Archives for January 2024

Dueñas Highlighted as a 2024 Emerging Scholar by Diverse: Issues in Higher Education

January 31, 2024 by Alyssa Seisser

Dueñas Highlighted as a 2024 Emerging Scholar by Diverse: Issues in Higher Education

Mary Dueñas is passionate about student success, especially among underrepresented and marginalized student populations. Because of her passion for students to thrive in a higher education environment, she dedicates a large portion of her scholarship research to examine equity and access issues in higher education.

Her work hasn’t gone unnoticed. Just recently, Diverse: Issues in Higher Education named Dueñas “An Equity and Access Champion” in their January 18^th, 2024, issue and has named her a Top 15 Emergent Scholar. The publication highlights emerging scholars making an impact on education on college campuses nationwide.

“Receiving this national recognition is wonderful, and I’m honored to share this platform with other outstanding scholars from different disciplines,” said Dueñas.

Dueñas is an assistant professor in the department of Educational Leadership and Policy Studies (ELPS) at the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS). In addition, she serves as program coordinator for the master’s student personnel program in College Student Personnel (CSP).

Using both quantative and qualitative research methods, Dueñas focuses on Latina/o/x/e college students’ sense of belonging and their experience with imposter syndrome. She uses holistic frameworks and critical theory to share stories and explain systemic inequities that marginalized communities face in higher education.

“My research examines the ways in which larger social processes affect students and their overall well-being while also addressing underrepresented and marginalized students in relation to retention and success,” said Dueñas.

Cristobal Salinas, Jr., an associate professor of educational leadership and research methodology at Florida Atlantic University, nominated her for this prestigious national recognition. In his nomination letter, Salinas commended Dueñas for her commitment to scholarship that pushes the boundaries of higher education through novel perspectives and an innovative approach to research.

“This commitment to pioneering scholarship has been complemented by her unwavering dedication to teaching and mentoring the next generation of scholars, which is an integral part of her academic mission, explains Salinas.

Despite having a full plate at CEHHS, Dueñas has authored several peer-reviewed journal articles, been a guest on a podcast, and has several works she is authoring or co-authoring under review. One is “Síndrome del impostor: The Impact of the COVID-19 Pandemic on Latinx College Students’ Experiences with Imposter Syndrome.” She is co-authoring “Culturally Responsive Mentoring: A Psychosociocultural Perspective on Sustaining Students of Color Career Aspirations in STEM”.

Dueñas takes a glass-half-full approach to her work, focusing on the whole student. In other words, she says it’s about the positives that make a student’s experience successful and asking questions about what works.

“There is a changing landscape in how we think about higher education,” Dueñas says. “It’s not so much about the students adapting to higher education, it’s more about how higher education institutions supporting and serving students.”

Three Educational Psychology and Counseling Masters Students Selected for NBCC Fellowships

January 29, 2024 by Alyssa Seisser

Three Educational Psychology and Counseling Masters Students Selected for NBCC Fellowships

Three masters students in the department of Educational Psychology and Counseling (EPC) at the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) are the recipients of a prestigious fellowship award. Abigail Gomez, Ulika Scout, and Tyler Ricks are part of the latest cohort in the National Board for Certified Counselors (NBCC) Minority Fellowship Program (MFP).

As part of the NBCC, the MFP is a prestigious, rigorous, and highly effective program designed to enhance the workforce of professional counselors who have specialized skills to meet the unique needs of underserved communities. According to the organization’s website, the NBCC is the premier credentialing body for counselors. Once nationally certified, NBCC credentialed counselors have achieved the highest standard of practice through education, examination, supervision, experience, and ethical guidelines. As of today, there are over 69,000 national certified counselors in more than 40 countries.

Meet the NBCC MFP Fellows

Abby Gomez is a master’s student who wants to work with underserved populations to provide much-needed quality mental health care.

“I am thrilled to be a part of such a prestigious organization aimed at equipping counselors to support underserved communities, said Gomez. “Not only do I believe that this will profoundly impact my professional development, but that it will also strengthen and equip me to provide quality mental health care to the Hispanic population.”

Tyler Ricks will work with the Minority Fellowship Program for mental health counselors.

“Receiving the NBCC Minority Fellowship opens doors that Black women like myself can’t always access. Unparalleled mentorship, networking opportunities, and financial support are just a few of the ways being an NBCC fellow will advance my career in the counseling field,” stated Ricks.

Ulika (Ulli) Scout master’s studies focus on how counselors may play a role in helping others in facing the challenges of addiction and recovery.

“I am honored by the recognition and investment from NBCC in my current studies and my future as an addiction counselor. I see the previous recipients and those within my new cohort and feel as though I am right where I need to be,” said Scout.

A Program for Professional and Personal Development

“Unmet mental health needs have a significant impact on the wellbeing of our communities in Tennessee and beyond,” said Casey Barrio, department head in EPC. “Sometimes, mental health need goes unmet because there are simply not enough accessible providers. At other times, mental health need goes unmet because community members do not perceive the help that is available help as responsive to their beliefs, values, or context. This unique program targets both areas, equipping participants with unique skills for providing accessible, culturally sustaining counseling services in their communities.”

Jamian Coleman is a previous NBCC Minority Fellow and is an assistant professor in EPC. He credits the fellowship with having a transformative impact on his professional and personal growth and development.

“The NBCC fellowship provided me with invaluable support, mentorship, and numerous opportunities for professional development,” said Coleman. “It significantly influenced my career path, and I am thrilled and proud that three of our outstanding master’s counseling students have been chosen for this fellowship. This reflects the fellowship program’s commitment to nurturing counselors to serve historically marginalized communities. My involvement in theNBCC community has been truly enriching, and I look forward with enthusiasm to witness the ongoing positive transformations it brings about for our students selected for this upcoming NBCC fellowship cohort.”

