Theory and Practice in Teacher Education Archives - College of Education, Health, and Human Sciences

Michael Skyer Awarded with the Dr. Jon Henner Memorial Early Career Award by the Association of College Educators – Deaf & Hard of Hearing

April 28, 2025 by Douglas Edlund

Michael Skyer Awarded with the Dr. Jon Henner Memorial Early Career Award by the Association of College Educators – Deaf & Hard of Hearing

By Carly Utterback, CEHHS Student Reporter, Class of 2025

Our very own Michael Skyer, assistant professor of deaf studies and deaf education in the department of Theory & Practice in Teacher Education (TPTE), has received an award for showing an early record of a promising career in both teaching and research in deaf education within five years of obtaining his doctoral degree.

He has been with UT since August 2022 after graduating from the University of Rochester in 2021 with a Doctor of Philosophy degree. He has had over 25 publications listed on Google Scholar since then. His contributions to the TPTE/Deaf Studies team have been recognized by this award.

The Association of College Educators – Deaf & Hard of Hearing (ACE-DHH) presented this award to Skyer at their annual conference in Washington, DC on Feb. 1, 2025.

Skyer says that Henner taught him a lot about writing with clarity and expression.

“That is one of the most important things that I’ve taken away from my friendship and collegial working relationship with Jon. Because this is not just an award, but a named early career

Michael Skyer

award, I want to recognize and uplift Jon’s legacy in our research field. May he forever rest in power,” said Skyer.

He said also expressed his gratitude toward the ACE-DHH awards committee, for their commitment and nomination. His colleagues, national and international, such as his research mentors and even graduate students sent in letters of support to the directors.

“This award is a recognition by my colleagues of my abilities. This signifies their endorsement of my research agenda primarily, but also their support of me as a person whose ideas matter,” said Skyer.

The Dr. Jon Henner Memorial Early Career Award by ACE-DHH is an incredible accomplishment and testament to the hard work Skyer is putting into his research.

The design of teaching methods has made an appearance in Skyer’s previous publications. In Applied deaf aesthetics towards transforming deaf higher education Skyer focused on the changes that need to be made in classrooms to benefit those who are deaf, deafblind, and hard of hearing.

This design is called “deaf aesthetics,” which creates a more compatible learning experience created specifically for those who are deaf, deaf-blind or hard of hearing. Deaf aesthetics also happens to be more accessible for non-deaf students. Skyer’s work is intended to benefit marginalized deaf learners understand curricula in an equitable manner.

The University of Tennessee has started adapting these designs and Skyer is leading the charge.

“I believe this is one of the most important aspects of how we approach thinking and action within deaf higher education contexts,” said Skyer.

He said it is not enough to just talk about ethics and equity but to embody them physically and conceptually. The development of curricular frameworks and day to day materialization of these aesthetics is a tangible change towards his approach. The conceptual side is building paths away from audism and ableism in all aspects of education.

Skyer oversees a research team consisting of four other faculty including the director of the Council on Education of the Deaf and former masters/doctoral committee advisors. They are working to formalize their approach towards the integration of deaf aesthetics.

This year Skyer said he is most excited about enriching his working relationships both national and international. He is also excited to continue to develop “the empirical arm of [his] study about queerness in deaf communities.”

Since August of 2022, he has brought in one PhD student and has become the dissertation chair for three of UT’s doctoral students. He is also a member of two other dissertation committees at UT as well as two outside of UT. Skyer says most of his doctoral students are Deaf or Hard of Hearing (DHH), queer, or disabled like himself.

As of right now Skyer has a book under contract on Vygotskian deaf pedagogy theory in addition to four other working book proposals. He recently had a poster session with American Educational Research Association (AERA) where he presented about curriculum and deaf education.

His favorite topics of research are the ethical, cognitive, and sociopolitical aspects of art and design in teaching. “This is the wellspring I shall drink from all my life,” said Skyer.

Throughout his own learning career many mentors supported him in pursuit of a doctorate degree. But his strive for higher education came from his mom more than anything. She is a deaf woman with several advanced learning degrees and was a college instructor and counselor for 40 years.

He shared a memory from childhood of him thinking, “That is the peak… that’s the pinnacle… that’s the goal—become a college or university instructor.”

Skyer remarked that his experience at UT has been “tremendous” and that his is “dedicated to supporting an approach to resolving the deep problems of deaf education, that is equally pragmatic and critical. UT gives me wings and space to fly.”

