Educational Leadership and Policy Studies Archives - College of Education, Health, and Human Sciences

Celebrating the Achievements of CEHHS Faculty

May 6, 2025 by Douglas Edlund

Celebrating the Achievements of CEHHS Faculty

The College of Education, Health, and Human Sciences (CEHHS) is proud to recognize several faculty members for their outstanding achievements and contributions. Let’s celebrate their success!

Karen Boyd (ELPS)

Boyd received the prestigious Raymond H. Goldstone Legacy of Excellence Award from the Association for Student Conduct Administration. With a long history of impactful leadership in student conduct and higher education, Boyd’s contributions continue to inspire and shape the field. Read more about this esteemed acknowledgement.

Leia Cain (ELPS)
Cain received the Tammy K. Renalds LGBT+ Communities Advocate Award at the Chancellor’s Honors Banquet in April. She collaborates with campus partners to develop inclusive initiatives that support the success and well-being of LGBTQIA+ students, faculty, and staff within higher education.

Mary Dueñas (ELPS)

Dueñas is the inaugural recipient of the Outstanding Doctoral Mentoring Award, to be presented at the Doctoral Hooding Ceremony on May 15. She was nominated by mentee Abraham Cervantes, who shared,
“Without her encouragement and affirmation, I am certain I would not be here today. Dr. Dueñas’s mentorship has been a lifeline—guiding me through moments of self-doubt and helping me see the importance of my voice, my story, and my place in this field. Because of her, I am not just surviving in this program; I am thriving. She has given me a vision for my future that I never thought possible, and for that, I am eternally thankful.”

Lauren Irwin (ELPS)

Irwin was named as a recipient of the Annuit Coeptis Emerging Professionals Award at the College Student Educators International (ACPA) conference in Long Beach, California, earlier this year. This prestigious award honors exemplary educators in the early stages of their careers. Irwin was one of five early-career professionals recognized for their contributions to the field.

Robert Kelchen (ELPS)

Kelchen was recognized for Research and Creative Achievement at the recent Academic Honors Banquet hosted by the Office of the Provost. Earlier this year, Education Week once again named him a Top Scholar Influencer. He also serves as associate editor of Research in Higher Education, data editor for Washington Monthly magazine’s college guide and rankings, and was the 2023 recipient of the Excellence in Public Policy in Higher Education Award from the Association for the Study of Higher Education’s Council on Public Policy.

Lyndsey Hornbuckle (KRSS)

Hornbuckle was honored with the “Heart and Soul Award” at the final Faculty Senate meeting of the academic year, recognizing her compassion, service, and collaborative leadership. A dedicated mentor, she is known for her unwavering commitment to student success. For the past two years, she has served as a faculty fellow in the Office of Community Engagement and Outreach, helping to advance equity, respect, and community care across the greater Knoxville area.

Youn-Kyung (Lydia) Kim (RHTM)

Kim is ranked #2 at the University of Tennessee, Knoxville, among top researchers in Business and Management, according to Research.com. Nationally, she is ranked #441 among her peers in the United States. Learn more about Kim’s exceptional research and scholarly work.

Junehee Kwon (RHTM)

In May, Kwon received the 2025 Pauly Award from the Greater Knoxville Hospitality Association, being honored as Industry Educator of the Year. This recognition follows a series of milestones for RHTM, including HTM program accreditation and the department’s first “Blissful Wish Wedding.” Additionally, students Kylie Nayakwadi and Grace Keffer were awarded scholarships from the association.

Joshua Rosenberg (TPTE)

Rosenberg has been named the Haslam Endowed Professor in recognition of his outstanding accomplishments in educational data science research and program development. He has an exceptional record of research publications and has secured over $10 million in research funding. Rosenberg initiated data science programs and led the hiring of a cluster of faculty to support and expand the initiative. The five-year professorship includes an endowment to support his ongoing work. Learn more about Rosenberg’s groundbreaking research in data science.