Established in 1982, NBCC’s original and primary purposes have broadened, and its divisions and affiliates have taken on additional responsibilities to advance the counseling profession and enhance mental health worldwide.

“Our scholars have demonstrated strong potential to optimize mental health care in East Tennessee and beyond. We are proud of the achievements and grateful for the meaningful differences they will make in their communities,” said Barrio.

A Guide To Accessible Travel for People with Disabilities in 2024

January 26, 2024 by Alyssa Seisser

A Guide To Accessible Travel for People with Disabilities in 2024

Reprinted from MarketWatch

Written by Bradford Cuthrell

Edited by Tori Addison

Traveling is an enriching experience that can bring a sense of freedom and excitement as you experience the thrill of exploring new cultures, landscapes and foods. However, for individuals with disabilities, this thrill can also be accompanied by distinct challenges.

When traveling with a disability, each new experience requires attention to detail where accessibility, convenience and safety become paramount. This guide provides insights on strategies for traveling the globe with a disability.

To aid you on this journey, we’ve consulted with two experts:

Dr. Kwangsoo Park, Associate Dean of the College of Business and Director of the White Lodging School of Hospitality and Tourism Management at Purdue University Northwest
Dr. Stefanie Benjamin, Associate Professor of Retail, Hospitality and Tourism Management at the University of Tennessee Knoxville

These experts will provide valuable guidance on how to navigate the travel experience for people with disabilities.

Planning Your Trip

Researching your desired destinations and familiarizing yourself with accessibility and disability rights can help you advocate for yourself and enable your needs to be met wherever you decide to go.

“People with disabilities should ensure that their travel destination and accommodations are accessible, taking into account their specific needs. Despite efforts by companies and governments to enforce reasonable accommodations, there are still places that lack adequate facilities for individuals with certain disabilities,” Dr. Park said.

In the planning stages, it can be helpful to look into special protections or services available for individuals with disabilities at airports, such as designated assistance services, to ensure an itinerary that allows you to accomplish your travel goals.

Following these planning steps can help make your trip as accessible and enjoyable as possible.

Plan Your Trip Backward

Before you start planning, it can help to first determine desired activities at your selected destination. By doing so, you can make sure the places you want to visit and the activities you wish to engage in are easily accessible.

When researching, seek out resources specifically dedicated to your unique community for trustworthy information on accessible-friendly guided tours, how to access tourist attractions and other valuable details. By utilizing comprehensive resources, you can plan a trip that caters to your needs and create an enjoyable and inclusive travel experience.

Make Reservations that Ensure Accessibility

After conducting thorough research on the accessibility of your chosen destination, the next step is to make reservations.

“Depending on the disability — lots of planning is involved when traveling. Always consider and understand that not every destination is the same,” Dr. Stefanie Benjamin said.

Take the time to explore and identify accommodations, such as hotels, tours and excursions, that offer specialized accessibility features as this will make your travel experience more seamless. Consider factors such as transportation options, and book airline, bus or train tickets with companies that prioritize and cater to accessibility needs.

Proactively considering these aspects and making reservations with accessibility at the forefront of planning can offer peace of mind in knowing your trip will be free from any last-minute accessibility-related concerns.

Research Protective Measures for Traveling

In the realm of travel, unpredictability will occasionally arise, making it important to consider protective measures for your safety and well-being. One of the most common precautions to consider is obtaining comprehensive travel insurance. This type of insurance covers unforeseen circumstances while traveling, including trip cancellations, unexpected medical emergencies or misplaced luggage, among other incidents. By securing adequate travel insurance, you can rest assured in knowing you have financial protection against potential trip hurdles.

It’s also important to note and be aware of the special protections that airports offer to individuals with disabilities. Airports provide equal access and comfortable travel experiences with accessible parking spaces, restrooms with features like grab bars and trained staff to assist passengers. Other examples include alternative screening procedures and private screenings, the ability to bring medical equipment and mobility aids onboard the plane, and other assistance programs like wheelchair assistance and transportation.

Before you fly, familiarize yourself with the protective resources available at the departure and arrival airports by either contacting each location or checking online for a list of services. These special protections are there to ensure that individuals with disabilities can travel with safety, comfort and dignity.

Packing Tips

While packing for your trip, consider items and equipment that will help support your needs while traveling. Airlines are not allowed to charge for transporting mobility equipment like wheelchairs and generally accept service dogs to support accessible travel.

Here is a table outlining several essential items to pack:

Item	Reason
Comfort items	Familiar items can help make you feel more at ease while traveling
Medical equipment	Ensure necessary medical equipment is available
Collapsible shower chairs	Assists with accessibility in bathing facilities
Medications and prescriptions	Make sure you have an ample supply of necessary medications while you travel
Collapsible walking aids	Supports mobility and ease of movement
Assistive hearing aids	Allows for full participation in travel engagements
Medical ID	Provides important medical information in the case of an emergency

By considering these and any other specific items based on your needs, you can be well-prepared for any trip and have the necessary support and comfort throughout your journey.

Navigating the Airport

When traveling by air, navigating the airport can be a challenge, especially for individuals with disabilities or mobility impairments. However, careful planning and preparation can combat the anxieties involved and create a stress-free experience.

Checking Bags and Other Items

Before heading to the airport, familiarize yourself with the policies and procedures for checking bags and other items. Getting to the airport early is always recommended to allow sufficient time for check-in and security screening. “Arriving earlier than told is key,” Benjamin added.

