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Reflecting on a Decade After ESM: My Continuing Journey as an Evaluation Practitioner and Scholar

Reflecting on a Decade After ESM: My Continuing Journey as an Evaluation Practitioner and Scholar

Reflecting on a Decade After ESM: My Continuing Journey as an Evaluation Practitioner and Scholar

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By Tiffany Tovey, Ph.D.

Greetings, fellow explorers of evaluation! I’m Tiffany Tovey, a fellow nerd​,​​ ​UTK alum​,​ and practitioner on a constantly evolving professional and personal journey, navigating the waters with a compass called reflective practice. Today, I’m thrilled to reflect together with you on the twists and turns of my journey as an evaluation practitioner and scholar in the decade since I defended my dissertation and offer some insights for you to consider in your own work. 

My Journey in Evaluation 

Beginning the unlearning process. The seeds of my journey into social science research were sown during my undergraduate years as a first-generation college student at UTK, where I pursued both philosophy and psychology for my bachelor’s degree. While learning about the great philosophical debates and thinkers, I was traditionally trained in experimental and social psychology under the mentorship of Dr. Michael Olson. This rigorous foundation of exploring knowledge and inquiry provided me with a foundational perspective on what was to come. I learned the importance of asking questions, embracing fallibilism, and appreciating the depth of what I now call reflective practice. Little did I know, this foundation really set the stage for my immersion into the world of evaluation, starting with the Evaluation, Statistics, and Methodology (ESM) program at UTK.  

Upon entering ESM for my Ph.D., I found myself in the messy, complex, and dynamic realm of applying theory to practice. Here, my classical training in positivist, certainty-oriented assumptions was immediately challenged (in ways I am still unlearning to this day), and my interests in human behavior and reflective inquiry found a new, more nuanced, context-oriented environment to thrive. Let me tell you about lessons I learned from three key people along the way: 

  • Communicating Data/Information: Statistics are tools for effectively communicating about and reflecting on what we know about​​ what is and (sometimes) why it is the way it is. Dr. Jennifer Ann Morrow played a pivotal role in shaping my understanding of statistics and its application in evaluation. Her emphasis on making complex statistical information accessible and meaningful to students, clients, and other audiences has stuck with me.  
     
    ​​As important as statistics are, so too are words—people’s lived experiences, which is why qualitative research is SO important in our work, something that all my instructors helped to instill in me in ESM. I can’t help it; I’m a word nerd. Whether qualitative or quantitative, demystifying concepts, constructs, and contexts, ​​outsmarting software and data analysis programs, and digesting and interpreting information in a way that our busy listeners can understand and make use of is a fundamental part of our jobs. 
  • Considering Politics a​​nd Evaluation Use: Under the mentorship of Dr. Gary Skolits, a retired ESM faculty member and current adjunct faculty member at UTK, I began to understand the intricate dances evaluators navigate in the realms of politics and the use of evaluation findings. His real-talk and guidance helped prepare me for the complexities of reflective practice in evaluation, which became the focus of my dissertation. Upon reflection, I see my dissertation work as a continuation of the reflective journey I began in my undergraduate studies, and my work with Gary as a fine-tuning and ​clarification of​ the critical role of self-awareness, collaboration, facilitation, and tact in the evaluation process. 
  • The Key Ingredient – Collaborative Reflective Practice: My journey was deepened by my engagement with Dr. John Peters, another now-retired faculty member from UTK’s College of Education Health and Human Sciences, who introduced me to the value of collaborative reflective practice through dialogue and systematic reflective processes. His teachings seeded my belief that evaluators should ​​facilitate reflective experiences for clients and collaborators, fostering deeper understandings, cocreated learning, and more meaningful outcomes (see the quote by John himself below… and think about the ongoing role of the evaluator during the lifecycle of a project). He illuminated the critical importance of connecting theory to practice through reflective practice—a transformative activity that occupies the liminal space between past actions and future possibilities. This approach encourages us to critically examine the complexities of practice, thereby directly challenging the uncritical acceptance of the status quo. 

My post-PhD journey. I currently serve as the director of the Office of Assessment, Evaluation, and Research Services and teach program evaluation, qualitative methods, reflective practice, interpersonal skills, and just-in-time applied research skills to graduate and undergraduate students at UNC Greensboro. Here, I apply my theoretical knowledge to real-world evaluation projects, managing graduate students and leading them on their professional evaluation learning journey. Each project and collaboration has been an opportunity to apply and refine my understanding of reflective practice, effective communication, and the transformative power of evaluation.  

​​​My role at UNCG has been a continued testament to the importance of reflective practice. The need for intentional reflective experiences runs throughout my role as a director of OAERS, lead evaluator and research on sponsored projects, mentorship and scaffolding with students, and as a teacher. Building in structured time to think, unpack questions and decisions together, and learn how to go on more wisely is a ubiquitous need. Making space for reflective practice means leveraging the ongoing learning and unlearning process that defines the contours of (1) evaluation practice, (2) evaluation scholarship, and (3) let’s be honest… life itself!  

Engaging with Others: The Heart of Evaluation Practice 

As evaluators, our work is inherently collaborative and human centered. We engage with diverse collaborators and audiences, each bringing their unique perspectives and experiences to the table. In this complex interplay of voices,​​ it’s essential that we—evaluators—foster authentic encounters that lead to meaningful insights and outcomes. 

In the spirit of Martin Buber’s philosophy, I try to approach my interactions with an open heart and mind, seeking to establish a genuine connection with those I work with. Buber reminds us that “in genuine dialogue, each of the participants really has in mind the other or others in their present and particular being and turns to them with the intention of establishing a living mutual relation between himself and them” (Buber, 1965, p. 22). This perspective is foundational to my practice, as it emphasizes the importance of mutual respect and understanding in creating a space for collaborative inquiry and growth. 