Michael Skyer (TPTE)

Skyer has been awarded the Dr. Jon Henner Memorial Early Career Award by the Association of College Educators–Deaf & Hard of Hearing, recognizing his impactful teaching and research just a few years into his career. Since joining UT in 2022, Skyer has published over 25 works, mentored doctoral students, and led groundbreaking work in Deaf aesthetics—a design philosophy that reimagines education for Deaf, deafblind, and hard of hearing learners with equity at the center. Learn more about his work and impact in an article by CEHHS Student Reporter, Carly Utterback.

Irwin Recognized as Emerging Professional by ACPA

March 5, 2025 by Douglas Edlund

Irwin Recognized as Emerging Professional by ACPA

At its recent convention in Long Beach, California, College Student Educators International (ACPA) recognized Lauren Irwin with the Annuit Coeptis Emerging Professionals Award. This prestigious award honors exemplary educators in the early stages of their careers. Irwin was one of five early-career professionals recognized for their contributions to the field.
Irwin, an assistant professor in the department of Educational Leadership and Policy Studies (ELPS) in the College of Education, Health, and Human Sciences (CEHHS), is a long-time ACPA member and was deeply honored to receive the award.

“ACPA has long been my professional home in student affairs, and it means a lot to receive this recognition,” said Irwin. “The Annuit Coeptis award is ultimately about community and discussion to support the future of our field. As a former student affairs administrator and early-career faculty member, I am honored to be part of this prestigious multigenerational community and to have the opportunity to learn from and with some of the brightest minds in our field.”

Irwin primarily teaches in the College Student Personnel and Higher Education Administration programs. Her research informs student affairs practice, aiming to enhance and affirm the success of both students and practitioners. Her doctoral dissertation, which examined racialization and whiteness in college student leadership programs, earned ACPA’s Marylu McEwen Dissertation of the Year Award. Additionally, her research has been published in numerous scholarly journals.

“I hope to continue centering my commitment to student learning, equity, and inclusion through my teaching, research, and service,” Irwin said.
Through its seven departments and 13 centers, the UT 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

Over 300 Students Participate in TRiO Day 2025

March 4, 2025 by Douglas Edlund

Over 300 Students Participate in TRiO Day 2025

By Carly Utterback, CEHHS Student Reporter, Class of 2025

On Saturday, February 22, the University of Tennessee, Knoxville, hosted TRiO Day. This year’s theme was “Cultivating Futures: Growing Sustainable Success,” and the event was hosted by the Education Research and Opportunity Center (ERO) in the College of Education, Health, and Human Sciences (CEHHS).

*TRiO Day 2025 participants walk from lunch to resume activities in Humanities and Social Sciences Building and Art and Architecture Building*

Around 350 students and staff from all over Tennessee participated in a day of workshops, learning leadership skills, academic competitions, and community building.

TRiO Day gives first-generation, low-income, and disabled potential Vols access to the skills, experience, and knowledge they need to succeed in formal post-secondary education.

“We are here to help them tap and show their potential and help develop skills to impact their communities,” said Jonathan Curry, associate director of outreach and principal investigator of the ERO Center.

The participants of TRiO day all come from similar backgrounds but are diverse, with different perspectives. They are shown representation through the staff and students on UT’s campus. Student-workers who previously participated in TRiO Day were there to help guide the new generation into success.

Curry says a main impact they want to leave on the TRiO Day participants is that they matter, and they are important.

Participants were able to use their problem-solving and critical thinking skills to make tough decisions through a hands-on approach. In the morning around 200 participants attended eight varying workshops pertaining to the day’s theme of sustainable and successful growth.

*Bridges built by TRiO Day 2025 participants, along with the trophy for the winning team*

Some groups gathered to engineer bridges with glue and popsicle sticks to see which could hold the most weight, while others were involved in a scholars’ bowl battling others with academics or a mock trial tasked with the roles from a courtroom.

Towards the end of the day, participants gathered in UT’s Art + Architecture Building to write letters to their state representatives, ensuring their voices are heard. They also cycled in and out to paint the Rock in recognition of their hard work.

“My favorite part of the day is seeing everyone come together to celebrate and show the impact of TRiO for first-generation access to education,” said Leigh Elkins, principal investigator and project director for the Math and Science Upward Bound Program.