If you require any assistance, such as checking wheelchairs or other assistive devices, it is advisable to call ahead and inform the airline of your specific needs. If you are worried about your bags getting lost during transit, consider buying baggage coverage to protect your belongings.

Getting Through Security, Boarding and Deplaning

Security procedures can be quite daunting, but there are several ways to make the process easier. Similar to checking bags, it is advisable to inform the airport and TSA in advance of any accommodations or assistance you require. TSA Cares is a program designed to assist travelers with disabilities or medical conditions when it comes to getting through security, boarding and deplaning. Additionally, traveling with a companion can provide that extra layer of support throughout your journey.

To expedite the security screening processes, consider applying for TSA Precheck to evade long lines and wait times. Looking ahead at airport maps can help you locate accessible restrooms and food options that meet your dietary restrictions and know what to expect. When it comes to getting to your gate, you can file a ride request from airport staff to save you time and energy. Lastly, contacting your airline in advance to arrange for assistance during boarding and deplaning can help facilitate the assistance you need.

Safety Tips While Traveling at the Airport

Navigating the airport can be a manageable process if you plan ahead and are aware of the available resources and accommodations. While traveling, it is important to prioritize safety and to be aware of your rights and accessibility laws.

Mobility-impaired individuals are often targeted by thieves, so it is crucial to keep your bags close at all times. “While this situation can occur for anyone, it’s advisable to keep important documents and valuables secure. I would strongly recommend that people with disabilities carry a list of emergency contacts, including local authorities and embassy/consulate information,” Park said.

If necessary, consider using a money belt or travel wallet to hide your valuables on your person. By taking these simple precautions, you can minimize the risk of becoming a victim of theft.

Enjoying Your Destination

Traveling to new destinations can be an exciting and fulfilling experience. It allows you to immerse yourself in different cultures, explore new sights and create lasting memories. However, while enjoying your travels, it is important to prioritize your safety and remain aware of your surroundings. By empowering yourself with knowledge and taking certain precautions, you can make the most of your travel while ensuring a safe and enjoyable journey.

How To Make the Most of Your Travel

Making the most of your travel may require you to embrace certain strategies, such as researching and planning ahead for accessible destinations. To maximize your experience, it is recommended to replicate your home routine as much as possible to maintain familiarity and comfort. When it comes to outings and adventures, pace yourself and allow for relaxation to avoid feeling overwhelmed.

Since additional amenities can enhance your overall travel experience, see if you can take advantage of perks and benefits from memberships or credit cards, such as access to airport lounges and travel upgrades.

Safety Tips While At Your Destination

By implementing these strategies, you can enhance your travel experience, ensure your safety and navigate your destination more effectively. A major safety tip to protect yourself financially in the event of unforeseen medical emergencies is to obtain comprehensive travel medical insurance. Next, to enjoy the trip experience, it’s a good idea to learn basic local phrases to facilitate communication and ask for help when needed. Additionally, carry an accessibility card to effectively communicate your specific needs if possible.

Organizations that Help People with Disabilities While Traveling

There are several organizations dedicated to supporting individuals with disabilities while traveling. Here are a few examples:

The Disabled Travelers Guide offers comprehensive resources and information for travelers with disabilities. Its website provides guides on accessible destinations, travel tips, and a forum where users can share their experiences and advice.
The Society for Accessible Travel and Hospitality (SATH) is an organization working to promote accessibility and inclusivity in the travel and hospitality industry. It provides resources, training and advocacy for individuals with disabilities, ensuring they have equal access to travel opportunities.
Accessible Travel Solutions specializes in providing accessible travel planning services for individuals with disabilities. It offers customized itineraries, accommodations research and transportation arrangements tailored to specific accessibility needs.
The National Center on Disability and Access to Education (NCDAE) focuses on ensuring equal access to education for individuals with disabilities. While its primary focus is education, its website provides valuable information on accessible technology, accommodations and beneficial resources for disabled travelers.

These organizations are dedicated to empowering individuals with disabilities to explore the world with confidence. Each offers valuable resources and advocacy to enhance the travel experience for disabled individuals.

Conclusion

While traveling with disabilities can present its own set of challenges, there are ways to keep those challenges from interfering with your trip. With proactive trip research, good planning and resource utilization, individuals with disabilities can experience inclusive travel opportunities to create lasting trip memories

Our Experts

Dr. Kwangsoo Park holds the position of Associate Dean in the College of Business and is the Director of the White Lodging School of Hospitality and Tourism Management at Purdue University Northwest. His research focuses on enhancing services for people with disabilities and their families in the hospitality and tourism sector. Dr. Park’s primary goal is to reduce biases associated with disabilities and improve service quality for all consumers, irrespective of their disability status.
Dr. Stefanie Benjamin serves as an Associate Professor of Retail, Hospitality, and Tourism Management at the University of Tennessee Knoxville. Her research interests revolve around social equity and critical tourism scholarship, with a specific focus on the experiences and narratives of marginalized populations. She is committed to promoting social advocacy and amplifying underrepresented voices in the tourism field through research, education and practice. As a certified qualitative researcher, she employs various methodologies, such as collective storytelling and ethnography, to explore these areas. Dr. Benjamin is also involved in content tourism research and offers improvisational theater workshops to enhance empathetic listening and creative skill development.

