Before coming to the University of Georgia, Athens native Ikeoluwa Ojo (B.S.Ed. ’27) enrolled in the Athens Community Career Academy to learn about the teaching profession. Now in her fourth year at UGA, and with extensive campus involvement and leadership experience under her belt, she aspires to make a positive impact in the classroom and shape educational policy to better serve students.
- Hometown: Athens, Georgia
- Degree objective: B.S.Ed. in elementary education with TESOL endorsement; M.Ed. in elementary education through UGA’s Double Dawgs program
- Graduation date: Spring 2027
Growing up in Athens, UGA was always a familiar part of my community. Attending this university has given me the opportunity to stay connected to the community that raised me while also having opportunities to grow. I chose elementary education because I have always loved working with children. As I gained more experience working with children, I realized that teaching would allow me to combine my love for learning and service with my desire to make a meaningful difference in students’ lives.
I’m also very aware of the inequities that exist within our educational systems and how those inequities can shape students’ opportunities and experiences. I want to become a teacher who supports my students academically and advocates for them. I hope to create a classroom where my future students feel seen, valued, and capable.
Tell me about your campus involvement and leadership experience.
I’ve served as a Student Ambassador for the Mary Frances Early College of Education since freshman year. I’m involved in my sorority, Alpha Kappa Alpha Sorority, Incorporated, where I’ve been on the executive board in several different roles. I was also awarded the Constance Hill Outstanding Educator Award, which recognizes undergraduate members who demonstrate exceptional dedication to education, mentorship, and community engagement.
I’ve been involved with Minorities in Education and have served on the executive board as PR chair. Through my role as a student worker with the Office of Service-Learning, I’ve worked with the Experience UGA program as well as the Coaching4Success program, which are both focused on helping students in the Clarke County School District (CCSD). I served as a member of the Freshman Advisory Board for UGA’s Black Affairs Council and as an executive board member for UGA’s African Student Union.
I served as a mentor to a fourth-grade student through the community CCSD mentor program and was a student worker for the College, where I helped with kindergarten field trips hosted by Experience UGA. I also attended a Maymester study abroad in Cuba through UGA’s Cultural Psychology Maymester program, where I was able to visit the University of Pedagogical Sciences and connect with fellow future educators.
What has been your favorite class in the Mary Frances Early College of Education, and why?
One of my favorite classes so far has been LLED 2110: Survey of Diverse Literature for Young Audiences with Dr. Jennifer Graff. I loved learning about the importance of representation in children’s literature and how seeing characters, families, cultures, and experiences that reflect their own lives can impact the way children see themselves and their place in the classroom.
The course made me think more intentionally about the books I want to have in my future classroom and the messages they can send to students. It also showed me that diverse literature is not only important for students who see themselves represented, but for all students because it gives them opportunities to learn about experiences beyond their own. This class strengthened my belief that teachers have a responsibility to create learning environments where every child feels seen, valued, and included.
Tell me about your work experience with the Memphis Teacher Residency. What other internships and community programs have you participated in, and how have they helped prepare you for your future career?
My experience with the Memphis Teacher Residency (MTR) was one of the experiences that most shaped my understanding of what it means to be an educator. I participated as a Literacy Fellow, where I had the opportunity to learn about topics including civil rights, literacy and reading instruction, educational equity, and the history and systems that have shaped education in the United States. The program challenged me to think critically about the role teachers play not only in the classroom, but also in addressing inequities within education.
One of the most meaningful parts of the experience was connecting with other students from across the country who were also preparing to become educators. MTR also gave me opportunities to practice my teaching and receive individualized feedback.
Outside of MTR, I have gained experience through my practicum placements and from the summers I usually spend working at Athens-Clarke County summer camps.
Why are you passionate about fostering inclusive learning environments?
I am passionate about fostering inclusive learning environments because I believe that every child deserves to feel seen, valued, and supported. Education has the power to open doors, but inequities within our educational systems can prevent students from having access to the same opportunities. As a future teacher, I want to help combat those inequities by creating a classroom where every student has the opportunity to learn, participate, or to succeed.
I want my future students to see themselves reflected in their classroom and in what they are learning, while also being encouraged to learn from people whose experiences are different from their own. My goal is to create a classroom community where differences are valued, and every child feels that they belong.
What are your plans following graduation?
After graduation, I plan to finish up my master’s degree through the Double Dawgs program and then begin my career as an elementary school teacher. I want to use my time in the classroom to build strong relationships with students, understand the challenges they and their families face, and learn firsthand how educational inequities can affect students’ experiences.
Long term, I hope to expand my impact beyond my own classroom and become involved in educational policy and advocacy. I want to understand both what happens inside the classroom and the larger systems that shape students’ educational experiences.