty Mentor Spotlight
- Where Experience Meets Emerging Research
- Interested in getting involved with Graduate School activities? We have two more upcoming research forums that alumni are welcome to participate in.
- Hands on Experience in Graduate Assistantship Supports Essential Skills for an Oboist