UT Researchers Receive Two Grants Totaling $790,000 to Research Food Insecurity on College Campuses and to Develop Food Security Certificate Program

January 24, 2024 by Alyssa Seisser

UT Researchers Receive Two Grants Totaling $790,000 to Research Food Insecurity on College Campuses and to Develop Food Security Certificate Program

Junehee Kwon, professor and head of the Department of Retail, Hospitality, and Tourism Management (RHTM) in the University of Tennessee, Knoxville (UT), College of Education, Health, and Human Sciences, leads two research teams with federal and private funding sources. One team received a $740,000 grant from the United States Department of Agriculture (USDA) to develop a food security certificate program. Earlier, Kwon also led a team of UT researchers including Marsha Spence, Jacqueline Yenerall, and Tyler White to secure a $50,000 grant from the Danone Institute of North America (DINA) to learn more about food and nutrition insecurity on the UT campus.

Junehee Kwon, with Retail, Hospitality, and Tourism Management, Faculty headshot taken in the Communications Studio on February 07, 2023. Photo by Steven Bridges/University of Tennessee

With the USDA grant, Kwon will work with researchers from the University of South Carolina and Montana State University to increase food security education for college students, while finding practical solutions to food insecurity on their campuses. The team will develop food upcycling programs at the collaborating universities using UT’s food4VOLS as a model.

“We are very excited to receive both grants to conduct food security research and to develop an academic program to increase food security education in three universities,” Kwon stated. “The goal of the USDA Higher Education Challenge Grant is to develop a multidisciplinary certificate program across each campus. I am excited to work with the new College of Emerging and Collaborative Studies and faculty in related programs to build a food security certificate program at UT.”

According to the USDA Economic Research Service, roughly 33.8 million, or 10.2%, of Americans faced food insecurity in 2021. In the southeast, that number is even higher at 11.4%. However, those numbers pale when compared to the percentage of college students facing food insecurity on campus. For example, one study showed that one of three students on the University of Tennessee, Knoxville, campus might be considered food insecure. A 2017 study reported that nationwide, 14-59% of college students were food insecure at one time during their college careers.

To help address rising food insecurity on the UT campus, the University of Tennessee Culinary Institute in RHTM developed food4VOLS, to repurpose unused food into heat-and-serve meals to increase students’ access to food as well as to reduce food waste on campus. In 2022, food4VOLS recovered nearly 120,000 pounds of food from food service establishments on campus.

In a distribution partnership with the Big Orange Pantry, an average of 350 meals were distributed daily to UT students in 2022. However, when considering an enrollment of over 33,000 students, it’s estimated that 10,000 students on the UT campus may be food insecure. When you do the math, 350 meals per day is a far cry from the students in need of a nutritious meal.

“The USDA grant allows the team to establish food upcycling programs in the University of South Carolina and Montana State University campuses using food4VOLS as a model,” said Kwon. “We will use these food upcycling programs for an experiential learning course for the food security certificate program.”

While food collection and distribution data are well known, less is known about food4VOLS’ reach, its ability to lower food insecurity, or the dietary quality of the meals being consumed by students.

“The Danone Institute of North America grant allows us to learn more about food and nutrition insecurity on the UT campus,” Kwon explained. “We also plan to increase food access points on the UT campus.”

With the grant from the DINA, the UT research team is utilizing a transdisciplinary approach to ascertain motivators of and barriers to utilizing the on-campus food upcycling program while evaluating the diet quality of users of the on-campus food upcycling program. At the end of the project, the team is planning to communicate lessons learned from this project with other scholars at public colleges and universities in the Southeast region of the U.S. through a symposium and academic manuscripts.

Kwon is hopeful that the information gathered and programs established by these funded projects will help reduce food insecurity on college campuses. By finding innovative and sustainable solutions that may be adopted by other colleges and universities, soon we may have fewer students on campuses in need of a nutritious meal.

“It is exciting to work with dedicated team members, without whom these grants would not have been possible. I appreciate their contributions, and I am very excited to conduct the research and to develop programs to mitigate campus food insecurity.”

Two CEHHS Alums Selected to Volunteer 40 Under 40 Class of 2024

January 22, 2024 by Alyssa Seisser

Two CEHHS Alums Selected to Volunteer 40 Under 40 Class of 2024

Andraya Carter and Jacques McClendon are the latest alumni from the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) to join the UT Knoxville Alumni Volunteer 40 Under 40 class for 2024. The Volunteer 40 under 40 recognizes alumni who have made incredible accomplishments in their careers as well as impacts in their communities, on campus, and with other alumni.

Carter graduated in 2017 with a Master of Science in Kinesiology. She joined ESPN as a game analyst, working primarily on SEC Network in 2018. Over the past four years, Carter has established herself as one of ESPN’s rising stars across the network’s comprehensive sports coverage. What was a part-time contract with approximately 40 assignments per year ballooned to 128 assignments in 2022. While continuing her role as a color analyst, 2022 featured expanded roles as a studio analyst, studio host, sideline reporter and sideline analyst (a hybrid role created for her) not only for Women’s College Basketball but also for the WNBA, NBA, and Men’s College Basketball across ESPN platforms, including ABC.

While there are many commentators who have countless assignments every year, the multitude of assignments and various roles is what sets Andraya apart. Andraya was also added as a studio analyst for the Brooklyn Nets pregame, halftime and postgame shows this NBA season. Andraya also had the honor of being an analyst for ESPN’s coverage of the NBA Draft alongside JJ Reddick, Jay Bilas and Malika Andrews.

As a member of the Rising Media Stars mentorship program, Andraya has committed to helping guide young aspiring women in sports. She often welcomes current student-athletes shadowing her on the road and is brought in by teams for media training. She has already formed long lasting connections and earned the respect of many. Andraya hosts coffee meet ups, dinners and zoom calls with aspiring sports broadcasters and sideline reporters. During the COVID-19 Pandemic, Andraya put on outdoor PE classes for kids in the metro Atlanta area and over the past few years has visited different schools, organizations and team events to speak to young boys and girls about overcoming adversity, embracing being uncomfortable and being your authentic self.