Vols Teach Alum Selected as Global Educator of the Year

March 21, 2025 by Douglas Edlund

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

March 20, 2025 by Douglas Edlund

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 Helps Reduce Knox County Schools Teacher Shortage

October 4, 2024 by Douglas Edlund

UT Helps Reduce Knox County Schools Teacher Shortage

By Cara Smith, CEHHS Student Reporter, Class of 2024

Teacher shortage is an issue nationwide, but not for Knox County Schools. The University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) is part of the reason why.

“Effectively preparing teachers involves a multifaceted approach that combines rigorous academic coursework, extensive clinical experiences, and continuous mentorship, coaching and support” said David Cihak, CEHHS Associate Dean of Professional Educator Programs and Director of the Bailey Graduate School of Education. “By integrating evidence-based, high-leverage practices with regular observations and multiple opportunities across varied school and classroom settings for actionable feedback, our aspiring teachers are well-equipped to positively impact each student’s learning and development.”

David Cihak

The hiring process for Knox County Schools begins early each year because of resources they are given through UT, including access to start interviewing upcoming graduates. This takes the stress off principals toward the end of the year.

The culminating experience for aspiring teachers in CEHHS is a yearlong professional internship. During this time, they work alongside a mentor teacher form the opening to the closing of the school year, fully immersed in all aspects of classroom life from the very beginning. The comprehensive experience provides a solid foundation for their growth as educators.

Training is important to Knox County as well as UT. Teachers continue to be trained and learn new skills throughout the year, developing a clear picture of the expectations.

Portrait photo of Alex Moseman. He has fair skin, grey hair, is wearing a white shirt and light grey sport coat. He is smiling in the photo — **Alex Moseman**

“If our teachers are doing all these things, they’re in a great position to be really successful. They’re also in a position to practice in a way that’s manageable, attainable, and sequenced to help them develop, so that we’re not asking folks to do everything all at once,” said Alex Moseman, Executive Director of Human Resources Talent Acquisition for Knox County Schools.

UT offers alternative pathways to become a teacher like UT-PLAYS (Personalized Learning At Your Speed), a program that offers initial and add-on endorsement programs in special education and mathematics for current and prospective educators in the state of Tennessee.

UT-PLAYS is also cost-effective for potential students and is a program that allows them to work at their own pace.

“It costs $2,500 to receive an initial license, which I think is one of the most affordable options in the state,” said Moseman. “It’s a really interesting model, the way in which it’s taught asynchronously, with UT faculty behind all of the instruction.”

Knox County Schools and CEHHS worked hard to dwindle vacancies for this school year. There are currently eight vacancies across 92 schools with 4,600 teachers and 58,000 students.

If students are interested in learning more about teaching in Knox County Schools, they can visit TeachKnox.org to complete a quick profile and get connected with a recruiter, and students interested in learning more about the UT teacher education program can contact BeATeacher@utk.edu.

Romero-Hall Recognized by Canadian Social Knowledge Institute

April 4, 2024 by Alyssa Seisser

Romero-Hall Recognized by Canadian Social Knowledge Institute

For many people outside of an academic environment, accessing scholarly work may appear to be outside their reach. Not everyone has access to academic journals or can attend conferences where the latest research is shared. But for Enilda Romero-Hall, an associate professor of STEM Education/Learning, Design, and Technology in the Department of Theory & Practice in Teacher Education, academic work should be shared and made more accessible to those outside of the academy.

Just recently, Romero-Hall, along with three colleagues, were named a 2024 Open Scholarship Award recipient by the Canadian Social Knowledge Institute (C-SKI). Recipients are celebrated for their exemplary open scholarship via research, projects, or initiatives. In addition to the recognition of her accomplishment, C-SKI also offers a tuition scholarship for Romero-Hall and her colleagues to the Digital Humanities Summer Institute (DHSI).

“I’m honored to be recognized, along with my co-editors, with the 2024 Open Scholarship Award,” said Romero-Hall. “Our collaboration efforts to disseminate feminist pedagogy practices and application is highly connected to a shared vision and commitment to open scholarship.”

Just visit Romero-Hall’s website and you’ll find a commitment to sharing her scholarly work with broader groups. She’s authored two edited books, over 40 journal articles, and presented in over 60 peer-reviewed presentations. A sought-after guest on numerous podcasts, Romero-Hall calls herself a “Scholar, Instructor, Learning Designer.” She’s also in demand nationwide with invitations as keynote speaker at regional and international events. Romero-Hall also serves as the Program Chair for the American Educational Research Association Instructional Technology Special Interest Group and Advising Editor to the Feminist Pedagogy for Teaching Online digital guide.

