student stories
#WEARECLU
Our students, alumni, faculty, and staff are emboldened by our mission to integrate self-knowledge with critical perspectives and contemporary skills to create sustainable social change—how to implement the Golden Rule.
They are changemakers in their own communities and organizations, and as an institution, we are proud of their remarkable stories and impact.
Bessie Celony
Bessie Celony has always had a deep passion to serve others, but her own path hasn’t been without detours.
“Some people, their path is just straight,” said Bessie. “What do they say? Make lemonade out of lemons. That’s what I did.”
Bessie was a dental assistant with plans to become a hygienist when she broke her arm and shifted gears. With a B.S. in Human Services, she had a good foundation for her next job as a case manager at Comunilife Inc. And it was there that she became determined to bring a more “person centered” approach to healthcare.
Christine LaConte
Service has been a passion for Christine LaConte her entire life. Since she was in elementary school in the Girl Scouts, Christine volunteered in her Cape Coral, Florida community. And although she now has much experience, knowledge, and a master’s degree, she hardly took a straight path to her nonprofit management position.
“I wasn’t a traditional student,” said Christine. “I didn’t much care for the usual subjects. I got my GED and started a vocational program to become a certified nursing assistant -CNA. I earned a very good wage for a 17-year-old as a CNA.”
Jofil Borja
Born in the beautiful island country of the Philippines, Jofil Borja has always had a passion for his people and the environment. When he moved to California to study at UC Berkley, he chose political science and rhetoric, already thinking ahead to how it might serve as a foundation for policy changes that could help Asian and Pacific Islander (API) communities and sustainability. His master’s degree in public administration from Claremont Lincoln University was likewise chosen with purpose—and has already helped him in his career and life’s mission.
Phillipe Cunningham
From beginning his working life in rural Illinois to earning a coveted leadership position at the Obama Foundation, Phillipe Cunningham’s career path was far from linear or meticulously planned. He’s the first in his family—on either side—to attend and graduate from college. Phillipe earned his undergraduate degree and then graduated from Claremont Lincoln University with an MA in Organizational Leadership with a concentration in Civic Engagement in 2021.
Paquita Gannt
Paquita Gannt calls herself a “lifelong learner” and there’s plenty of evidence to support the claim. Even after she received her undergraduate degree from UNC Chapel Hill, SHRM-CP certification, and hands-on HR experience, she wanted to expand her knowledge and make a larger impact. A Master’s Degree in Organizational Leadership with a Human Resources focus from Claremont Lincoln University was her answer.
Landen Mendoza
Landen Mendoza wanted to turn his associate degree into a bachelor’s, but he wasn’t willing to give up his career trajectory to accomplish the goal. As a manager of one the top selling stores with the H&M Group, a publicly traded international clothing retailer, Landen is excited about the path ahead.
Kelly Barrios
Kelly Barrios knew she wanted to work in healthcare administration before most of her friends had even heard about the field. When she was just a junior in high school, she already sensed that health care wasn’t fairly distributed in the U.S. and that healthcare administrators could help tackle the inequity. Her undergraduate degree in Business Administration with an emphasis in Human Resource Management was the foundation that would lead her to a master’s program in Organizational Leadership with a concentration in Health Care and a career that makes a difference.
Anika Klix
Raising three children on her own, Anika Klix knew she needed to do more if she wanted them to have more. “After I had my kids, I realized I needed an education to increase my ability to take care of them,” said Anika. “It was time to up my skills and further my education.”
She finished her bachelor’s degree, went on for a master’s, and worked hard on her career, taking on increasing responsibility at the Port of Seattle. But even with that considerable experience, skills, and knowledge, Anika’s “always learning” mindset pushed her to ponder what would be next.
Ely Flores
By his own acknowledgement, Ely Flores came to Claremont Lincoln University through a “very nontraditional educational pathway” and nothing about his early journey would have predicted the success he has attained.
Almost “lost to a life of incarceration and headed down a path of destruction,” Ely said that although he always did well in school, he made mistakes in his youth. He grew up in poverty with no father in the picture and wound up on the wrong end of the criminal justice system. A father himself at 17, with little encouragement, and no plans for college, Ely could have chosen to believe in those who didn’t believe in him.
Matthew Solomon ’22
While many people chose to step off the path to college during COVID, Matthew Solomon took a decidedly different turn. Not only did he return to finish up the bachelor’s degree he’d started years before; he continued on for his master’s.
“I left school to go be a rock star,” said Matthew, “became a film maker, and wound up doing consulting and conflict resolution. My job was to travel to different colleges and businesses, but then COVID hit.”
Design for Action with Faeda Elliott ’17
Claremont Lincoln University alum, Faeda Elliott ‘17 (MA Social Impact), discusses her drive to design for action and help nonprofit organizations share their message through visual media. Faeda highlights how the social impact program at CLU has enriched her educational experience by giving her the tools necessary to help her create, positive social impact in a way that is sustainable and transformative.
Capstone Story: Kathy Trujillo
As a student, I always believed that learning was complemented and perfected by “doing.” This core belief explains why I was attracted to Claremont Lincoln University’s Masters in Ethical Leadership degree program. From my little corner of the globe, I wanted to be a part of something new, innovative and big! The Claremont Core offered additional assurance that I was embarking on a journey of self-exploration and unveiled to me the unique leadership gifts and abilities I possess. This educational trek has given me the awareness and courage I need to offer my talents to the world with confidence.
Capstone Story: Jorge Bedregal Marzluf
In the Ethical Leadership program, my Capstone project was to build awareness among law students at the Universidad del Valle in La Paz, Bolivia about the need of incorporating the principle of accountability in their school life and future profession. Accountability is not part of the culture in Bolivia and it is even less present in the legal system among lawyers. To achieve the purpose of my Capstone, I applied the design thinking methodology to develop a creative workshop for law students. At the workshop, the term ‘accountability’ was presented in a way that would fit into the students’ Bolivian context. It was established that in order to put accountability into practice, students needed to develop a life purpose based on the element of accountability within their context, and which would closely relate to virtue ethics.
Capstone Story: Midori Meyer
The mission for my Capstone project was to develop and implement an empathy workshop for college students. The goals of the workshop were to present a conceptual framework of the vital importance of empathy for self, relationships, community, and society and to develop skills and competencies integral to empathic behavior. These objectives were met through experiential learning, including meditation, self and group reflection, role-playing, and modeling through practice.