Furthermore, embracing a commitment to social justice is integral to my work as an evaluator. Paulo Freire’s insights resonate deeply with me:  

Dialogue cannot exist, however, in the absence of a profound love for the world and for people. The naming of the world, which is an act of creation and re-creation, is not possible if it is not infused with love. Love is at the same time the foundation of dialogue and dialogue itself. (Freire, 2000, p. 90) 

This principle guides me in approaching each evaluation project with a sense of empathy and a dedication to promoting equity and empowerment through my work. 

Advice for Emerging Evaluators 

  • Dive in and embrace the learning opportunities that come your way.  
  • Reflect on your experiences and be honest with yourself.  
  • Remember, evaluation is about people and contexts, not just techniques and tools.  
  • Leverage your unique personality and lived experience in your work. 
  • Never underestimate the power of effective, authentic communication… and networking. 
  • Most importantly, listen to and attend to others—we are a human-serving profession geared towards social betterment. Be in dialogue with your surroundings and those you are in collaboration with. View evaluation as a reflective practice, and your role as a facilitator of that process. Consider how you can leverage the perspectives of Buber and Freire in your own practice to foster authentic encounters and center social justice in your work. 

Conclusion and Invitation 

My journey as an evaluation scholar is a journey of continuous learning, reflection, and growth. As I look to the future, I see evaluation as a critical tool for navigating the complex challenges of our world, grounded in reflective practice and a commitment to the public good. To my fellow evaluators, both seasoned and emerging, let’s embrace the challenges and opportunities ahead with open minds and reflective hearts. And to the ESM family at UTK, know that I am just an email away (tlsmi32@uncg.edu), always eager to connect, share insights, and reflect further with ​​you. 

Honors Leadership Scholar leads VEXU Robotics Team to World Championship

Honors Leadership Scholar leads VEXU Robotics Team to World Championship

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Four years ago, Grant Kobes, a member of the inaugural class of UT’s Honors Leadership Program, created a strategic leadership plan to found UT’s VEX University competitive robotics team, YNOT, as part of an assignment for his first foundations of leadership course.  Grant personally secured a team mentor and started a new student organization after developing a budget and drafting a constitution.  He hosted interest meetings, performed individual member skills evaluations, and held officer elections.  With no sponsor or work space, Grant and his teammates created their first robot on the floor of his dorm room in White Hall!  Since then, his team’s footprint and successes have been unprecedented.

Team YNOT’s 2021 World Championship robot fleet

Team YNOT has qualified for and competed at the world championship level for the past four years.  This summer, Grant and team YNOT achieved the impossible.   Not only were they crowned World Champions at the 2021 VEXU Robotics World Championship in Greenville, Texas, but they also earned the Excellence Award, the highest award presented in the VEX Robotics competition. This award is presented to the team that exemplifies overall excellence in building a high-quality robotics program including design innovation, build quality, autonomous programming, personal interview, and documentation through an engineering notebook.

2021 Competition robot

Grant evolved his early vision for team YNOT into a four-year capstone leadership project by applying the theoretical leadership concepts he learned in his Honors Leadership Program coursework.  First, he wanted to create an opportunity for UT engineering students to gain hands-on experience with the principles they were studying in class.  “Competitive robotics hones essential skills that all young engineers must possess,” says Kobes, “like the ability to approach a problem using the engineering design process:  to fabricate a prototype, test, and relentlessly revise until the most efficient iteration is achieved.”

Next, he sought to give back to the local community by establishing mentorship relationships between his university level team and middle and high school robotics teams around the state.  “These young teams thrive when given one-on-one attention from an experienced VEX competitor,” says Kobes.  The impact of this collaboration was recognized by judges at the 2018 VEX World Championship, resulting in team YNOT receiving the prestigious Community Award.  This award is presented to the university level team that demonstrated the most meaningful leadership and influence toward promoting STEM education in their local community.

Team YNOT founder Grant Kobes (seated), watches as young students begin a chassis assembly.

Grant continued to develop his own personal leadership style through ELPS coached leadership skills and expanded his vision to include using competitive robotics to recruit the most talented high school students from around the state to the Tickle College of Engineering.  He accomplished this goal by planning and hosting an official VEX qualifying event on UT’s campus in early 2020.  In preparation for the event, Kobes spent the semester inventorying his leadership strengths and weaknesses while outlining the multiple steps necessary to make the tournament a reality.   “Putting this event together required me to utilize many of the leadership skills that I struggle with.  However, it also provided a practical opportunity for me to inspire and empower other YNOT team members who naturally possess these skills to take on leadership roles of their own,” says Kobes.

UT’s first official Vex tournament, Tower Takeover, brought over 150 students, coaches, family, and friends to Rocky Top.  Thirty-two teams from around the state competed for seven qualifying spots at the 2020 Tennessee VEX State Championship.  Upon their arrival on campus, students and their coaches were treated to T-shirts and swag bags from the Tickle College of Engineering and the ISE department.  “We wanted to get information into the hands of perspective students and their parents,” says ISE department head, Dr. John Kobza, who helped team YNOT orchestrate the event. “These kids are already budding industrial engineers integrating technology, people, and information to maximize their performance in the VEX challenge. UT is a great option for them as there are many branches of study available in the Tickle College of Engineering. I hope to see them as UT Volunteers in a few years.”

Another aspect of Grant’s leadership plan, diversity, was also highlighted at the event. In 2017, VEX introduced an initiative called ‘Girl Powered’ in an effort to involve more females in competitive robotics.  The program offered workshops and events specifically for female students.  Since then, VEX has seen an explosion in the number of females on competition teams, as well as all-girl teams.  “For example, the Talbot, Tennessee team, Higher Calling, comprised of only two female high school students, won the Excellence Award at our event,” says Kobes.  “These girls can hold their own against any team in our state.”

Robots stack cubes at UT’s VEX Tower Takeover event

Two all-girls teams go head-to-head at the event as Team YNOT member, Eli Charles (right), serves as referee.

