Meet the Team

Khaseem Davis, PhD

Senior Associate Dean for Diversity, Equity, Inclusion, and Belonging

Khaseem Davis, PhD, currently serves as the Senior Associate Dean for Diversity, Equity, Inclusion, and Belonging at the Georgetown University School of Medicine, where he drives the strategic vision for fostering inclusive excellence. In this role, Davis collaborates with students, faculty, staff, and administration to cultivate a diverse and equitable academic environment. Additionally, he serves as the Co-Director of the Youth Research Council, a collaborative initiative between George Mason University’s Early Identification Program, the Center for Social Science Research, and Johns Hopkins University, dedicated to youth participatory research.

Previously, Davis served as the Executive Director of the Early Identification Program (EIP) at George Mason University, where he provided strategic leadership for one of Northern Virginia’s most impactful pre-college programs. Under his guidance, EIP supported over 990 first-generation, college-bound students and their families across seven public-school systems in Northern Virginia, as well as 200 EIP alumni at George Mason University.

Davis has extensive experience in higher education and the nonprofit sector, with a deep commitment to advancing access, social mobility, and student success. Before his tenure at George Mason, he served as the Coordinator of Student Success at Northern Virginia Community College (NOVA), Manassas Campus, where he spearheaded recruitment initiatives to increase enrollment among first-time college students. His expertise spans enrollment management, college access, student success and belonging, housing, orientation, and student affairs. Prior to transitioning into higher education, Davis held several roles in nonprofit organizations in New London, Connecticut, and Buffalo, New York, where he worked to expand educational opportunities for underrepresented students.

Davis holds a bachelor’s degree in English and a master’s degree in Higher Education and Student Affairs from The State University of New York at Buffalo (SUNY Buffalo). He earned his PhD in Education, specializing in Higher Education and Education Policy, from George Mason University.

His research interests include:

Scholar identity formation and its impact on high-achieving first-generation college students’ navigation of Predominantly White Institutions (PWIs).
The evolution of the achievement gap in U.S. education.
Youth leadership and development strategies.
The role of Science, Technology, Engineering, and Mathematics (STEM) in promoting social and economic mobility for first-generation college students.
Education policy, college access, and opportunities for low-income students of color.
Pathways to post-secondary education for formerly incarcerated students.
Interest convergence and its role in shaping opportunities for historically underrepresented groups.
The impact of college access and success programs on the scholar identity of first-generation college-bound students.

Davis enjoys spending time with his family, fishing and reading.

Samantha McLaughlin, MA

Assistant Dean for Diversity, Equity and Inclusion

Samantha McLaughlin has served as a higher education and student affairs professional for nearly 15 years. Most recently, she served as Director for the Office of Diversity and Multicultural Affairs at Columbia Vagelos College of Physicians and Surgeons (VP&S), where she was responsible for managing recruitment and student support initiatives for underrepresented minority medical students. In that capacity, she directed DEI programming for multicultural and affinity student groups, as well as the broader medical center community. Beyond her work with medical students, McLaughlin also managed a portfolio of pathway programs that provided the resources and training necessary to advance promising middle school, high school, and undergraduate students. To orchestrate these programs, McLaughlin managed curriculum design, faculty relations, operation oversight and student mentorship.

McLaughlin has dedicated her career to spearheading diversity initiatives to diversify the health professions and improve health care outcomes across the United States. Her efforts have supported the professional and academic development of thousands of students who identify with racial and ethnic groups that have been historically underrepresented in the health professions, as well as those from backgrounds marked by low socioeconomic status.

McLaughlin holds a master’s degree in Higher Education and Student Affairs Administration and a bachelor’s degree in communications. Her work history in higher and professional education spans several areas: student activities and co-curricular programming, advisement and counseling, mentorship and professional development, and grants and project management.

Mfoniso E. Okon, MD

Director, Georgetown Experimental Medical Studies (GEMS) Program

“Leadership is relevant when it impacts communities for the greater good.”

Mfoniso Okon, MD, started his journey as a Georgetown Experimental Medical Studies (GEMS) Program scholar at Georgetown University School of Medicine. Upon completing GEMS, he matriculated into Georgetown University School of Medicine’s allopathic medicine program. Following graduation, he entered the Georgetown University MedStar Health Internal Medicine Residency Program until his recruitment into a career in academic medicine as part of the instructional faculty of the GEMS Program from 2019 to 2023. In July 2023, Okon was appointed the fourth Director of GEMS in its nearly half-century program legacy. Under Okon’s leadership, the GEMS Program continues to develop aspiring physicians from underserved communities as part of Georgetown University’s commitment to excellence in the profession of medicine and the diversity of the physician workforce. The program has produced over 900 diverse physician graduates serving in medical specialties and clinical research throughout the United States and internationally.

Okon is highly engaged in faith-based community health initiatives through the Northern Virginia Baptist Association. He enjoys wellness promotion and personal fitness, cultural and sports history, and travel with his family. Okon is married to an attorney, and they are the proud parents of a single child.

Damon J. Downs, MD

Basic Science Learning Facilitator, Georgetown Experimental Medical Studies (GEMS) Program

Damon J. Downs, MD, serves as the Basic Science Learning Facilitator in the Georgetown Experimental Medical Studies (GEMS) Program, where he teaches medical science modules and graduate courses. Downs utilizes his expertise in medical education to design, implement, and evaluate the GEMS curriculum, aligning it with the School of Medicine’s allopathic curriculum. He focuses on mastery learning and advanced academic skill development to help students succeed academically, preparing them for the rigor of medical education and advancing the goals of medical education.

Downs has served as Assistant Professor and an Adjunct Faculty of Anatomy and Physiology, teaching lecture and laboratory/dissection and devising curriculum supports to prepare students for careers in medicine at the HBCU-University of the District of Columbia Community College and Washington Adventist University. He is skilled in teaching undergraduate medical education courses such as embryology, histology, microbiology, and cellular biology. Downs’ scholarly interest focuses on educating a broad range of learners in medicine and modernizing medical education to increase retention. More specifically, collaboration with learning specialists to use evidence-based practices to adapt the medical education curricula to support the needs of students with learning differences. A second interest is in utilizing immersive technology in anatomy and physiology instruction, ensuring accessibility of learning by simplifying intrinsic cognitive load and improving assessment performance in medical education.

A graduate of Avalon University School of Medicine and Howard University, Downs presents with experiential knowledge of the high stakes undertaking of medical education. He has gained advanced education and training through Harvard Medical School Postgraduate Medical Education’s Training to Teach in Medicine Program and Medical Education Research through the Association of American Medical Colleges. Certifications from the Association of College and University Educators and the American Council on Education in Effective Teaching Practices for College Instruction and online education have informed his medical science pedagogy, incorporating Team-Based Learning, flipped classroom models, case-based instruction and Immersive technology.