The ERO Center is focused on outreach and research to “help schools and students succeed by improving policies and practices across the classroom-to-career pipeline.” They assist those who are first-generation, low-income, or veterans that seek post-secondary education. They also provide additional literacy resources to those within these margins.

The ERO Centers involvement with TRiO Day displays their passion to help make education equally accessible for all.

Through its seven departments and 13 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

Boyd Receives Legacy of Excellence Award from ASCA

February 26, 2025 by Douglas Edlund

Boyd Receives Legacy of Excellence Award from ASCA

Karen D. Boyd, professor of practice in the College of Education, Health, and Human Sciences (CEHHS) at the University of Tennessee, Knoxville, received the Raymond H. Goldstone Legacy of Excellence Award by the Association for Student Conduct Administration (ASCA) during its 2025 Annual Conference held in Portland, Oregon.

The Goldstone Legacy of Excellence Award is a new initiative launched from the Goldstone Foundation to recognize distinguished individuals who have impacted the field of student conduct and higher education. The Legacy of Excellence Award annually recognizes a select group of individuals who have left an enduring impact on the profession through significant contributions to the field of student conduct; impactful scholarship and research; and/or leadership within ASCA and other organizations.

Karen Boyd in center, holds award plaque from ASCA. — Karen Boyd (center) Receives Goldstone Legacy of Excellence Award from ASCA (*Photo courtesy of ASCA)*

Boyd has been a part of ASCA since its inception. Her leadership included Conference Chair, President, and Gehring Academy Chair, as well as authoring multiple publications and presentations and even serving as Interim Executive Director. In addition, Boyd serves as a professor of practice and director of undergraduate education in the department of Educational Leadership and Policy Studies (ELPS).

“It is an honor to be so recognized for doing work in service to the success of my students and colleagues that I have loved so very much,” said Boyd.

Many members, past and present, have benefited from all she implemented in the Association. The future of our field continues to benefit through her role as professor at the University of Tennessee, Knoxville, where her courses are consistently regarded by students as among their favorite and most impactful.

Her work with educating professionals and students about the landmark Dixon v. Alabama case, and her partnership on the documentary regarding the case, has made a significant impact on the conduct field.

The ASCA Annual Conference, spanning from February 5 – February 8, 2025, gathered nearly 650 student conduct and student affairs practitioners for a professional development experience. The awards were presented during the Awards Luncheon on February 6, 2025, where attendees gathered to connect and congratulate the recipients.

Since its inception in 1986, the Association for Student Conduct Administration (ASCA) has been at the forefront of supporting campus judicial officers and student conduct practitioners. ASCA provides members strategic resources, including communities of practice, webinars, intensive-learning opportunities (Donald D. Gehring Academy) as well as partnering with the Raymond H. Goldstone Foundation for scholarship funding. Today, ASCA supports over 2,660 members worldwide and is committed to its mission of serving as a vital resource and advocate in the field of student conduct administration. Learn more at theasca.org.

Through its seven departments and 13 centers, the 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

David Hamilton, Cumberland Gap High School Principal, Named Field Award Recipient

February 5, 2025 by Will Eakin

David Hamilton, Cumberland Gap High School Principal, Named Field Award Recipient

Image of Mr. David Hamilton sitting at his desk. — **David Hamilton**

David Hamilton, Principal at Cumberland Gap High School in the Claiborne County School District, has been named as recipient of William J. and Lucille H. Field Award for Excellence in Secondary Principalship for the State of Tennessee.

The Field Award was established to recognize one outstanding secondary school leader each year who demonstrates leadership excellence through commitment to the values of civility, candor, courage, social justice, responsibility, compassion, community, persistence, service, and excellence. Administered by the Department of Educational Leadership & Policy Studies in the College of Education, Health, and Human Sciences at the University of Tennessee, the Field Award identifies a Tennessee secondary school principal whose life and work are characterized by leadership excellence and encourages secondary school principals to pause and reflect upon their current leadership practice and to consider their experience, challenges, and opportunities in light of the personal values that they embody.