Teams took advantage of their trip to Rocky Top by coming to UT on Friday afternoon and taking campus tours.  “Many students from technical schools, as well as rural programs around the state, were on campus for the first time in their lives,” says Kobes. “With the implementation of the Tennessee Promise scholarship, robotics students who never dreamed they could afford to attend UT to study engineering are now perfect candidates and team YNOT wants to be the first to welcome them to campus.  We were also honored to have twenty elementary students from Green Magnet Academy elementary school, which we mentor, serve as our field resetters during the competition,” says Kobes, “proving that students are never too young to embody the Volunteer spirit.”

Team YNOT continues to host events highlighting the college of engineering including an online event during COVID-19 in which Grant personally proctored thirty-minute Zoom sessions with teams from around the country.  Using skills he perfected working as a technical specialist at the department of ISE’s iLAB, he even created custom awards for the winners.

Grant hosts an online competition session through Zoom

Grant funds his team almost entirely by organizing yearly fundraising campaigns through VOLstarter, UT Knoxville’s crowdfunding platform. Over the past four years, the team has raised over $20,000 which they use for supplies and outreach.  During last year’s BIG ORANGE GIVE, Team YNOT won the Student Organization Challenge, bringing in over $3600.  With the help of team mentor, Dr. John Kobza, Grant was also successful in obtaining a dedicated 1200 sq ft lab space on campus, an exceptional privilege for an undergraduate.

Grant’s leadership efforts were rewarded by the Tickle College of Engineering when he was named the 2020 Outstanding ISE Student of the Year, recognizing both academic excellence and service contributions to the engineering campus community.

At this year’s VEX University Robotics World Championship, Team YNOT accomplished an unprecedented feat by winning both the competitive portion of the event and the highest judged award, the Excellence Award. “I am most proud of the Excellence Award,” says Kobes, “because it represents the efforts of the entire team.  YNOT optimizes our performance using designers from Tickle College of Engineering’s mechanical engineering department, programmers from the computer science department, an automation expert from ISE, and an archival specialist from anthropology who compiles our engineering notebook.  One of our best builders is actually a wildlife and fisheries major! Our success demonstrates what UT students can achieve when they work in collaboration.”

Team members (from left): Andy Zeng, a junior in Computer Engineering; Clare Remy, a recent graduate from the department of Anthropology; Grant Kobes, a senior in the ISE department; Tony Spezia, a sophomore in Mechanical Engineering; Mackenzie Belt, a sophomore in Wildlife and Fisheries; Brandan Roachell, a junior in Computer Science; Jay Ashworth, a junior in Computer Engineering; and Christian Ramsey, a sophomore in Mechanical Engineering.

While Grant’s leadership has brought UT and its students international recognition for servant leader hearts and their capacity to make a difference in their community, team YNOT continues to volunteer hundreds of hours as judges and referees at numerous VEX qualifying events around the state.  Upon his graduation in December, Grant will receive a gold medallion, in recognition of his personal contribution of over 225 hours of community service, from UT’s Clay and Debbie Jones Center for Leadership and Service.  “One of the greatest rewards I have received through my HLP experience is the honor of serving alongside like-minded and gifted students,” says Kobes.

With a World Championship title under his belt, Kobes is now focusing on the leadership legacy he leaves at UT through team YNOT by ensuring that the team continues after he graduates.  Kobes has already begun to mentor and train team members in specific areas which will allow them to assume additional leadership positions in the organization.  “The ultimate indicator of my success as a leader is that the organization I leave behind continues to draw the brightest young minds to the University of Tennessee.”

CSP Welcomes New Coordinator

CSP Welcomes New Coordinator

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Mary DueñasMary Dueñas has joined the College Student Personnel (CSP) program as the new program coordinator and is an assistant professor in the Department of Educational Leadership and Policy Studies. Dueñas holds her PhD from the University of Wisconsin-Madison in Educational Leadership and Policy Analysis. With publications in the Journal of College Student Development, Journal of Latinos and Education, International Journal of Qualitative Studies in Education, and Hispanic Journal of Behavioral Sciences, Dueñas’ research focuses on the Latinx college student experience. Her interest attends to critical and social processes that affect this student population, with the intent for the findings to inform how student affairs can and should work with these students to promote their success.

Prior to her position at the University of Tennessee,Knoxville, Dueñas served as Posse Mentor, director of two educational programs, and coordinator for a Chican@ Latin@ Studies Program. As it relates to CSP, Dueñas expressed, “I am genuinely delighted and excited to be the new CSP Coordinator! I am thrilled to continue to uplift students’ experiences and work with campus partners to enhance the program. CSP is a quality program, and to be part of it – is something special.”

ELPS Associate Professor Mary Lynne Derrington Releases New Book

ELPS Associate Professor Mary Lynne Derrington Releases New Book

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Mary Lynne Derrington, PhD, releases new book
Developing the Organizational Culture of the Central Office: Collaboration, Connectivity, and Coherence. Available from Routledge.

“Central office resources are one of the largest assets in making meaningful change in schools, and this important book guides aspiring district leaders to take up the challenge to transform their schools, while at the same time balancing their core responsibilities. This book helps readers rethink the impact of central office on system and school initiatives, understand and apply transformational thinking, and change strategies at the central office to develop new instructional designs, create new opportunities to prioritize human and fiscal resources, and establish new leadership approaches founded on systems review and change. Full of exemplars from the field, questions for discussion, and suggested readings, this valuable textbook is for use in educational leadership preparation programs.”

Frank Cuevas Named Permanent Vice Chancellor for Student Life

Frank Cuevas Named Permanent Vice Chancellor for Student Life

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Frank Cuevas, who has been serving as the University of Tennessee, Knoxville’s Interim Vice Chancellor for Student Life since January, will take on the role permanently.

“Over the last several months, some of which have been the most challenging we’ve faced as an institution, I have watched Frank’s steady leadership, his steadfast advocacy for our students, and the trust and respect he has built with the Student Life staff,” said Chancellor Donde Plowman. “Frank is collaborative, compassionate, and thoughtful in his decision-making, and he has already proven himself to be a tremendous addition to our senior leadership team. I’m absolutely thrilled he has agreed to take on the role permanently.”