Jacques McClendon received his Master of Science in Sport Management in 2010. He is in entering his seventh season with the Los Angeles Rams and serves as their Director of Football Affairs. McClendon serves as a key liaison between football and business operations for the organization and has multiple touchpoints throughout the organization.

He also serves on the organizational leadership team. McClendon’s department is tasked with leading and aligning Player and Alumni Affairs and their integration within the overall organizational strategy. He assists the Scouting department with conducting interviews and evaluations during the draft process. Jacques is also involved in football staff talent recruitment efforts, with a specific focus on inclusion and diversity, leveraging his experience with the Rams scouting apprenticeship program as well as his advisory board role for the ID council.

Jacques serves as the Rams liaison for the Nunn Wooten and Bill Walsh Fellowship Program. Jacques serves on the Player Benefits, Bill Walsh, DEI and Legends steering committees with the NFL league office. He also serves as the club liaison with the NFLPA. In May 2022, McClendon graduated with his MBA from Brown University.

McClendon serves on the Chairman’s Forum for Unify Credit Union. He is also on the advisory board for the Black Sports Symposium which was created as an opportunity to create networking, professional development, and job opportunities for black sports professionals. McClendon also serves on the Knight Commission for Intercollegiate Athletics. In 2022, he was also selected to attend and participate in the Ozzie Newsome General Manager Forum.

McClendon spent 7 years as an NFL player, which included time with the Colts, Jags and Dolphins. A four-year letterman at the University of Tennessee, McClendon was an Academic All-SEC choice and holds a bachelor’s degree in Economics and master’s degree in Sports Management from Tennessee.

Sport Management Grad Jerod Mayo Named New England Patriots Head Coach

January 12, 2024 by Alyssa Seisser

Sport Management Grad Jerod Mayo Named New England Patriots Head Coach

From New England Patriots/Tennessee Athletics Announcement

Tennessee Vol For Life Jerod Mayo, who left his mark in Knoxville as one of the greatest linebackers in program history, has been tabbed as the 15th head coach of the New England Patriots, the historic franchise officially announced on Friday.

Mayo succeeds legendary coach Bill Belichick, who he worked alongside the past five seasons and played for from 2008-15. At age 37, Mayo becomes the youngest head coach in the NFL and the first Black head coach in New England Patriots history.

He will be officially introduced in a press conference at noon ET on Wednesday. It will be streamed live on Patriots.com.
Mayo quickly became one of Belichick’s right-hand men when he was named inside linebackers coach in 2019. The Patriots have allowed 19.2 points per game (third in the NFL), generated 136 takeaways (second) and held opponents to a 35.8 third-down percentage (second) under his watch since his appointment.

Mayo played for the Volunteers from 2005-07, appearing in 32 games with 26 starts, while helping UT to an SEC East title and multiple Outback Bowl berths. He collected 236 career tackles, 21 tackles for loss and 6.5 sacks.

The 2007 season saw Mayo earn first-team All-SEC laurels with a league-high 140 total tackles, including 8.5 for loss. The highlights included a 34-yard pick six to help beat Arkansas and an epic 19-tackle performance in the regular season finale against Kentucky that clinched the SEC East. He logged 15 tackles against LSU in the SEC Championship Game, which remains the second-most in title game history.

A native of Hampton, Virginia, Mayo was a two-time SEC Academic Honor Roll member, and he earned his degree in sport management in the department of Kinesiology, Recreation, and Sport Management (KRSS) at the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences in December 2007.

“At the end of the day, my main goal was to get my degree,” Mayo said as he declared for the 2008 NFL Draft that January. “I have that piece of paper, and nobody can take that away from me. I have my degree, and I’m ready to start a new chapter.”

Four months later, Mayo fulfilled another dream as he was selected with the 10th overall pick in the 2008 NFL Draft by New England. He became the highest drafted linebacker in program history and flourished during an eight-year Super Bowl career.

Mayo appeared in 103 games with the Patriots, racking up 905 total tackles. He was named captain for seven consecutive seasons (2009-15) and helped lead the franchise to a Super Bowl XLIX victory.

Mayo made the Pro Bowl after the 2012 and 2010 seasons where he led the league in tackles. He was tops on the team in total tackles in each of his first five seasons and became just the second New England player to win the Associated Press Defensive Rookie of the Year award in 2008.

Mayo is the first former Tennessee football player to be named a head coach in the NFL.

Education, Leadership, and Policy Studies Researcher Recognized by Education Week

January 4, 2024 by Alyssa Seisser

Education, Leadership, and Policy Studies Researcher Recognized by Education Week

Rachel White’s Superintendent Research is a Top-10 Education Study for 2023

2023 has been quite the year for Rachel White, an assistant professor in the department of Educational Policy and Leadership Studies She’s been nationally recognized for her early-career work in the field of educational leadership with the Jack A. Culbertson Award from the University Council For Educational Administration. She’s also been selected to serve on a United States Department of Education Regional Advisory Committee to provide advice and recommendations concerning the educational needs in the Appalachian region and how those needs can be most effectively addressed. However, her research into superintendent attrition and gender gaps has put her in the national spotlight.

Recently, Education Week named White’s study on attrition and gender gaps among K-12 district superintendents as a Top-10 Educational Study of 2023. First published in the journal Educational Researcher, one way that White’s research demonstrates the magnitude of the gender gap is through superintendent first names. She finds that one out of every five superintendents in the United States is named Michael, David, James, Jeff, John, Robert, Steven, Chris, Brian, Scott, Mark, Kevin, Jason, Matthew, or Daniel. In fact, Education Week and Ed Surge brought the story to national attention with the articles “There’s a Good Chance Your Superintendent Has One of These 15 Names” and “What Are the Odd’s Your Superintendent is Named Michael, John, or David?”