The Field Award recipient for this year is David Hamilton, Principal at Cumberland Gap High School (CGHS) in the Claiborne County School District. Hamilton has served as the principal of CGHS since 2019, and served as the school’s assistant principal from 2003-2018. During that time, he developed and implemented a program that significantly improved student transition and retention, organized initiatives that paired students and community mentors, spearheaded fundraising efforts that raised over $20,000 for student resources and facility upgrades, and established a year-round food and hygiene pantry that ensures students have access to essential resources. Hamilton served as a high school health and physical education teacher in the Claiborne County School District from 1999-2003 and coached high school baseball teams between 2003-2006, and again between 2015-2018. Hamilton holds a Bachelor of Science degree in Health and Physical Education, and Masters of Arts and Educational Specialist degrees in Educational Administration and Supervision, all from Lincoln Memorial University. The department of Educational Leadership and Policy Studies at the University of Tennessee, Knoxville is proud to name David Hamilton as this year’s Field Award Winner. Congratulations!

David Hamilton holding his award while taking a photo with his family. — **David Hamilton with his family**

David Hamilton holding his award while taking a photo with James Martinez and Randy Atkins. — **David Hamilton with James Martinez and Randy Atkins**

Hazing Prevention Study Expands

September 27, 2024 by Douglas Edlund

Hazing Prevention Study Expands

Penn State’s Timothy J. Piazza Center for Fraternity and Sorority Research has expanded a national hazing prevention study to include nine more campuses. The WhatWorks study emphasizes the prevention of hazardous drinking, hazing and other resulting behaviors, with the goal of changing student, organization and campus culture.

The newest cohort includes Auburn University; Bowling Green State University; California Polytechnic State University, San Luis Obispo; Mississippi State University; Virginia Tech; the University of Alabama; the University of Kentucky; the University of Missouri; and the University of Tennessee.

“This thorough volume is the result of a collaborative effort to study hazing from secondary school to higher education,” said Patrick Biddix, Professor of Higher Education at the University of Tennessee, Knoxville. “It is one of the most comprehensive research projects on hazing prevention, featuring a new definition of hazing and clinical strategies for education and prevention. The findings are influencing national prevention initiatives like the What Works study at Penn State University and are being showcased in various national workshops and presentations.”

Portrait photo of Patrick Biddix. He has fair skin, and short, dark hair. He is wearing a light colored shirt and gray sport coat. He is smiling in the picture. — **Patrick Biddix**

Biddix is Jimmy and Ileen Chee Endowed Professor of Higher Education in the Department of Educational Leadership and Policy Studies in the College of Education, Health, and Human Sciences. He is a leading authority in fraternity and sorority research. His 50 academic publications have been cited over 630 times by scholars and researchers.

“We’re glad to partner with the Piazza Center and our peers on this project, not only to participate in the development of best practices, but also to benefit from the research-driven principles identified,” said Steven Hood, vice president for student life at the University of Alabama. “Enhancing and supporting student safety and well-being are at the forefront of everything we do, so we consider this project important in forecasting the best path forward for universities like ours with robust fraternity and sorority communities.”

The WhatWorks study, a partnership with the WITH US Center for Bystander Intervention at California Polytechnic State University and the Gordie Center at the University of Virginia, is designed with top prevention and content experts from behavioral health, psychology and higher education. The study allows participating campuses to implement comprehensive hazing prevention programs. Participating institutions work with the Piazza Center and partners to test and validate effective methods of hazing prevention over a three-year assessment cycle.

“We are building campuses’ capacity to implement effective prevention that increase student safety,” said Stevan Veldkamp, executive director of Penn State’s Piazza Center, a unit in the division of Student Affairs. “The study aims to build comprehensive prevention programs and assess them with precision to ultimately eliminate life-threatening incidents.”

The WhatWorks study is being led by Robert Turrisi, professor of biobehavioral health and prevention research at Penn State. Turrisi, along with professor of higher education at the University of Tennessee Patrick Biddix, will work with each cohort member to design research-informed prevention strategies.

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.”

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