Frank Cuevas
Vice Chancellor for Student Life Frank Cuevas

Cuevas previously served as Assistant and then Associate Vice Chancellor for Student Life. He also oversaw Student Housing at UT for seven years, beginning in 2010. He has been an Adjunct Assistant Professor in Educational Leadership and Policy Studies at UT for seven years.

“I am deeply honored to serve UT as the Vice Chancellor for Student Life. I am passionate about both education and the student experience, so I am very excited to get to work on behalf of our students. I wish to thank Chancellor Plowman for entrusting me with this responsibility. I look forward to continuing to work with her, our campus leadership, and the student life team to support student learning as we work to advance the university’s mission.”

Cuevas was the only finalist out of a nationwide pool of candidates.

Before coming to UT, Cuevas served in various roles in student housing at Florida State University for nearly 20 years. He holds a bachelor’s degree in international affairs, a master’s in student affairs, and a doctor of education in higher education administration, all from Florida State.

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CONTACT

Tyra Haag (865-974-5460, tyra.haag@tennessee.edu)

Louis Rocconi Named Excellence in Teaching Award Recipient

Louis Rocconi Named Excellence in Teaching Award Recipient

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This April, Associate Professor and Evaluation Methodology Master’s Program Coordinator within ELPS Louis Rocconi, PhD, was recognized and awarded the Excellence in Teaching Award at the Spring 2026 Academic Honors Banquet hosted by University of Tennessee, Knoxville Provost John Zomchick!

The awards highlight individuals embodying the Volunteer spirit through extraordinary research and creative activity, impactful contributions to campus life, and leadership and service to the university and beyond.

“I am honored to receive the Excellence in Teaching Award at the Provost’s Academic Honors Banquet. I am incredibly lucky to be surrounded by wonderful students who inspire, encourage, and challenge me every day,” said Rocconi. “I am also grateful to be in a college and department that value teaching, and to work alongside outstanding colleagues and mentors who have shown me what it means to be a great scholar and teacher.”

College of Education Health, and Human Sciences Dean Ellen McIntyre and Louis Rocconi at the Academic Honors Banquet.

Join the Department of Educational Leadership & Policy Studies in congratulating Louis Rocconi on this well-deserved recognition as he continues working to enrich the knowledge, skills, and values requisite to effective leadership, teaching, and research in educational settings.

Karly Ball Isaacson Joining ELPS this Fall as New Faculty Member

Karly Ball Isaacson Joining ELPS this Fall as New Faculty Member

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The Department of Educational Leadership & Policy Studies is excited to announce that Karly Ball Isaacson is joining our department this Fall! She is joining the ELPS team following a successful faculty search earlier this year!

Isaacson is joining ELPS as an Assistant Professor of Higher Education beginning in the Fall 2026 term! Her research centers on disability in higher education and her work has primarily focused on chronically ill college students, though she has also become more involved in research on autistic students through her postdoctoral role. Additionally, she is particularly interested in how the high costs associated with some disabilities shape students’ college-going decisions and how financial aid policies often fail to account for those disability-related expenses!

For the past two years before joining the ELPS Department in Knoxville, Isaacson worked as a postdoctoral research associate on a national mixed-methods project focused on autistic college student success. Prior to that, she earned an interdisciplinary PhD and worked on projects at the intersection of special education and higher education for students with disabilities. She also holds a Master of Public Policy (MPP) degree, which has shaped how she thinks about disability equity in higher education through a policy-oriented perspective!

“I am incredibly honored to be joining such a stellar group of scholars and students. The academic job market has been hard, which makes this opportunity feel all the more meaningful,” said Isaacson. “I feel lucky to be landing in a place that is so well aligned with my work, and it sure does not hurt to know that I will be closer to family and friends who I have missed dearly these past few years. I could not have gotten here without the love and support of a whole lot of folks who have guided and cheered me on along the way. I can’t wait to get started. Go Vols!”

The Department of Educational Leadership & Policy Studies is excited to welcome our new faculty member to the department as we continue our work to enrich the knowledge, skills, and values requisite to effective leadership, teaching, and research in educational settings. ELPS prepares administrators for schools and colleges, faculty for colleges and universities, and policy scholars for service in state, regional and national agencies associated with educational and human service enterprises. For more information on our programs, please visit this page!

Chara Hess Rand Recognized As Field Award Recipient

Chara Hess Rand Recognized As Field Award Recipient

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Chara Hess Rand, Principal at Isaac Litton STEM Magnet Middle School in the Metro Nashville Public Schools, has been named as the recipient of the William J. and Lucille H. Field Award for Excellence in School Principalship for the State of Tennessee in the Secondary Division.

The Field Award was established to recognize school leaders who demonstrate 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 within the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences 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.

After serving as an Assistant Principal in the Metro Nashville Public Schools (MNPS) for four years, Rand was appointed the executive principal oof Isaac Litton STEM Magnet Middle School in 2015. Since that time, she has effectively served a diverse community of learners in East Nashville, “where curiosity, creativity, and academic growth come together.”

According to Adrienne Battle, superintendent of MNPS, “Chara Rand models excellence, community, and persistence through transformative leadership that elevates student achievement, strengthens teacher capacity, and cultivates a culture where every learner is known and valued.”

Rand’s stewardship at Isaac Litton STEM Magnet Middle School has resulted in Level 5 and Reward School statuses as well as Tennessee’s first Blue Ribbon School of Excellence Lighthouse Award. Rand holds a bachelor’s degree in political science from Fisk University, a master’s degree in Elementary Education from Tennessee State University, and an Education Specialist’s degree from Union University.

On behalf of the Department of Educational Leadership and Policy Studies, congratulations, Chara Hess Rand!

Sonya Hayes Elected As Vice President of Division A for AERA

Sonya Hayes Elected As Vice President of Division A for AERA

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Sonya Hayes, an Associate Professor within ELPS and the Program Coordinator of the Leadership Studies PhD Program, was recently elected as Vice President of Division A (Educational Leadership) for the American Educational Research Association (AERA)! 

