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Vols Teach Alum Selected as Global Educator of the Year

Vols Teach Alum Selected as Global Educator of the Year

Vols Teach Alum Selected as Global Educator of the Year

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Vols Teach Alum Selected as Global Educator of the Year

Kirsten Salonga, a 2017 graduate of the University of Tennessee, Knoxville, with a Bachelor of Science in Ecology and Evolutionary Biology and minor in Secondary Education through Vols Teach is the 2025 AFS-USA Global Educator of the Year. Solonga received the honor at the March AFS-USA Global Conference in Tysons Corner, Virginia.

Each year, AFS-USA honors an exceptional global educator to recognize and celebrate the vital role educators play in fostering a more peaceful world. The selected educator demonstrates a strong commitment to integrating global engagement and intercultural learning into their daily instruction, embodying the knowledge, skills, and mindset of a globally competent educator. Through this annual recognition, AFS-USA aims to inspire more educators to incorporate cultural awareness and global perspectives into their classrooms, empowering students to become active global citizens.

Kirsten Salonga (second from left) With Her Award

Salonga, an English as a Second Language (ESL) Biology and Environmental Science teacher and Science Department Chair, is recognized for her outstanding commitment to integrating global perspectives into her teaching.

Recently, the National Geographic Society and Lindblad Expeditions selected Salonga as one of 35 PreK-12 classroom and informal educators from across the continent to be part of their 16th cohort of Grosvenor Teacher Fellows. As a Fellow, she had the opportunity to embark on a Lindblad Expeditions-National Geographic voyage, “Exploring Alaska’s Coastal Wilderness,” aboard one of Lindblad Expeditions’ state-of-the-art expedition vessels, National Geographic Quest. You can read more about Salonga’s Alaska adventure here.

“We are honored to present this award to Ms. Salonga,” said Tara Hofmann, President and CEO of AFS-USA. “Through her innovative instruction, intercultural learning initiatives, and dedication to creating international opportunities for students, she exemplifies what AFS-USA strives to achieve—empowering educators to cultivate active global citizens.”

Recognizing Excellence in Global Education

The AFS-USA Global Educator Award celebrates educators nationwide who incorporate cultural diversity, global competence, and internationalized concepts into their teaching, inspiring students to become engaged global citizens.

Salonga Speaking to Attendees at AFS-USA Global Conference in Tysons Corner, Virginia

Salonga’s impact is widely recognized within her school community. Benjamin Slyngstad, a fellow Biology teacher at Justice High School, praised her “innovative approach to the curriculum” and her “vivacious commitment to a student population that is sadly overlooked.” He highlighted her contributions to Fairfax County Public Schools, including the development of diverse science resources and her passion for exposing students to global perspectives.

Former student Karen Rosicela Orozco Carreto also shared a heartfelt recommendation, stating, “What sets Ms. Salonga apart is her ability to combine her love for teaching with her dedication to making the world a better place. She not only teaches science but also instills in her students the importance of empathy, collaboration, and global citizenship. Her lessons go far beyond the classroom, leaving a lasting impact on everyone she teaches.”

Honoring an Inspirational Educator

As the 2025 Global Educator of the Year, Salonga attended the annual AFS-USA Educational and Cultural Affairs (ECA) Program Workshop in March, held in Tysons Corner, Virginia. There, she will receive her award, engage with educators and AFS-USA volunteers from across the U.S. and abroad—including participants from Indonesia, Egypt, and Thailand—and further expand her network of global education leaders.

For more information on AFS-USA’s exchange programs, visit www.afsusa.org. To learn about the AFS-USA Global Educator Award and the nomination process, visit www.afsusa.org/educators/global-awards.

University of Tennessee Earns “Exceeds Expectations” Ranking on Tennessee Educator Preparation Report Card

University of Tennessee Earns “Exceeds Expectations” Ranking on Tennessee Educator Preparation Report Card

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University of Tennessee Earns “Exceeds Expectations” Ranking on Tennessee Educator Preparation Report Card

Knoxville, Tenn. – The University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) proudly announces its recognition as an “Exceeds Expectations” institution on the latest Tennessee Educator Preparation Report Card. UT is one of only 10 institutions state-wide to achieve this top-tier ranking and is one of just two public institutions in Tennessee to earn this distinction.