With her scholarly interest in interactive multimedia, along with digital literacy, networked learning, and online social communities, Romeo-Hall is a natural fit for her most recent C-Ski accolade. With her experience in the Panamanian, Canadian, and U.S. education systems, she understands the importance of making scholarly work and research accessible to as many as possible.

“This recognition highlights our commitment to give back to our scholarly community not only to share knowledge but also to support the open scholarship movement,” said Romero-Hall.

Are Student Consent Forms Outdated When it Comes to Privacy?

March 26, 2024 by Alyssa Seisser

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.

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.

“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.

CEHHS’s Tennessee Reading Research Center Establishes New Online Presence

April 5, 2023 by Alyssa Seisser

CEHHS’s Tennessee Reading Research Center Establishes New Online Presence

By Macy Roberts, CEHHS Student News Reporter, Class of 2024

In March, the Tennessee Reading Research Center: A Reading 360 Initiative established its official social media presence. The TRRC was started by the UT System and the Tennessee Department of Education in 2022 and can be found under the username @TNReadResearch on Facebook, Twitter, LinkedIn, Instagram and soon YouTube.

Although the center has a broader research purpose as described on their website, its first aim is to support the implementation of a statewide literacy initiative called Reading 360. For that project, the TRRC will “[evaluate] and independently [analyze] the effects of the Reading 360 initiatives on students’ achievement, teachers’ instruction, and use of high-quality instructional material, and the university’s preparation for future educators.”

The TRRC is housed at the University of Tennessee, Knoxville, in the College of Education, Health, and Human Sciences (CEHHS), where the center work aligns with CEHHS’s goals in several ways such as by supporting literacy research and providing opportunities to undergraduate and graduate students to conduct research that will benefit their future careers.

In addition to collaborating with the Tennessee Department of Education on the Reading 360, the center director Deborah Reed has two federally-funded research projects: Varied Practice Reading (VPR) and Project LIBERATE.

VPR intends to improve literacy via science and social studies based texts for students in grades 6-8, whereas Project LIBERATE uses a blended learning approach to improve literacy among adolescents who experience reading difficulties in juvenile justice schools. The blended learning approach in LIBERATE involves students in grades 6-10 using textbooks, technological software, trade books and supplemental materials as they participate in whole-group, small-group and independent activities.

Deborah Reed

Reed began both of these projects before coming to Rocky Top in summer 2022 and has since added the Reading 360 evaluations to her portfolio. She previously was the director of the Iowa Reading Research Center at the University of Iowa.

“I was attracted to the strong commitment to literacy made by leaders throughout this state as well as the University of Tennessee System and the College of Education, Health and Human Sciences on the Knoxville campus,” Reed said. “I knew that kind of collective effort presented a wonderful opportunity to make a difference for all children in Tennessee. More broadly, it positions us to lead the nation in implementing evidence-based practices for families, community organizations, schools and educator preparation programs.”

Reed said UT President Randy Boyd was instrumental in bringing the TRRC to the university to work in partnership with the Tennessee Department of Education as the $100 million Reading 360 initiative was implemented across the state.

“The initiative helps to carry out provisions of the Tennessee Literacy Success Act, but it also offers a range of supports to everyone involved in developing children’s literacy from birth onward,” Reed said. “We serve as independent evaluators, exploring various outcomes of Reading 360 components and informing the next steps.”

At the TRRC, literary research is conducted beyond what is included in state evaluations. There is a collaborative effort among literacy experts at UT Knoxville and other universities in the UT System, with many faculty contributing their expertise in areas of reading, writing, research methodology and implementation science.

Reed described the goal at the TRRC as “lofty.”

“We want to help all individuals acquire the means for full and equitable participation in society,” Reed said. “We plan to tackle this as a team, being the only reading research center in the nation to connect multiple campuses within the university system while also partnering with organizations throughout the state and beyond.”

In addition to official social media accounts, the TRRC has a monthly newsletter that began circulating last month, which will provide additional information about the center and highlight special events. Those who wish to subscribe can do so by following this link.

While improvements to the literacy agenda in the CEHHS have been in the works for a few years now, the TRRC’s widespread impact across UT’s campus and student body is just getting started.