This significant national leadership role within the field reflects Hayes’ influence in shaping research and practice in educational leadership and highlights her strengths on the national stage! In this well-deserved position, she will help lead the work of Division A by shaping annual programming, contributing to governance and policy discussions, and supporting the Division’s continued growth and national presence.

“I am deeply honored by the trust of my colleagues across the country,” Hayes said. “Division A has long been a professional home for scholars of educational leadership, and I am excited to contribute to its continued growth by supporting strong mentoring networks and advancing conversations about responsible and ethical scholarship.”

We are proud and honored to celebrate this well-deserved recognition and the impact Sonya Hayes continues to make through her scholarship, mentorship, and service. Please join us in congratulating her on this outstanding achievement!

Alisha Erickson Recognized As Field Award Recipient

Alisha Erickson Recognized As Field Award Recipient

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Alisha Erickson, Principal at Poplar Grove School in the Franklin Special District, has been named as recipient of the William J. and Lucille H. Field Award for Excellence in School Principalship for the State of Tennessee in the Elementary Division.

The Field Award was established to recognize school leaders who demonstrate 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 and Policy Studies (ELPS) within the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences, the Field Award identifies a Tennessee elementary school principal whose life and work are characterized by leadership excellence and encourages elementary 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.

Erickson has served as Principal of Poplar Grove Elementary School since 2013. In addition to this role, she was placed in charge of the middle school in 2025. She currently leads the newly unified Poplar Grove School, serving 600 kindergarten through eighth grade students. Over the years, the students in all grade levels have achieved consistent A ratings on the Tennessee School Report card. In 2025, Poplar Grove Elementary was one of only four schools in Tennessee named a Model PLC School.

According to David Snowden, Franklin Special District Director of Schools, “Dr. Erickson is a connector. She brings the structure and support that empower both students and teachers to thrive. Her ability to build strong relationships and lead with clarity makes her the ideal leader.”

Erickson holds a bachelor’s degree in Early Childhood Education from Middle Tennessee State University, master’s degrees from Trevecca Nazarene University and Tennessee State University, and holds a Doctor of Education from Lipscomb University.

On behalf of the Department of Educational Leadership and Policy Studies, congratulations, Alisha Erickson!

ACED Students & Faculty Attend 2025 AAACE Conference

ACED Students & Faculty Attend 2025 AAACE Conference

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The faculty and students of the Adult & Continuing Education (ACED) PhD and master’s programs demonstrated active participation both virtually and onsite at the 2025 American Association of Adult & Continuing Education (AAACE) Annual Conference! AAACE is recognized as the leading international and national organization for adult education professionals.

The conference was held virtually on September 26th, 2025, and physically in Cincinnati, Ohio October 6th-10th. Faculty members and mentors, Qi Sun, Mitsunori Misawa, and Jennifer Kobrin not only presented their own research but also actively guided and collaborated with both PhD and master’s students on research projects. They worked closely with ACED PhD students such as Rosite Delgado, Dan Wang, Lauren Davenport, Georgette Samaras, and Steven Henley. Additionally, master’s students such as Kortney Jarman, and Janie Swanger also wrote and submitted proposals that were presented at the conference receiving positive feedback. Multiple students also presented their own research projects, gaining experience in academic writing and developing their professional presentation skills!

During the virtual conference, Qi Sun delivered a presentation on lifelong learning policy, using China’s adult and continuing education movement and reform as a context and case study to highlight emerging trends in standardization, accessibility, digital transformation, and holistic human development. Additionally, she collaborated with PhD candidate Rosite Delgado on a study titled Exploring the Multiple Dimensions of Faculty Wellness in Higher Education: A Holistic Support Approach, and with PhD student Dan Wang on their research titled Enhancing Cross-Cultural Awareness and Intercultural Communication: Experiential Learning in Teaching Chinese as a Second Language, which Dan Wang presented onsite on their behalf. 

From left to right: Jennifer Kobrin, Dan Wang, & Lauren Davenport at the AAACE 2025 Annual Conference.

From left to right: Mitsunori Misawa, Patricia Higgins, Janie Swanger, and Kortney Jarman.

Furthermore, Kobrin and PhD student Lauren Davenport presented a session titled “From Exclusion to Empowerment: Supporting Older Adults’ Learning Technology in Nonformal Settings.” Their presentation drew from their ongoing research project exploring how older adults engage with technology, privacy, and digital literacies in community-based, nonformal learning settings. Misawa collaborated with MS graduate Kortney Jarman and co-presented: Exploring Workforce Development from Holistic Approaches, and collaborated with Janie Swanger, a  Master’s degree program student, and co-presented: Self-Directed Learning in OBGYN Residency: The Intersection of Medical and Adult Education. 

Some students, for example, Georgette Samaras and Billie McNamara, presented their research at respected commission sessions. Georgette Samaras presented “Mind the Gap: A Psychology Technician Pathway for Workforce Success” at the Commission for Workforce and Professional Development. Billie McNamara also presented at the Commission of International Adult Education (CIAE). Additionally, we are very proud to share that Billie has served as an editor for the CIAE proceedings of the AAACE Annual Conference. 

PhD Student Georgette Samaras presenting her research at the 2025 AAACE Annual Conference.

Misawa has recently joined the AAACE Board of Directors, serving as the Director of the Commission for Workforce and Professional Development. The annual AAACE Conference convenes educators, scholars, and practitioners from across the nation and internationally to exchange research and promote the advancement of adult and continuing education. The upcoming conference is scheduled to take place in Chattanooga, Tennessee, from October 6 to 9, 2026. The faculty anticipate the opportunity to involve more of our program students in this esteemed event!

Bartlett, McGuigan, & Miller Join ELPS this Fall as New Faculty Members

Bartlett, McGuigan, & Miller Join ELPS this Fall as New Faculty Members

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The Department of Educational Leadership & Policy Studies is excited to announce that three faculty members joined our department this Fall! Dr. Caroline Bartlett, Dr. Allie McGuigan, and Dr. Ryan Miller each joined the ELPS team following successful faculty searches earlier this year.