Issued annually by the Tennessee State Board of Education, the report card evaluates educator preparation programs based on criteria such as teacher effectiveness and employment outcomes. UT’s designation as an “Exceeds Expectations” institution highlights its dedication to producing well-equipped, highly effective teachers who meet the evolving needs of Tennessee’s students.

UT is particularly proud of key metrics demonstrating increased enrollment in its educator preparation programs, reflecting the university’s commitment to addressing the statewide teacher shortage. Additionally, teachers and school leaders prepared by UT persist and are retained in the classroom at rates higher than the state average, reinforcing the strength of UT’s programs in supporting long-term success in the teaching profession. 

 “With a 90% teacher retention rate after three years, this achievement reflects UT’s strong commitment to preparing and supporting educators for long-term success,” said David Cihak, CEHHS associate dean of professional educator programs and director of the Bailey Graduate School of Education. “We are grateful to our dedicated school partners for their invaluable role in preparing the next generation of teachers.”

Partnering with Educator Preparation Programs like UT’s is critical for Knox County Schools. “Partnering with UT allows KCS to provide a clear, affordable and well supported pathway to teaching to anyone in East Tennessee,” said Alex Moseman, executive director of talent acquisition for KCS.

The University of Tennessee remains committed to fostering innovative teaching methods, strengthening partnerships with school districts, and continuing to set a high standard for educator preparation in the state.

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

UT Students’ Experience at Tennessee’s Annual Governor’s Conference on Hospitality and Tourism

UT Students’ Experience at Tennessee’s Annual Governor’s Conference on Hospitality and Tourism

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UT Students’ Experience at Tennessee’s Annual Governor’s Conference on Hospitality and Tourism

By Cara Smith, CEHHS Student Reporter, Class of 2024

Three students from the Department of Retail, Hospitality, and Tourism Management (RHTM) at the University of Tennessee, Knoxville, attended the 2024 Governor’s Conference (Gov Con) in Chattanooga on Sept. 25-27.

Erin Cosentino, Paul Vaughn, and Lily Vincent were three out of 10 students in the Hospitality and Tourism Management (HTM) program chosen to attend Gov Con by the Tennessee Hospitality and Tourism Association (TNHTA).

Group photo of GovCon attendees.
(L-R) Lilly Vincent, Erin Consentino, Paul Vaughn

The students submitted applications for the selection process, and professors in the department provided letters of recommendation.

“It was such an honor to be chosen to attend Gov Con. I appreciated the letters of support on my behalf from the RHTM department, here at UT, as well as the support from the TNHTA,” said Cosentino.

Gov Con is a three-day conference that brings together representatives of Tennessee’s travel and tourism industry. Speakers at this year’s conference included Gov. Bill Lee and Commissioner of the Tennessee Department of Tourist Development, Mark Ezell.

Being chosen to attend Gov Con is a recognition of student’s hard work, talent, and potential for the hospitality and tourism industry.

“It came with a great sense of responsibility, knowing that I was representing my university, and was truly rewarding,” said Cosentino.

While attending Gov Con, all three students had opportunities to make professional connections. They split off into breakout groups, where experts in HTM gave advice on different topics, like how expansions of airports affects travel and how to use TripAdvisor to maximize all its benefits.

Speeches at the conference were also a highlight to the students because they provided first-hand examples of Tennessee’s tourism industry.

“Commissioner Ezell gave a very insightful and informative presentation about the state’s high-ranking position in various categories of tourism across the country,” said Vaughn.

All three students recommend applying and attending Gov Con for the different skills learned and networking connections made.

“I would highly recommend this conference to any student wanting to be in the hospitality industry, especially if you wish to stay in Tennessee because you learn a lot of statistics about the state, as well as meet a ton of people,” said Vincent.

Advice they gave to next year’s participants is to be engaged, be present, set a goal, and ask lots of questions.

“Put your heart and soul into your application, because it is an experience you will never forget!” said Vaughn.

Mark Finchum Inducted into Educators Hall of Honor

Mark Finchum Inducted into Educators Hall of Honor

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Mark Finchum Inducted into Educators Hall of Honor

Mark Finchum

Mark Finchum’s academic journey is a testament to his commitment to lifelong learning and professional development. He earned his Bachelor of Science degree in Communications, followed by a Master of Science in Curriculum & Instruction, and ultimately achieved a Ph.D. in Social Studies Education, all from the University of Tennessee, Knoxville.