In order to diversify the superintendency, women superintendents must be hired to replace outgoing men. However, drawing on the most recent data update of her National Longitudinal Superintendent Database, White recently published a data brief showing that over the last five years, 50% of the time a man turned over, he was replaced by another man, and a woman replaced a woman 10% of the time. A man replaced a woman 18% of the time, and a woman replaced a man 22% of the time.

When thinking about the importance of this research, White shared “Nearly ten years ago, the New York Times reported a similar trend among large companies: more S&P 1500 firms were being run by men named John than women, in total. The emulation of this trend in the K12 education sector, in 2024, is alarming. Public schools are often touted as “laboratories of democracy”: places where young people learn civic engagement and leadership skills to participate in a democratic society. Yet, what young people see in K12 public schools is that leadership positions—the highest positions of power in local K-12 education institutions—are primarily reserved for men.”

One thing is for certain, we have a way to go when it comes to balanced gender representation in school district leadership. White’s research has shown that, while over 75 percent of teachers and 56 percent of principals are women, the pace at which the superintendent gender gap is closing feels glacial: the current 5-year national average for gender gap closure rate is 1.4 percentage points per year. At this rate, the estimated year of national gender equality in the superintendency is 2039.

“Superintendents are among the most visible public figures in a community, interfacing with students, educators, families, business, and local government officials on a daily basis,” White shared. “A lack of diversity in these leadership positions can convey that a district is unwelcoming of diverse leaders that bring valuable insights and perspectives to education policy and leadership work.”

White continued, “Not only do we need to recruit and hire diverse leaders to the superintendency, but school boards and communities need to be committed to respecting, valuing, and supporting diverse district superintendents. New analyses of the updated NLSD show that women’s’ attrition rates spiked from 16.8% to 18.2% over the past year, while men’s remained stable around 17% for the past three years. We need to really reflect and empirically examine why this pattern has emerged, and what school boards, communities, and organizations and universities preparing and supporting women leaders can do to change this trajectory.”

White has doubled down on her commitment to establishing rigorous and robust research on superintendents with the launch of The Superintendent Lab—a hub for data and research on school district superintendency. In fact, The Superintendent Lab is home to The National Longitudinal Superintendent Database, with data on over 12,500 superintendents across the United States, updated annually. With the 2023-24 database update completed, the NLSD now houses over 65,000 superintendent-year datapoints. The database allows the lab team to learn more about issues related to superintendent labor markets over time, and even produce interactive data visualizations for the public to better understand trends in superintendent gender gaps and attrition.

Along with a team of 10 research assistants and lab affiliates, White hopes to foster a collaborative dialog among policy leaders which may lead to identifying ways to create a more inclusive and equitable K-12 school systems.

“A comprehensive understanding of the superintendency in every place and space in the United States has really never been prioritized or pursued. My hope is that, through The Superintendent Lab, and the development of rigorous and robust datasets and research, I can elevate data-driven dialogue to advance policies and practices that contribute more equitable and inclusive spaces in education. And, along the way, I am passionate about the Lab being a space for students from all levels to engage in meaningful research experiences – potentially igniting a spark in others to use their voice and pursue opportunities that will contribute to great equity and inclusion in K12 education leadership,” said White.

Kelchen Once Again Named Top Scholar Influencer

January 4, 2024 by Alyssa Seisser

Kelchen Once Again Named Top Scholar Influencer

We’ve all heard the term “influencer.” Many of us associate an influencer as someone with a large following on social media, such as Instagram or YouTube, who set trends or promotes products. But did you know that there are a select group of scholar influencers who help shape educational practice and policy?

One of those scholar influencers is Robert Kelchen, who serves as department head of Educational Leadership and Policy Studies (ELPS) at the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEEHHS). Kelchen is ranked 41 out of 20,000 scholars nationwide in Education Week’s Edu-Scholar Public Influence Rankings for 2024. In fact, Kelchen is the only scholar from the University of Tennessee, Knoxville, to make the list.

“As a faculty member at a land-grant university, it is my job to help share knowledge well beyond the classroom or traditional academic journals,” said Kelchen. I am thrilled to have the opportunity to work with policymakers, journalists, and college leaders on a regular basis to help improve higher education.”

For 14 years, Education Week selects the top-200 scholars (out of an eligible pool of 20,000) from across the United States as having the most influence on issues and policy in education. The list is compiled by opinion columnist Rick Hess, resident scholar at the American Enterprise Institute and director of Education Policy Studies.

The selection process includes a 38-member Selection Committee made up of university scholars representing public and private institutions from across the United States. The Selection Committee calculates scores including, Google Scholar Scores, Book Points, Amazon Rankings, Congressional Record mentions, media, and web appearances and then ranks the scholar accordingly. Kelchen is considered a “go-to” source for reporters covering issues in higher education, with over 200 media interviews, year after year. If there is a story about higher education in the media, you’ll more than likely find a quote from Kelchen as an expert source.

“In the last year, I have had the pleasure of supporting several states on their higher education funding models, presenting to groups of legislators, and being a resource to reporters diving into complex higher education finance topics. These engagements help strengthen my own research and give me the opportunity to teach cutting-edge classes to ELPS students,” said Kelchen.

In addition, Kelchen received national recognition by the Association for the Study of Higher Education (ASHE) for his research on higher education finance, accountability policies and practices, and student financial aid. ASHE’s Council on Public Policy in Higher Education selected Kelchen for its Excellence in Public Policy Higher Education Award.