First, Dr. Caroline Bartlett joined ELPS as an Assistant Professor! Her research uses quantitative, qualitative, and mixed methods to understand how education policies enhance or constrain educational opportunities for historically underserved groups of students, with a particular focus on multilingual students classified as English learners (ELs). Feel free to check out her CV here!

Her research has been supported by a National Academy of Education/Spencer Foundation Dissertation Fellowship. She holds a Ph.D. in Education Policy and K-12 Educational Leadership from Michigan State University and an M.P.A. with a focus in Education Policy Analysis from Texas A&M University. She teaches education policy and politics. Before her Ph.D., Caroline worked as an English as a Second Language and English teacher!

“I’m excited to begin my faculty career here as an Assistant Professor in ELPS. It has been a pleasure to get to know the department’s outstanding scholars, staff, and EdD students,” said Dr. Bartlett. “I look forward to continuing my research in education policy, law, and finance, while teaching in the EdD program and working and learning alongside EdD students who are engaged with pressing policy issues across the country.”

Next, Dr. Allie McGuigan joined ELPS as an Associate Professor of Practice and the Coordinator of our Higher Education Administration Master’s Program! She obtained her doctorate and graduate certificate in institutional research through Penn State, and her master’s in postsecondary educational leadership and student affairs from San Diego State University. Her research, which focuses on online education, examines relationship building, engagement, and connection for online learners. Dr. McGuigan’s CV can be found here!

Allie’s professional interests span numerous student affairs offices, and she has had experiences in residence life, new student orientation, summer bridge programs, academic advising, student life and leadership, and more. She also served on the Board of Trustees for The Pennsylvania State University which developed her interest in university governance and administration. Allie enjoys teaching courses related to college student development, governance, higher education law, and more – and working with online students to help them integrate into their online campuses.

“I am thrilled to join the faculty at UTK and to coordinate the online master’s in higher education administration program. From my very first conversations with students and colleagues, it is clear that this is a fantastic department and program to work in and learn from,” said Dr. McGuigan. “I’ve worked in online program coordination for nearly a decade, and I am eager to use my experience to help continue to grow this program alongside such talented colleagues. I especially look forward to forming meaningful relationships with students and being a small part of their academic and professional journeys within higher education.”

Lastly, Dr. Ryan Miller joined ELPS as a Professor of Higher Education and the Coordinator of our Higher Education Administration Ph.D. Program! Informed by his background as a student affairs practitioner and first-generation college graduate, Ryan’s scholarship focuses on the experiences of minoritized social groups in higher education (primarily LGBTQ+ and disabled students). He has produced more than 70 publications on these topics in outlets including AERA Open, Journal of Higher Education, Journal of College Student Development, The Review of Higher Education, and Journal of Diversity in Higher Education. He teaches courses on student affairs administration, college student development, and research design. Dr. Miller’s Google Scholar can be viewed here!

Nationally, Ryan serves as vice chair for the Council for the Advancement of Higher Education Programs and associate editor (and former editor) of the College Student Affairs Journal. He was named an Emerging Scholar for ACPA College Student Educators International and is a former Fellow of the University of California National Center for Free Speech and Civic Engagement. Ryan’s research has been funded by the National Science Foundation, John M. Belk Endowment, ACPA, and NASPA.

Prior to joining the University of Tennessee, Ryan was a tenured faculty member at the University of North Carolina at Charlotte and an administrator at the University of Texas at Austin and the University of North Florida. He holds graduate degrees in higher education administration including his Ph.D. from UT-Austin and master’s degree from the Harvard Graduate School of Education. Ryan received the Melvene D. Hardee Dissertation of the Year award from NASPA; the Outstanding Publication Award from the NASPA Faculty Assembly; and was named the Bonnie E. Cone Early Career Professor in Teaching at UNC Charlotte.

“I’m excited to continue my faculty career at the University of Tennessee and to work with outstanding graduate students, faculty, and staff,” said Dr. Miller. “The higher education administration Ph.D. program has a rich history and strong reputation nationwide, and I’m looking forward to building on the success of the program while I also continue my research agenda at UTK. I’m teaching first-year doctoral students this semester and have found them to be enthusiastic, intellectually curious, and interested in shaping the future of the field.”

The Department of Educational Leadership & Policy Studies is excited to welcome three new faculty members to the department as we continue our work to enrich the knowledge, skills, and values requisite to effective leadership, teaching, and research in educational settings. ELPS prepares administrators for schools and colleges, faculty for colleges and universities, and policy scholars for service in state, regional and national agencies associated with educational and human service enterprises. For more information on our programs, please visit this page!

Morrow, Angelle, & Cervantes Recently Return from BELMAS

Morrow, Angelle, & Cervantes Recently Return from BELMAS

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ELPS faculty members Dr. Jennifer Ann Morrow and Dr. Pamela Angelle recently returned from Brighton, England alongside Higher Education Administration (HEAM) PhD student, Abraham Cervantes, where they presented research at the annual BELMAS Conference!

As stated on the BELMAS homepage, the British Educational Leadership Management and Administration Society (BELMAS) is the Learned Society dedicated to advancing educational leadership. It is a membership organization made up of individual members working across research and practice in all areas of the field. Their members “come from a wide range of backgrounds – from academic researchers to school and system leaders – all committed to advancing understanding and practice in the field.”

Dr. Morrow and Dr. Angelle shared a presentation titled “Artificial Intelligence (AI) and Research: Terrifying or Terrific?” and Cervantes also presented “The Politics of Identity: How ‘Latinx’ Reflects the Tension Between Academia and Culture” at the conference!

Dr. Morrow and Dr. Angelle shared a presentation titled “Artificial Intelligence (AI) and Research: Terrifying or Terrific?” and Cervantes also presented “The Politics of Identity: How ‘Latinx’ Reflects the Tension Between Academia and Culture” at the conference!

“BELMAS was a great opportunity to present our work to an international audience. If you get the chance I highly recommend presenting at international conferences, it is a great way to network with other researchers from around the world and to gain different perspectives on your work.”