Throughout his 33-year tenure as a social studies educator, he consistently demonstrated excellence in teaching and unwavering dedication to his craft. He has been recognized through numerous accolades, including the Middle School Teacher of the Year and the Distinguished Classroom Teacher Award in Jefferson County. Mark’s contributions to the field were further acknowledged with prestigious honors such as the American History Teacher of the Year from the Daughters of the American Revolution.

Finchum’s impact extends beyond the classroom and his involvement reflects his commitment to community engagement and historical preservation. His involvement includes: the Jefferson County Historical Society, Tennessee Geographic Alliance, the Governor John Sevier Memorial Association, and the East Tennessee Historical Society. He has served as the Past President and current Executive Director of the Tennessee Council for the Social Studies (TCSS), demonstrating his commitment to advancing social studies education statewide. Mark’s leadership extends to the national level as well, where he served as a board member for the National Council for the Social Studies (NCSS) and chairs the NCSS Indigenous Education Community.

Finchum, along with his wife Sherry, co-founded Indian Creek Productions, Inc., which hosts the annual Spirit of Nations Powwow at Jefferson County High School, and conducts workshops for teachers’ professional development.

Other professional accomplishments include various consultative roles, demonstrating his expertise and commitment to advancing educational resources. His contributions to projects with organizations such as the Library of Congress, PBS News Hour, the Smithsonian’s National Museum of the American Indian, Sycamore Shoals State Historic Park Museum, Freedoms Foundation in Valley Forge, and various textbook publishers reflect his dedication to enhancing educational materials and experiences for students nationwide.

Denise Dean Inducted into Educators Hall of Honor

Denise Dean Inducted into Educators Hall of Honor

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Denise Dean Inducted into Educators Hall of Honor

Denise Dean

Denise Dean’s love for children is what led her to start the East Tennessee Freedom Schools where she is the Executive Director. ETFS delivers the Children’s Defense Funds’ Freedom Schools® program that helps children fall in love with reading and engage in social and civic action. They operate three sites, two in Knox County and one in Blount County. She is proud to offer a program that makes a difference and where communities of children and families can learn, love and flourish.

In 2003 Denise left IBM as an executive where she led and worked in the areas of sales, management training, executive coaching, and Organization Development. She left to become an elementary school teacher. She spent her first year of teaching with 5th-grade students in San Jose, CA. In subsequent moves she delivered programs and tutored children at elementary schools in Bethel, Connecticut, Dubai, U.A.E., and here in Knoxville, TN.

Denise’s IBM career, teacher training, and life experience have prepared her well for her current journey. Making the CDF Freedom Schools® program available to children in neighborhoods across East Tennessee is how she will leverage her experience to make a positive difference.

In addition to running ETFS, Denise serves on the boards of Muse Knoxville, the East Tennessee Foundation, the Community Building Institute, and Harmony Family Center.

Denise has a Bachelor of Arts from Harvard College, a Masters in Organization Development from American University, and a Teaching Credential from San Jose State University.

Jimmy Cheek Inducted into Educators Hall of Honor

Jimmy Cheek Inducted into Educators Hall of Honor

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Jimmy Cheek Inducted into Educators Hall of Honor

Jimmy G. Cheek

Jimmy G. Cheek is Chancellor Emeritus and Distinguished Professor Emeritus of Higher Education in the Department of Educational Leadership and Policy Studies at The University of Tennessee, Knoxville and Former Director of the University of Tennessee, Knoxville Postsecondary Education Research Center.

Cheek became the seventh chancellor of the University of Tennessee, Knoxville, on February 1, 2009 and stepped down from that position on February 15, 2017.

Within a year of taking office, he accepted the Governor’s challenge for UT to become a Top 25 public research university in the United States. This aggressive initiative sparked exciting momentum around improving undergraduate education, graduate education, research, campus infrastructure, and securing additional financial resources which included approval by the Board of Trustees of differential tuition for 4 colleges and the 15-4 tuition model. In 2012 the campus launched a private fundraising campaign, Join the Journey, with a goal to raise $1.1 billion by 2020.

A first-generation college student, Cheek set in motion several initiatives to increase diversity and student access to the university. A vice chancellor for diversity and engagement was created. The university’s work on improving access led to Cheek’s participation in two White House Summits on increasing college opportunity for low-income students.

