Alyssa Seisser, Author at College of Education, Health, and Human Sciences

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

“Blissful Wish” Wedding Winners Announced

August 18, 2023 by Alyssa Seisser

“Blissful Wish” Wedding Winners Announced

Experiential Learning Opportunity Provides Couple With a Dream Wedding

Jackson Grahm (L) and Shelby Guthrie (R)

For Shelby Guthrie and Jackson Graham, a love of Tennessee Vols athletics sparked a love that went beyond the game. While attending the University of Tennessee, Knoxville, Shelby and Jackson attended every Vols athletic event they could: football, basketball, tennis, baseball, and softball. If there was a game, Shelby and Jackson were there. The more time they spent together cheering on the Vols, the closer their bond became. Jackson finished his undergraduate degree in 2020 and his graduate degree in 2021. Shelby finished her undergraduate degree in 2021. Now, these Vols for Life are ready to take the next step in their relationship.

“I would love for Jackson and me to be chosen because it would relieve a huge financial burden, help with planning, and having a UT wedding would be the most “us-thing” ever because we have so many friends and generations of family who have attended the university,” said Shelby.

Not only will Shelby and Jackson have the wedding of their dreams, students from the University of Tennessee, Knoxville’s, Hospitality and Tourism Management (HTM) program will be gaining real-world experience in wedding and event planning. HTM students will work with the couple to search and secure a variety of services needed for wedding events, help run the wedding event, and finally evaluate the entire process and outcomes.

“We are beyond excited to offer our first ever Blissful Wedding class which will be a truly experiential, hands-on course. Our students already completed our online wedding design course last year and well-equipped to curate this memorable wedding. We will be there to help guide our students – but this course will be 100% student-directed. We are excited to see what the students will dream up for the deserving couple!” said Stefanie Benjamin, instructor of the HTM 440 Wedding Production and Execution class.

“When an academic department takes on a project like this, the first and foremost important goal is to provide transformational experiences for our students,” said Junehee Kwon, head of UT’s Department of Retail, Hospitality, and Tourism (RHTM). “This is a perfect example of such an endeavor, and I am very excited to support our students, instructors, and the selected couple.

Shelby and Jackson were chosen from 71 completed applications submitted to the Blissful Wish Wedding giveaway. The wedding ceremony will be held on November 9th at the Pavilion at Hunter Valley Farm for up to 75 guests. Current UT employees or their families were not eligible to enter.

A panel of reviewers was selected from members of the Retail, Hospitality, and Tourism Management Advisory Board. After reviewing each application, the Board members met to decide on the winning couple and a runner-up if the selected couple would not be able to participate in the program. To ensure the program followed all University of Tennessee policies and procedures, RHTM faculty, along with staff from the College of Education, Health, and Human Sciences (CEHHS) worked closely with UT’s legal, business, and academic teams.

“We used several criteria when we selected the couple. One of the essential criteria was their willingness to work with our students,” said Kwon. “Their understanding of the purpose is crucial because they need to know why we are doing this event. The purpose will always be the student first, then the community.”

As for Shelby and Jackson, in just a few short months, they will have their dream wedding, thanks to the hard work of HTM students and faculty, as well as the generous support of numerous sponsors. For all involved, the project has been ambitious, but the effort put into making a special day for a deserving couple has been well worth it.

“Since I arrived at UT, I have been aiming to increase experiential learning opportunities for our students while they serve the community,” said Kwon. “This sponsored wedding project, which I proposed, was ambitious, but it would be worth it. We have gone through many steps to get this project approved, and now, I am so grateful to see that we have a deserving couple who will be working with our students and sponsoring partners.”

When it comes to a student-run wedding, Shelby and Jackson are thrilled that they can play a role in this experiential-learning opportunity for HTM students.

“We totally understand that this would be a learning and growing experience for all parties involved, and we would be happy to make decisions and choices that would be beneficial for the students’ education,” said Shelby.

Courtney Drennen Named Nita Ganguly Memorial Scholarship Recipient

August 10, 2023 by Alyssa Seisser

Courtney Drennen Named Nita Ganguly Memorial Scholarship Recipient

This year’s distinguished Nita Ganguly Memorial Scholarship has been awarded to Theory & Practice in Teacher Education undergraduate student, Courtney Drennen (’24). Courtney will receive a monetary award in the Fall and Spring toward her education.

Named after a former VolsTeach professor, Dr. Nita Ganguly, this scholarship is selected based on academic achievement, teaching commitment, and potential.

Ms. Drennen is a VolsTeach student and Ecology & Evolutionary Biology major at the University of Tennessee, Knoxville. She is originally from Gatlinburg, Tennessee, and says, “I have always had a passion for education ever since I was a little girl! I had my own classroom in my mom’s office where I would teach to my imaginary students! I also had so many influential teachers in my education career that showed me what it looked like to not just educate, but to also care for students. My goal is to be a light and role model for my students for many years to come!”

Courtney specifically thanked the impactful teachers she had over the years, including her high school ACT preparatory teacher, John Terrell. “Teachers like him have paved the way for future teachers,” said Courtney. “Dr. Kirkpatrick with VolsTeach has also had an extreme impact on my life as a student and as a future teacher. She has believed in me, pushed me, and has continued to give me opportunities to gain experience in the field as I prepare for my first year of teaching. I am always so thankful for her constant help and support.”

