The Andrew Young Center for Global Leadership is proud to recognize four graduating seniors who are completing their capstone projects as Leadership Studies Minors: Kristopher Forward, Jackson Gleser, Jace La Saint, and Tristan St. John.
The capstone project is designed for Leadership Studies minors who have successfully completed their coursework to apply leadership theories and concepts from their classes, co-curricular experiences, and personal or professional backgrounds to address some of the world’s most pressing issues. Each student develops and implements a project that was approved by the department chair.
Mr. Kristopher Forward is exploring how first responders cope with mental health challenges and how their coping mechanisms can be improved. His objective is to gain deeper insight into the psychological strains experienced by professionals such as firefighters, police officers, veterans, and paramedics.
Mr. Jackson Gleser is researching ways to encourage current Morehouse College students to develop a habit of giving back to the College financially while they are still enrolled. He believes that if students cultivate a spirit of generosity during their time at Morehouse, they will be more likely to become significant donors after graduation—helping sustain and strengthen Morehouse’s mission through a committed alumni base.
Mr. Jace La Saint launched the HTD Leadership Academy in honor of his cousin, Hugh Thomas Douglas, a member of the Morehouse College Class of 2025. Hugh was known for his leadership, mentorship, and dedication to the Morehouse community. Tragically, he passed away in a car accident on Labor Day 2023 during his junior year. The HTD First-Year Leadership Academy was created to carry on Hugh’s legacy by nurturing leadership among incoming students and promoting the values he exemplified: Honesty, Teachability, and Determination.
Mr. Tristan St. John is developing a project that educates the public on the intersections of gentrification, the school-to-prison pipeline, and mass incarceration. His work highlights how gentrification can lead to school closures or rezoning, displacing low-income students from familiar environments and increasing dropout risks—factors that contribute to the school-to-prison pipeline. Additionally, he examines how new residents in gentrifying neighborhoods often advocate for increased policing, which can result in a stronger law enforcement presence in schools that predominantly serve Black and Brown students. Mr. St. John plans to share his findings through a public seminar or research paper.
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Student Success