Prior to his appointment at the University of Tennessee, Knoxville, Cheek was the Senior Vice President for Agriculture and Natural Resources at the University of Florida. He also served as Dean of the College of Agricultural and Life Sciences (CALS), As dean, Cheek oversaw the development of four new degree programs and eleven undergraduate minors.

Cheek became Assistant Dean of the College in 1992 and served in the role for seven years prior to becoming Dean. During his tenure as the assistant dean, enrollment increased 120%, the number of degrees conferred doubled, early admission programs with the College of Dentistry and the College of Veterinary Medicine were launched, and an off-campus program was initiated at Milton. Cheek was hired at the University of Florida in 1975 as an Assistant Professor of Agricultural Education and Communication and became Professor in 1985. In 1981, he was appointed Assistant Department Chair and served in that role until 1992.

Are Student Consent Forms Outdated When it Comes to Privacy?

Are Student Consent Forms Outdated When it Comes to Privacy?

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Are Student Consent Forms Outdated When it Comes to Privacy?

Study Examines Media Release Policies of U.S. School Districts

It’s 2024. Do you know where your child’s private information is on the internet? The latest addition to a line of research initiated by Knox County teacher and University of Tennessee, Knoxville, alumna, Macy A. Burchfield (‘22), and co-authored by associate professor in the Department of Theory & Practice in Teacher Education, Joshua M. Rosenberg and Sondra M. Stegenga from the University of Utah, has revealed the alarming indication that, not only is private information belonging to school-aged children circulating through social media channels largely untracked and unprotected, the media release policies and parental consent forms in use among the nation’s largest school districts currently do not inform caregivers about their planned use of social media in a comprehensive way. These policies, or, lack thereof, may be where the problems and risks with student data privacy in social media are originating.

Joshua Rosenberg

The new study, published in The Journal of Research on Technology in Education, used qualitative content analysis (QCA) to analyze district policies from the 120 largest school districts in the United States, based on enrollment. The districts contained more than 86,000 students on average, or, about 20.9 percent of students in the country.

Though 87.7 percent of informed consent/media release documents analyzed mentioned the types of media that might be shared by the school, (photos, students’ names) and where it may be shared (newspapers, school websites, social media in general), only 13.3 percent of the forms contained mention of specific social media platforms where student information may be shared, such as Facebook, X, or YouTube. Furthermore, almost no forms disclosed the potential risks of sharing students’ personal information publicly. This is concerning since we know as a society that social media use is extremely widespread and that privacy risks exist, let alone the possibility of FERPA violations from sharing student information.

One thought-provoking and actionable conclusion from the study was that the forms in question may simply be outdated and in need of revision. Many of the consent forms analyzed were created prior to today’s age of social media. These outdated forms were meant to address sharing information in non-digital media, such as school directories and yearbooks.

Sondra Stegenga

“We now appear to be in a time of outdated consents that lack the specificity for an authentic understanding of the consents, leading to genuine risks to the child and family,” according to the study. “We question, is it really true informed consent, even if the boxes are checked and it is signed, if the family does not have all the necessary details and information to understand what, where, and why personally identifiable information will be shared?”

In an age of increasing digital experiences across the globe, this study contributes to the larger conversation of digital data ethics and informed consent. School districts in the U.S. and the wider educational community can increase safety by examining and updating their data policies and consent forms to better protect our younger generations’ privacy.

“I must say, attention to this issue of consent is immensely important, not only related to best practices in information security, but also related to the ethical obligations we have in ensuring truly informed consent with parents and students, ” said co-author Sondra Stegena.

KRSS Alum Named Executive Director of Rise Above

KRSS Alum Named Executive Director of Rise Above

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KRSS Alum Named Executive Director of Rise Above

The Growing Seattle Nonprofit Serves Native Youth Through Sports Clinics and Mentorship

Rise Above, a Seattle nonprofit dedicated to empowering Native youth, has announced that Natalie Welch has joined the organization as its new executive director.

“We couldn’t be more excited to have Natalie on our growing team,” says Rise Above CEO and founder Jaci McCormack. “Her expertise, knowledge and compassion are going to help us inspire even more kids.”

Natalie Welch

“I’m thrilled and honored to join Rise Above in this role,” Welch said. “Jaci and Brad have built an amazing foundation through their relationships and passion to serve Native youth.”

