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Teaching from day one

Marycelia Hernandez-Vallejo ’25 didn’t have to wait long to get into the classroom. At ̽»¨Ö±²¥, education majors begin hands-on learning early — sometimes in their very first year.

Marycelia, from Beaverton, jumped right into working with students in the Linfield Pre-Kindergarten.

“The feedback and observations from teachers were invaluable,” she said. “They highlighted my strengths and gave constructive feedback, boosting my confidence as a teacher.”

It also helped her learn something else.

“But it also helped me realize preschool teaching wasn’t my true calling,” she said.

That moment of clarity led to new opportunities: first, in a special education resource room, then in a second-grade classroom. Both confirmed her passion for teaching and showed her how much she had to offer.

Rooted in family and culture

Marycelia’s inspiration to become a teacher goes way back — and runs deep.

“Growing up, whenever I visited Mexico, I'd stay with my aunt, who was a teacher,” she said. “We had a running joke that I’d take over her ‘plaza’ [classroom] when she retired.”

The idea stuck.

When it came time to choose a college, Marycelia looked for a school that was far enough from home to live on campus, but close enough to visit family often. Linfield checked those boxes.

“I'm very close with my family, so that was a big factor,” she said. “I liked the small class sizes here — I went to a smaller high school, so having that close connection with professors really meant a lot to me.”

Navigating college as a first-generation student

Being the first in her family to attend college brought some initial doubts.

“I dealt with impostor syndrome at first,” she said. “I felt like I didn't belong, especially as someone coming from a community where not many get this opportunity.

Linfield’s First Scholars program made a big difference. The program pairs first generation students with mentors who help them navigate university life.

“My mentor, who was actually from the business department, provided essential support and encouragement,” she said. “I also connected with Abby Thomas through the program, who motivated me to step into leadership roles.”

Leading by example

Marycelia became a campus leader, serving as a resident assistant, orientation leader, coordinator for ̽»¨Ö±²¥ Latine Adelante (LULA) and a First Scholars mentor.

“Being a LULA coordinator was amazing,” she said. “We organized cultural events, especially during Hispanic Heritage Month, to showcase our culture and celebrate our community.”

And, now familiar with the campus, she was able to give back to new students.

“Being an orientation leader and First Scholars mentor let me be a resource for incoming students with similar experiences as me,” she said.

Her activities also pushed her outside her comfort zone. As a member of the Consent Awareness Training Squad (CATS), she advocated for comprehensive sex education and mental health resources on campus.

“Participating in CATS was definitely out of my comfort zone initially because I came from a very sheltered, conservative background,” she said. “But it was empowering. Everyone deserves access to comprehensive sex education and mental health resources, regardless of their background.”

A personal connection to special education

Marycelia’s interest in special education became personal during her first year at Linfield.

“Special education became important to me because my nephew was diagnosed with autism during my freshman year,” she said. “This deeply shaped my interest because there's such a need for support in special education, particularly within Hispanic and POC communities.”

After graduation, Marycelia plans to begin her teaching career in the Beaverton School District’s special education department.

It may not be her aunt’s classroom, but she’s exactly where she belongs — teaching, leading and supporting her community.