Courtney will graduate with the class of 2024. Her current favorite teaching topics are cell division and anatomy. She shared her favorite life quote from Colossians 3:23: “Work willingly at whatever you do, as though you were working for the Lord rather than for people.”

The Department of Theory & Practice in Teacher Education is very proud and honored to train incredible students and future teachers like Courtney Drennen.

A New Day Dawning

August 3, 2023 by Alyssa Seisser

A New Day Dawning

Two venerated institutions of higher learning—UT and Knoxville College—stand just over a mile apart in downtown Knoxville. As the institutions work together to advance reaccreditation of the historically Black college, a moment to elevate the entire region appears.

by Linda Billman

The partnership offers a rare live case study for doctoral students in the UT Department of Educational Leadership and Policy Studies (ELPS).

“Knoxville College has a very rich legacy in Knoxville. And they are very proud—as they should be—of the history of the students they have served and currently serve and what that future could look like,” says Hope Newbill, one of the students on the accreditation team. “Being able to work on a team of people who all believe in the mission of KC and the power of the education that students can get at KC has been really incredible.”

Key to any higher education institution’s success, academic accreditation enables students to qualify for federal financial aid, transfer to another college, or enter graduate school with the recognized credentials. Obtaining accreditation is the essential first goal in a large-scale plan to revitalize the college, help it become sustainable, and reclaim its place as a center for serving underserved Black youth in the community.

When college representatives reached out last spring to ELPS department head and professor Robert Kelchen and Jimmy and Ileen Cheek Endowed Professor of Higher Education Patrick Biddix, they immediately saw how the partnership could benefit doctoral students and earn them course credit.

“We already had our classes set for summer and fall. And we had to rearrange class schedules to get this to work out,” says Kelchen. “This kind of a hands-on opportunity to learn about how a college works and help a college get back to its former glory is just amazing.”

The college was founded in 1875 to educate freed previously enslaved men and women and has educated hundreds of students of distinction. Building on the work of college administrators, ELPS students spent the summer semester with Kelchen to learn about historically Black colleges and universities (HBCU), the accreditation process, governance, finance, academic affairs, and other aspects of business and higher education.

The fall class was entirely focused on addressing and creating documents to complete the 17 stringent specifications of the Transnational Association of Christian Colleges and Schools (TRACS) accreditation application, which is the national institutional accrediting agency for Christian postsecondary institutions, colleges, universities, and seminaries.

“The ELPS students working with KC administrators are creating or updating handbooks, communications plans, mission, vision, and values—materials that go into the operation of the college,” says Biddix, who taught the fall semester.

Knoxville College Executive Vice President and Chief Operations Officer Dasha Lundy welcomes new eyes on the college, which lost its accreditation in 1997. “The paperwork is there, but it has not been updated,” Lundy says. “We’ve been around for 147 years. How do you bring the school into a new space? We have a catalog, and they’re creating a streamline for us. We don’t have that much administrative capacity. I tell them to slash or question it.”

Hope Atkins and her ELPS cohorts are revisiting and reimagining the associate degree curriculum that the college currently offers to ensure the programs are going to serve its students well after accreditation.

“That’s going to help their students once they come for an associate’s degree at KC—there are transfer pathways, there is a way to take it to a four-year program or tech school or some kind of certification—something that’s going to set them up to be successful,” Atkins says.

Serendipitously, the diversity of the ELPS students transformed them into a dream team for the project. Veteran UT faculty and staff and newly minted master’s students from nearby universities brought institutional research, communications expertise, diversity and strategic planning, academic coaching, student services, and other diverse professional and lived experiences. What surprised everyone was the bond of a shared mission.

“It’s been amazing. I consider them family. I was just surprised that they were totally in. All in. This assignment for them—they said they feel like they are serving the community by participating,” says Lundy.

ELPS student LaDawna Williams is using the classes, her work as a senior academic coach at UT, and her perspective as a first-generation college student to look specifically at what support services students need as they navigate coming to college—all to benefit the student experience.

“We’ve also been working on the strategic vision, the faith statement, we’ve worked on the organizational structure. Looking at the job description and making sure everything is correct,” Williams says.

The hands-on opportunity to learn how a college works helps set up the students for their future jobs, according to Kelchen.

“With what these students will be doing professionally, they’ll need to know how accreditation works,” Kelchen says. They may not be the person filling out the documents themselves, but they may be overseeing that person. So, knowing more about all the technical requirements, that’s a really valuable skill set.”

Williams said the experience has helped her learn how to be proactive and strategic in order to stay ahead of the game. “It’s definitely growing me into the profession and the leader that I aspire to be. I want to be the type of person and leader who moves and leads with a purpose who supports and encourages, uplifts, and inspires others to do the same in any type of endeavor they pursue.”

Knoxville College’s path to successful accreditation will go far beyond the fall 2022 semester when the ELPS students, along with college administrators, will have completed the application. The review process could take up to three years. Biddix says he expects future ELPS students will be involved to help the college navigate the process. “UT folks are committed to seeing this all the way through,” he says.

Atkins and Williams recognize the significance of their work to Knoxville College’s future students, to Knoxville, and to East Tennessee’s only HBCU.

“To know that the work we’re doing as the accreditation team lays the foundation for the incredible work that Knoxville College is going to be able to do hopefully for decades to come and to be just a part, a small part of that process, has been really great,” says Newbill.

“I definitely feel like I’ve gotten more than I could ever imagine out of this experience,” says Williams. “Because opportunities like these don’t happen every day; they just don’t. And it’ll be very impactful.”