Through its eight departments and 12 centers, the UT Knoxville College of Education, Health, and Human Sciences enhances the quality of life for all through research, outreach, and practice. Find out more at cehhs.utk.edu

Gao Recognized by SHAPE America for Enhancing Inclusion and Equity in Health and Physical Education

January 3, 2024 by Alyssa Seisser

Gao Recognized by SHAPE America for Enhancing Inclusion and Equity in Health and Physical Education

KRSS Department Head Receives F.B. Henderson Award for His Commitment to Inclusion

Zan Gao, Department Head in Kinesiology, Recreation, and Sport Studies (KRSS) in the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) is the latest recipient of the F.B. Henderson Award from SHAPE America. This prestigious national award is presented to minoritized members of SHAPE America for their long-standing commitment to academic, mentorship, and service through enhancing the involvement of underserved populations in their professional field. Gao will be receiving this award at the SHAPE America national conference on March 14^th, 2024, in Cleveland, Ohio.

“I am deeply honored to receive the F.B. Henderson Award,” said Gao. “This recognition by SHAPE America not only highlights the importance of inclusivity and diversity in our field, but also reinforces my commitment to nurturing and empowering underserved communities through education and mentorship in kinesiology and sport studies.”

SHAPE America is the Society of Health and Physical Educators and is the oldest and largest organization dedicated to health and physical education. Founded in 1885, the organization defines excellence in school-based health and physical education. In fact, SHAPE America’s national standards in health education and physical education have provided the framework for effective instruction for K-12 students nationwide.

Zan Gao (left) with a group from the Physical Activity Epidemiology Lab

Gao has made significant contributions to diversity at different levels throughout teaching, scholarship, and service. The criteria for the E. B. Henderson Award require that the recipient “demonstrate successful and exemplary involvement in scholarship.” Gao’s academic record is exceptional and well-funded. His main research focus includes population-based behavior change interventions to prevent chronic diseases through application of lifestyle technology, with the goal of promoting health and optimal development. He accomplishes this in the context of promoting inclusive environments that benefit diverse populations and is presently studying the interactive effects of modern technology, physical activity, health outcomes, and disease prevention among underserved populations including children of color, overweight adults, and breast cancer survivors.

Gao is a highly productive researcher as evidenced by his impressive list of publications in a variety of high impact peer-reviewed journals. His remarkable research production is reflected in his impressive h-index of 52 and with 7920 Google Scholar citations. Most recently, he has been included in the World’s Top 2% Scientists from all areas (Career Impact) (1960-2023) List and 2023 Impact List (Ranked #46,716 in the world). In 2023 Dr. Gao is listed as one of the Best Scientists in Social Sciences and Humanities by Research.com (Ranked 4,945 in the world and 2,463 in the U.S.). Dr. Gao has been awarded over 10 million dollars as the Principle Investigator (PI)and Co-investigator in grant funding. For example, Gao was the designer and Principal Investigator of a Robert Wood Johnson Foundation Salud America grant designed to investigate the engagement of urban Latino students in culturally appropriate physical activities. He was also awarded by the National Institutes of Health to study the impact of active video games on underserved children’ health. As an example of his work focusing on underserved youth, Gao recently published a paper entitled “Small-groups versus full-class exergaming on urban minority adolescents’ physical activity, enjoyment, and self-efficacy” as the corresponding author in the Journal of Physical activity and Health. He was also the lead author on an article entitled “Video game–based exercise, Latino children’s physical health, and academic achievement” in the American Journal of Preventive Medicine. These and other works by Gao demonstrate an important strand of his research agenda that focuses on health and education disparities in underserved populations.

During his tenure at various universities, Gao has taught and advised students with different backgrounds and experiences derived from, e.g., different race/ethnicities, colors, religions, national origins, citizenships, sexes, sexual orientations, gender identities, ages, disabilities, and socioeconomic backgrounds. For example, he has mentored students in master’s and doctoral studies including directing master’s theses and doctoral dissertations.

In his research lab in spring 2023, there were a dozen of students and post-docs from a variety race/ethnicity and 7 countries (United States, South Korea, Japan, China, Egypt, Spain, Nigeria). In all these activities, Gao functions with an undergirding effort to forward an agenda of diversity and equity as reflected in his participation in “Equity and Diversity Certificate” from the University of Minnesota. (2021-2022) and his “Leading for Equity” efforts at the National Association of Kinesiology in Higher Education (2021). As a result of his dedication and commitment to equity and inclusion in the profession, he received the 2015 SHAPE America Leroy T. Walker Young Professional Award.

Gao has an impressive record of leadership skills at the professional, university, and community levels, while addressing the health and education disparities during his service. Gao is currently serving as a committee member of Diversity Action Committee at American College of Sports Medicine.

Gao believes in leading by example. As the newly hired department head of the Department of Kinesiology, Recreation, and Sport Studies at The University of Tennessee, Knoxville, one of his first sponsored activities was to organize a Diversity, Equity, and Inclusion workshop for his faculty in November 2023. This demonstrates the value he places on access and engagement. The example he has set with his impressive research, teaching and service record is truly inspirational. That record is augmented by his valuing of diversity and the dignity and worth of all students, faculty, and staff. His recognition of the need and value of diversity is reflected in his scholarship, teaching, and service. The quality and quantity of his work in conjunction with the national and international recognition Gao has garnered in his career, attests to his tremendous contribution to access and engagement. He serves as an example of the value of diversity and inclusion in academia.

For Gao, the F.B Henderson Award is an incredible honor and recognition of his long-standing contributions to his profession. From scholarship to service, Gao is dedicated to promoting health and wellness to all.

