Congratulations to all of our Voya Unsung Heroes winners. Each year, 100 finalists receive $2,000 while three of them are selected as Top Winners to receive additional grants of $25,000, $10,000, and $5,000. You can find winners for your state or for a specific year using the controls below.
Daniel McKinney (2018)Menifee, CA
McKinney’s innovative teaching idea, “Hydrorecyverticuture,” focuses on placing students in the role of agricultural engineers who strive to maximize crop yields while minimizing resource consumption. Students are tasked with designing, building, and evaluating an original solar powered, vertical, recirculating plant propagation system. Through this project, McKinney will demonstrate the problem of an increasing human population taxed by decreasing fresh water, arable land, labor and other resources, while engaging the students in helping to find a solution. McKinney believes in the importance of facilitating an authentic STEM (Science, Technology, Engineering and Math)-based experiences for his students by promoting research, construction, plant propagation, and data analysis skills.
Maria Teresita Aniag (2018)Los Angeles, CA
Aniag’s innovative teaching idea, “Build A House,” focuses on harnessing the creativity and problem-solving skills of her students through the design and construction of a miniature 3D version of a house. Through applying area, perimeter and geometry skills, Aniag hopes students involved in the project will leverage their own imagination to design a truly unique structure. The activity will focus on designing elements, challenging students to apply prior knowledge, and collaborating in the classroom. Students will be required to design a house that contains at least 20 different pieces of furnishings and then find the area and perimeter of each item. Through the support of the Voya grant, Aniag will be able to help her students discover real-world application of math concepts used in building, the power of imagination and creativity, and the impact of problem-solving strategies.
Thea Garcia and Ruth Malignaggi (2018)La Puente, CA
Garcia’s and Malignaggi’s innovative teaching project, “Literate Poets,” focuses on foster literacy through poetry and performance. With the Voya grant, Garcia and Malignaggi will promote a passion for literacy through the spoken word, through an existing initiative known as the “Get Lit Program.” This program, with the support of the Voya grant, will be expanded to the school’s 300 students and provide funding to support a school-wide poetry competition, promoting literacy for all students. The goal of this project is to connect to students in a way that promotes the spoken word and inspires creativity, a quality that is sought out by many employers. Success will be measured by increased participation and an increase in English grades and writing skills.
Julia Cole (2018)La Mesa, CA
Cole’s innovative teaching idea, “Literacy Through Music,” focuses on involving young students physically by providing them with musical instruments to expand their knowledge, learning and memory skills. With the Voya grant, Cole will be able to purchase the necessary tools to distribute equally among all grade levels at Murray Manor Elementary as well as provide teacher training for the program. Students involved in the project will find that music can be a force for good in their elementary years, as it can increase their literacy in all academic subjects. At the beginning and end of the school year, students will be assessed on their reading level. Throughout the year, students will be taught how to play instruments, write songs and will perform for the community. Through the power of music, collaboration and engagement, Cole hopes that the students will be able to increase their reading levels and create a stronger sense of self.
Susan Walton (2018)Oakland, CA
Walton’s innovative teaching idea, “Act Out on Stage, Not in Class,” focuses on supporting creativity in the area of theater art. Students involved in the project will have an opportunity to become leaders in a positive manner by engaging in more choice-making. Many students today at Montera Middle School struggle with a lack of confidence and often exhibit "acting out” behavior when stressed. By creating an opportunity to write in small groups, share feelings about bullying and their differences, the students will have an opportunity to reclaim their self-worth. With the Voya grant, Walton will purchase the unique and necessary materials to support scriptwriting, costume creation, mask making and props, providing the students with a real-life experience. Through the project, Walton wants to help her students understand the importance of being a participant in a play inclusive of writing, costume design, lighting and acting.
Melissa Galvan (2018)Pomona, CA
Galvan’s innovative teaching idea, “Free To Be Me,” focuses on helping students at Lincoln Elementary School navigate today’s often challenging world through the use of video. Through this project, Galvan aspires to unveil student concerns and mitigate bullying through open conversation and create a step-by-step action plan to include research, interviews, script writing, editing, video production, publishing and distribution. With the Voya grant, Galvan plans to purchase the necessary video equipment for the finished product to be distributed in digital format to the school at large. After completion of the first project, students will continue to build leadership skills, learn from their first experience and seek to involve students in other classes and grades in order to get the entire school community involved.
Tifiny Howard (2018)Highlands Ranch, CO
Howard’s innovative teaching idea, “Modeling with Algebra 2,” focuses on exploring functions through hands on experimentation and data collection. Students involved in the project will investigate linear relationships by measuring the mass and volume of several liquids, graph the data, and determine an equation for each substance. They will have less guidance from the teachers and will determine their answers using algebraic and graphical methods. In addition, they will be encouraged to explore additional avenues of interest. These experiences will enable the students to develop a deeper understanding of these concepts and create additional connections across the curriculum. Howard hopes the program will encourage students to take the math out of the classroom and apply it to their real lives.
Maggie Chesser (2018)Golden, CO
Chesser’s innovative teaching idea, “Coyote Construction Corner,” focuses on creating an engineering and technology makerspace at Shelton Elementary School. Students involved in the project will use materials to complete engineering design challenges ranging from STEM (Science, Technology, Engineering and Math)-based picture book activities to engineering and curriculum-based problems. Students will create prototypes of possible wildlife bridges before coding robots to cross the bridges, testing for durability and design implications. Each classroom at Shelton will print a final prototype and present their final designs and research findings. The Shelton 3D Problem Bank will also invite students to design a solution to school issues or needs. According to Chesser, any student involved in the program will have an opportunity to accept the challenge, research and design solutions, print and test prototypes, and print the products for use.
Tanya Ilela and Sybil Owens (2018)Aurora, CO
Ilela’s and Owen’s innovative teaching idea, “African American Male Empowerment & Success (AAMES),” focuses on providing the necessary tools for African American students at Hinkley High School to be able to overcome the opportunity gap faced within the community. With the hopes of catalyzing socioeconomic progress, AAMES leaders will meet daily to build core competencies in areas such as leadership, social and emotional health, Black history, communications and marketing, and finances. Through a strategic mentorship enabled by the Voya grant, college students will work with the Hinkley High School students to implement these projects and develop strengths-based leadership skills. Ilela and Owens aspire to empower this group of students to be successful and change the narrative, and that there will be an emergence of young AAMES Leaders in the community.
Ben Graves (2018)Delta, Co
Graves’ innovative teaching idea, “Delta High School Solar Lab,” focuses on generating community awareness and changing attitudes around the necessity of fossil fuels through hands-on technical training. Students involved in the project will design, install and monitor solar electricity using a diversity of demonstration equipment. Solar Energy Training is a unique vocational partnership with a local solar energy training center that prepares students for careers in alternative energy production, electrical engineering and environmental science. With the support of the Voya grant, the solar energy training program at Delta High School will provide opportunities for invaluable experiential learning. Graves hopes to engage students in all stages of construction from research to commissioning the system, to cultivate a real-world, holistic engineering experience.