Welch brings over a decade of professional experience in the fields of marketing and education. She obtained her MBA from the University of Central Florida and completed her doctorate degree at the University of Tennessee, Knoxville, focusing her dissertation on Native American athletes giving back to their communities.

She is originally from the Qualla Boundary in Cherokee, North Carolina, and is an enrolled member of the Eastern Band of Cherokee Indians. Before moving to Seattle, Welch helped build a sport management program at Linfield University in McMinnville, Oregon. She volunteers regularly, including coaching for Girls on the Run, a nonprofit that focuses on the social, emotional, physical and behavioral skills of third- to eighth-grade girls.

As executive director, Welch will oversee Rise Above’s community services, organizing events and coordinating with like-minded nonprofits. Welch will continue in her current role as a professor at Seattle University, teaching in the MBA in Sport and Entertainment program in the Albers School of Business.

Welch Speaking to a Group of Youth in Seattle

“Having Natalie on our team is only going to make our work stronger as our organization expands its reach,” says Rise Above co-founder Brad Meyers. “Our mission is to empower Native kids, and she’s going to help us live out that mission.”

Rise Above is projected to grow 25% annually over the next five years, with an aim to double its staff and programming by 2025. To keep pace with expanding services and increased client requirements, Rise Above seeks a range of talented professionals to conceive, develop and implement new and emerging programs; identify and secure additional sources of funding; and recruit, retain and promote top-tier professionals to manage and shape strategy for the organization.

Rise Above has historically been funded by grants and charitable fund programs. Moving forward, it seeks to enlist more support from individuals, foundations, businesses and community partners.

“In the coming years, we have the opportunity to expand our work beyond the Pacific Northwest by maintaining crucial relationships across Indian Country and local governments,” Dr. Welch explained. “This opportunity to serve our Native people is one that I cherish, and I hope to inspire our youth and let them know that their dreams are possible.”

For more information, please nativeyouthriseabove.org or contact Rise Above at info@nativeyouthriseabove.org.

From the Green Book to the Orange Book: Travel, Tourism, and Resistance in the Black Community

From the Green Book to the Orange Book: Travel, Tourism, and Resistance in the Black Community

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From the Green Book to the Orange Book: Travel, Tourism, and Resistance in the Black Community

“Carry your Green Book with you. You may need it.”

If you were a Black traveler journeying through the segregated South, odds are you may have heard these words before setting off. From 1936 – 1967, The Negro Motorist Green Book published by Victor Hugo Green, was a guide where Black travelers found friendly businesses that would serve them while traveling. The Green Book, as it became widely known, helped many Black people safely navigate their travels during the Jim Crow Era.

Fast forward to 2023, and the launch of a new resource guide for the greater UT community entitled The Volunteer Orange Book. The Orange Book was initially conceived by a larger working group. The University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) asked for permission to move forward as a smaller project with Dorian L. McCoy, CEHHS Access and Engagement director, serving as the lead. However, McCoy will be the first to say that bringing The Orange Book to life was indeed a team effort, especially through the significant contributions of FUTURE intern, Asjha McAllister and CEHHS Marketing and Communications team.

This February, McCoy will moderate a panel about the legacy of the Green Book on Friday, February 13th, from 6-8 p.m. at the Beck Cultural Exchange Center. Presented by CEHHS Office of Access and Engagement, The Beck Cultural Exchange Center, and the UT Commission for Black Communities, a highly-regarded panel will discuss the impact of the Green Book through the lenses of scholarly research and lived experiences.

Derek Alderman, Stefanie Benjamin, Sylvia Peters, and Theotis Robinson, Jr., comprise the panel and will discuss how the Green Book inspired a legacy of resistance and empowerment felt today in the Black community. All are invited to travel to the Beck Cultural Exchange Center and join in the conversation. It promises to be an enjoyable evening of learning and understanding.

Since its launch, The Orange Book has become a widely-utilized resource, offering minoritized populations at UT a guide to the Knoxville area and highlights a number of “hidden gems” in the small-business community. What started out as a simple book is morphing into a dynamic web site, with regularly-updated content sure to please many.

You can register at http://tiny.utk.edu/BHM-GreenBook

 

 

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

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

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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.

Mary Dueñas

Her work hasn’t gone unnoticed. Just recently, Diverse: Issues in Higher Education named Dueñas “An Equity and Access Champion” in their January 18th, 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.”