Unconquered Scholars Tiffany Anderson and Michael Dixon-Peabody
by Kelli Gemmer
“That was where my passion for education really evolved and I fell in love with the idea of being a teacher.”
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hen Michael Dixon-Peabody was asked at age 7 about his interest in college, he already knew that he wanted to attend a major university, something no one in his family had done before.
Dixon-Peabody is one of two College of Education (COE) alumni who recently graduated from the Unconquered Scholars program, an innovative Florida State University program that helps students who have faced profound hardships during childhood increase their chances of success in college. He graduated this past spring with his bachelor’s degree in social science education alongside fellow COE Unconquered Scholar, Tiffany Anderson. Established in 2012, Dixon-Peabody and Anderson were part of the first class of Unconquered Scholars, a program within the FSU Center for Academic Retention and Enhancement (CARE). CARE is a multifaceted center that provides preparation, orientation and academic support programming for students who are among the first in their family to attend college. Since these students face unique challenges in college
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THE TORCH - COLLEGE OF EDUCATION MAGAZINE
due to economic and educational circumstances, the Unconquered Scholars program collaborates with partners across campus to offer services that include college life coaching, tutoring, financial aid assistance, mental health counseling, and academic and skills workshops. FSU’s Unconquered Scholars program was recently named a “Model of Excellence” by University Business magazine for implementing innovative, crossdepartmental programs to foster student success. Florida State is one of 17 colleges and universities nationally to receive the honor in the winter 2015 round of awards. This national recognition exemplifies Florida State’s commitment to helping meet the unique needs of students so they experience the long-term professional and personal benefits associated with higher education. Dixon-Peabody first realized he wanted to be a teacher in the 7th grade. After his high school received an F rating, prompting intervention by the state, he was able to witness the behind-the-scenes work that went on, further confirming his choice to go into education.