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Louis Rocconi Named Excellence in Teaching Award Recipient

Louis Rocconi Named Excellence in Teaching Award Recipient

Louis Rocconi Named Excellence in Teaching Award Recipient

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Louis Rocconi Named Excellence in Teaching Award Recipient

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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Karly Ball Isaacson Joining ELPS this Fall as New Faculty Member

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 Recognized As Field Award Recipient

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 Elected As Vice President of Division A for AERA

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 Recognized As Field Award Recipient

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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ACED Students & Faculty Attend 2025 AAACE Conference

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

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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Morrow, Angelle, & Cervantes Recently Return from BELMAS

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

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

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.