-Jennifer Ann Morrow, Ph.D.

Serving with Purpose: Lessons Learned from Consulting in Assessment and Research

Serving with Purpose: Lessons Learned from Consulting in Assessment and Research

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By Jerri Berry Danso


​​​I’m Jerri Berry Danso, a first-year doctoral student in the Evaluation, Statistics, and Methodology (ESM) program at the University of Tennessee, Knoxville. Before beginning this new chapter, I spent over a decade working in higher education assessment: first as the Director of Assessment for the College of Pharmacy at the University of Florida, and later in Student Affairs Assessment and Research. During those years I learned how purposeful data work can illuminate student learning, sharpen strategic planning, and strengthen institutional effectiveness. Across these roles, I collaborated with faculty, staff, and administrators on a wide range of projects, where I supported outcomes assessment, research design, program evaluation, and data ​​storytelling.

Whether it was designing a survey for a student services office or facilitating a department’s learning outcomes retreat, I found myself consistently in the role of consultant: a partner and guide, helping others make sense of data and translate it into action. Consulting, I’ve learned, is not just about expertise; it also requires curiosity, humility, and a service mindset. And like all forms of service, it is most impactful when done with ​​purpose. My goal in this post is to share the values and lessons that shape my approach so you can adapt them to your own practice. 

What Does It Mean to Consult? 

In our field, we often engage in informal consulting more than we realize. Consulting, at its core, is the act of offering expertise and guidance to help others solve problems or make informed decisions. In the context of ​​research, evaluation, assessment, and methodology, this can involve interpreting data, advising on survey design, facilitating program evaluation,​​ or co-creating strategies for data-informed improvement. 

I define consulting not only by what we do, but also by how we do it – through relationships built on trust, clarity, and mutual respect. If you’ve ever had someone turn to you for guidance on a research or assessment issue because of your experience, congratulations! You’ve already engaged in consulting. 

My Core ​​Consulting Values 

My foundation as a consultant is rooted in an early lesson from graduate school. While earning my first master’s degree in Student Personnel in Higher Education, I took a counseling skills course that fundamentally shaped how I interact with others. We were taught a core set of helping behaviors: active listening, empathy, reflection, open-ended questioning, and attention to nonverbal cues. Though designed for future student affairs professionals, these skills have served me equally well in consulting settings. 

From that experience, and years of practice, my personal consulting values have emerged: 

  • Empathy: Understanding what matters to the client, listening deeply, and genuinely caring about their goals. 
  • Integrity: Being transparent, honest, and grounded in ethical principles, especially when working with data. 
  • Collaboration: Co-creating solutions with clients and recognizing that we are partners, not saviors. 
  • Responsibility: Taking ownership of work, meeting commitments, and communicating clearly when plans change. 
  • Excellence: Striving for quality in both process and product, whether that product is a report, a workshop, or a relationship.

These values are my compass. They help me navigate difficult decisions, maintain consistency, and most importantly, deliver service that is thoughtful and human-centered. 

Lessons from the​​ Field 

​​​Over the years, I’ve learned that the best consultants don’t just deliver technical expertise. They cultivate trust. Here are a few key lessons that have stuck with me: 

  1. Follow through on your promises. If you say you’ll deliver something by a certain date, do it, or communicate early if something changes. Reliability builds ​​credibility and fosters trust in professional relationships. 
  1. Set expectations early. Clarify what you will provide and what you need from your client to be successful. Unmet expectations often stem from assumptions left unspoken. 
  1. Stick to your values. Never compromise your integrity. For example, a client asked me to “spin” data to present their program in a more favorable light. I gently reminded them that our role was to find truth, not polish it, and that honest data helps us improve. 
  1. Anticipate needs. When appropriate, go a step beyond the request. In one project, I created a detailed methodology plan for a project that the client hadn’t asked for. They later told me it became a key reference tool throughout the project. 
  1. Adapt your communication. Know your audience. Avoid overwhelming clients with technical jargon, but don’t oversimplify in a way that’s condescending. Ask questions, check for understanding, and create space for curiosity without judgment. 

​​​The Art of Service 

Good consulting is about more than solving problems; it is equally about how you show up for others. What I’ve come to call the art of service is an intentional approach to client relationships grounded in care, curiosity, and a commitment to helping others thrive. This includes:

  • Practicing empathy and active listening  
  • Personalizing communication and building rapport 
  • Going beyond what’s expected when it adds value 
  • Continuously reflecting on your approach and improving your craft 

These principles align closely with literature on counseling and helping relationships. For instance, Carl Rogers (1951) emphasized the power of empathy, congruence, and unconditional positive regard. These are qualities that, when applied in consulting, build trust and facilitate honest conversations. Gerald Egan (2014), in The Skilled Helper, also highlights how intentional listening and support lead to more effective outcomes. 

A Call to Aspiring Consultants 

You don’t need consultant in your job title to serve others through your expertise. ​​Whether you’re a graduate student, an analyst, or a faculty member, you can bring consulting values into your work, especially in the measurement, assessment, evaluation, and statistics fields, where collaboration and service are central to our mission. 

So, here’s my invitati​​on to you:  

Take some time to define your own values. Reflect on how you show up in service to others. Practice listening more deeply, communicating more clearly, and delivering with care. The technical side of our work is vital, but the human side? That’s where transformation happens. 

​​​Resources for Further Re​​ading 

  • Egan, G. (2014). The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping (10th ed.). Cengage Learning. 
  • Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory. Houghton Mifflin. 
  • Block, P. (2011). Flawless Consulting: A Guide to Getting Your Expertise Used (3rd ed.). Wiley. 
  • Kegan, R., & Lahey, L. L. (2016). An Everyone Culture: Becoming a Deliberately Developmental Organization. Harvard Business Review Press. 