“The Henderson Award is a testament to the collective efforts of many who believe in the power of sport and physical activity to transform lives. I thank SHAPE America for this prestigious honor and vow to continue advocating for the involvement of diverse populations in our field, ensuring that every individual has the opportunity to achieve excellence in health and human sciences,” said Gao.

The F.B Henderson Award is named for Edwin Bancroft Henderson, a noted author teacher, coach, and administrator in physical education and athletics. One of his major scholarly contributions was The Negro in Sports, published in 1939. Tennis star Arthur Ashe used Henderson’s work as the basis for a three-volume series on the African American Athlete. In addition, Henderson widely recognized as the “Grandfather of Black Basketball” through his introduction of basketball in 1904 to African Americans in Washington, D.C.

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

January 2, 2024 by Alyssa Seisser

Teaching Positive Psychology Skills at School May be One Way to Help Student Mental Health and Happiness

Gratitude, Kindness and Optimistic Thinking Can Help Kids Feel a Bit Better

By Kai Zhuang Shum, Assistant Professor in the Department of Educational Psychology and Counseling

Youth mental health has worsened significantly over the past decade, but new interventions that teach positive psychology concepts in school may help.

American young people are reporting historically high levels of hopelessness, sadness and loneliness. According to the most recent data from the U.S. Centers for Disease Control and Prevention, more than 20% of adolescents have seriously considered suicide – and suicide is the second-leading cause of death for childrenages 10-14.

Perhaps even more alarming than the prevalence of youth mental health problems is the inaccessibility of mental health support for the many children who need it. About 60% of depressed adolescents do not receive any treatment – and around 950,000 children do not have health insurance that covers mental health services.

One solution is to provide mental health care in schools, where kids are. This is already happening. School counselors, psychologists and social workers provide support, teach coping strategies and work with caregivers to help students overcome mental health challenges. Such vital care is essential, but clearly more help is needed.

Research shows that students who have a positive outlook regarding their lives outperform other students academically and emotionally. You might wonder, can positive thinking be taught?

I study school-based positive psychology interventions. My colleagues have found that students who’ve been introduced to science-based ideas about happiness feel more satisfied with life, experience more positive than negative emotions and have fewer emotional and behavioral problems.

Science of happiness

Psychologists began to study the science of happiness in the late 1990s. Prior to that time, most psychology researchers studied misery.

Founder of the field of positive psychology Martin Seligman speaks after being honored at the United Nations in 2016. J. Countess/Contributor/via Getty Images Entertainment

Psychologist Martin Seligman was such a scientist, having pioneered the concept of “learned helplessness.” But a conversation with his young daughter, in which she demanded to know why he couldn’t “stop being such a grouch,” inspired him to start studying what makes people happy instead.

Initial studies were conceptual in nature. But before long, researchers started to identify what makes people happy, the benefits of happiness and interventions to improve happiness.

Scientists identified three main predictors of happiness – genetics, life circumstances and purposeful activities – and potentially others, depending on one’s culture. Of the big three, the first two are often out of an individual’s control. But science has shown that people can adopt strategies to feel happier.

Achieving a state of flourishing – or feeling good and doing good – is the goal of positive psychology interventions. It can evoke positive feelings, increase engagement with life, strengthen positive relationships, move people toward purpose and help people achieve meaningful goals.

Positive psychology in schools

Positive psychology is now taught in some schools around the world, including in the U.S., Australia, Denmark, Israel, New Zealand, China and South Africa. Most interventions educate students about mindfulness and positive psychology concepts such as gratitude, kindness, optimistic thinking, utilizing character strengths and hope. The idea is not just to teach students about positive psychology as a school subject but help them practice the skills that research suggests will help them flourish.

A classroom of kids hold up their handmade gratitude journals showing words like 'freedom,' 'love' and 'brother.' — *A Toronto teacher encourages his class to write in a gratitude journal every day*. Colin McConnell/Toronto Star via Getting images

In typical programs, students first learn positive psychology concepts, then practice using them in real life with the help of trusted adults. For example, students discuss what gratitude means to them, then practice writing down three things they are thankful for every night before bed with the help of their caregivers. After a week, students discuss with adults at school how practicing gratitude affected their level of happiness.

A 2020 review of 57 school-based positive psychology programs showed more than half resulted in positive outcomes, including less stress, lower depression, less anxiety, fewer behavioral issues, better self-image, higher life satisfaction and stronger social functioning.

‘Nice inside’

One intervention currently being studied by the U.S. Department of Education is a 10-week, small-group intervention aimed at helping middle schoolers. I coach the mental health providers implementing this program.

Like other programs of its kind, it teaches youth about positive concepts, including gratitude, kindness, character strengths, optimism and hope. Early findings, presented at the 2023 National Association of School Psychologyconference, show the program is being well received both by students and providers.

We’ve found students tend to favor activities that fit with their culture or values. For example, one student shared that performing acts of kindness was their favorite program-based activity, because it helped them spend more time with family and pets – the two most important things in their life. Another student said being able to share the strategies with their mother helped them both feel happier. This student was also proud to be able to help their family.

We also found that some students believed the program helped them build positive relationships with others. One student shared, “It’s really fun to see how others react when I’m being nice, such as giving a compliment,” and that doing so helped them feel “nice inside.” Another student agreed, saying making others feel good helped them feel happier.

Positive psychology training is only one piece of the solution for improving youth mental health. Children with severe issues need comprehensive treatment, which can include mental health counseling and medication.

Even though many important factors are out of a person’s control, everyone has room for growth in happiness. My colleagues and I hope teaching positive psychology in schools will become a common practice in the future.

Reposted from The Conversation