Navigating Ambiguity and Asymmetry: from Undergraduate to Graduate Student and Beyond

Navigating Ambiguity and Asymmetry: from Undergraduate to Graduate Student and Beyond

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By Jessica Osborne, Ph.D. and Chelsea Jacobs

Jessica is the Principal Evaluation Associate for the Higher Education Portfolio at The Center for Research Evaluation at the University of Mississippi. She earned a PhD in Evaluation, Statistics, and Measurement from the University of Tennessee, Knoxville, an MFA in Creative Writing from the University of North Carolina, Greensboro, and a BA in English from Elon University. Her main areas of research and evaluation are undergraduate and graduate student success, higher education systems, needs assessments, and intrinsic motivation. She lives in Knoxville, TN with her husband, two kids, and three (yes, three…) cats. 

My name is Chelsea Jacobs, and I’m a PhD student in the Evaluation, Statistics, and Methodology (ESM) program at the University of Tennessee, Knoxville. I’m especially interested in how data and evidence are used to inform and improve learning environments. In this post, I’ll share reflections — drawn from personal experience and professional mentorship — on navigating the ambiguity and asymmetry that often define the transition from undergraduate to graduate education. I’ll also offer a few practical tips and resources for those considering or beginning this journey. 

Transitioning from undergraduate studies to graduate school is an exciting milestone, full of possibilities and challenges. For many students, it also marks a shift in how success is measured and achieved. We — Jessica Osborne, PhD, Principal Evaluation Associate at The Center for Research Evaluation at the University of Mississippi, and Chelsea Jacobs, PhD student at the University of Tennessee — have explored these topics during our professional networking and mentoring sessions. While ambiguity and asymmetry may exist in undergraduate education, they often become more pronounced and impactful in graduate school and professional life. This post sheds light on these challenges, offers practical advice, and points prospective graduate students to resources that can ease the transition. 

From Clarity to Exploration: Embracing Ambiguity in Graduate Education 

In undergraduate studies, assessments often come in the form of multiple-choice questions or structured assignments, where answers are concrete and feedback is relatively clear-cut. From a Bloom’s Taxonomy perspective, this often reflects the “remembering” domain. Success may align with effort — study hard, complete assignments, and you’ll likely earn good grades. 

Graduate school, however, introduces a level of ambiguity that can be unexpectedly challenging. Research projects, thesis writing, and professional collaborations often lack clear guidelines or definitive answers. Feedback becomes more subjective, reflecting the complexity and nuance of the work. For example, a research proposal may receive conflicting critiques from reviewers, requiring students to navigate gray areas with the support of advisors, peers, and faculty. 

These shifts are compounded by a structural difference: while undergraduates typically have access to dedicated offices and resources designed to support their success, graduate students often face these challenges with far fewer institutional supports. This makes it all the more important to cultivate self-advocacy, build informal support networks, and learn to tolerate uncertainty. 

Though ambiguity can feel overwhelming, it’s also an opportunity to develop critical thinking and problem-solving skills. Graduate school encourages asking deeper questions, exploring multiple perspectives, and embracing the process of learning rather than focusing solely on outcomes. 

How to Navigate Ambiguity 

Embrace the Learning Curve: Ambiguity is not a sign of failure but a necessary condition for growth—it pushes us beyond routine practice and encourages deeper, more flexible thinking. Seek opportunities to engage with complex problems, even if they feel overwhelming at first, as these moments often prompt the most meaningful development. 

Ask for Guidance: Don’t hesitate to seek clarification from advisors, peers, or those just a step ahead in their academic journey. Opening up about your struggles can reveal how common they are — and hearing how others have navigated doubt or setbacks can help you build the resilience to keep moving forward. Graduate school can be a collaborative space, and connection can be just as important as instruction. 

In the ESM program at UTK, we’re fortunate to be part of a collaborative, non-competitive graduate environment. This isn’t the case for all graduate programs, so it’s an important factor to consider when choosing where to study. 

Uneven Roads: Embracing the Asymmetry of Growth 

As an undergraduate, effort is often emphasized as the key to success, but the relationship between effort and outcome isn’t always straightforward. Study strategies, access to resources, prior preparation, and support systems all play a role — meaning that even significant effort doesn’t always lead to the expected results. However, success can align with effort—study hard, complete assignments, and you’ll likely earn good grades. 

In graduate school and professional life, this symmetry can break down. You might invest months into a research paper, only to have it rejected by a journal. Grant proposals, job applications, and conference submissions often yield similar results—hard work doesn’t always guarantee success, but it does guarantee learning. 

This asymmetry can be disheartening, but it mirrors the realities of many professional fields. Learning to navigate it is crucial for building resilience and maintaining motivation. Rejection and setbacks are not personal failures but part of growth. 

How to Handle Asymmetry 

Redefine Success: Focus on the process rather than the outcome. Every rejection is an opportunity to refine your skills and approach. 

Build Resilience: Mistakes, failures, and rejection are not just normal—they’re powerful learning moments. These experiences often reveal knowledge or skill gaps more clearly than success, making them both memorable and transformative. Cultivating a growth mindset helps reframe setbacks as essential steps in your development. 

Seek Support: Surround yourself with a network of peers, mentors, and advisors who can offer perspective and encouragement. 

Resources for Prospective Graduate Students 

Workshops and seminars can help students build essential skills — offering guidance on research methodologies, academic writing, and mental resilience. 

Here are a few resources to consider: 

  • Books: Writing Your Journal Article in Twelve Weeks by Wendy Laura Belcher is excellent for developing academic writing. The Writing Workshop, recommended by a University of Michigan colleague, is a free, open-access resource. 
  • Professional Networks: Join organizations or online communities in your field. This can lead to mentorship, which is invaluable — and worthy of its own blog post. 

Final Thoughts 

Ambiguity and asymmetry are not obstacles to be feared but challenges to be embraced. They help develop the critical thinking, problem-solving, and resilience needed for both graduate school and a fulfilling professional career. By understanding these aspects and using the right resources, you can navigate the transition with confidence. 

To prospective graduate students: welcome to a journey of growth, discovery, and MADness — Meaningful, Action-Driven exploration of methods and measures. We’re excited to see how you’ll rise to the challenge.