Irwin Recognized As Emerging Professional By ACPA

March 5, 2025 by Jonah Hall

Irwin Recognized As Emerging Professional By ACPA

Courtesy of the College of Education, Health, & Human Sciences

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

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

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

“I hope to continue centering my commitment to student learning, equity, and inclusion through my teaching, research, and service,” Irwin said.
Through its seven departments and 13 centers, the UT College of Education, Health and Human Sciences enhances the quality of life for all through research, outreach, and practice. Find out more at cehhs.utk.edu

Boyd Receives Legacy of Excellence Award From ASCA

February 27, 2025 by Jonah Hall

Boyd Receives Legacy of Excellence Award From ASCA

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

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

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

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

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

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

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

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

Through its seven departments and 13 centers, the College of Education, Health, and Human Sciences enhances the quality of life for all through research, outreach, and practice. Find out more at cehhs.utk.edu

David Hamilton Recognized as Field Award Recipient

February 20, 2025 by Jonah Hall

David Hamilton Recognized as Field Award Recipient

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

Pictured from Left to Right: Dr. James Martinez, Mr. David Hamilton, & Mr. Randy Atkins

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

The Field Award recipient for this year is Mr. David Hamilton, Principal at Cumberland Gap High School (CGHS) in the Claiborne County School District. Mr. Hamilton has served as the principal of CGHS since 2019, and served as the school’s assistant principal from 2003-2018. During that time, he developed and implemented a program that significantly improved student transition and retention, organized initiatives that paired students and community mentors, spearheaded fundraising efforts that raised over $20,000 for student resources and facility upgrades, and established a year-round food and hygiene pantry that ensures students have access to essential resources.

Mr. Hamilton served as a high school health and physical education teacher in the Claiborne County School District from 1999-2003 and coached high school baseball teams between 2003-2006, and again between 2015-2018. Mr. Hamilton holds a Bachelor of Science degree in Health and Physical Education, and Masters of Arts and Educational Specialist degrees in Educational Administration and Supervision, all from Lincoln Memorial University. The department of Educational Leadership and Policy Studies at the University of Tennessee, Knoxville is proud to name Mr. David Hamilton as this year’s Field Award Winner. Congratulations, Mr. Hamilton! 

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

January 30, 2025 by Jonah Hall

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

Press Announcement – for Immediate Release

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

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

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

Kelchen Recognized By Education Week As Top Scholar Influencer

January 9, 2025 by Jonah Hall

Kelchen Recognized By Education Week As Top Scholar Influencer

Courtesy of the College of Education, Health, & Human Sciences

When a reporter seeks expert insight into higher education issues, it’s very likely that Robert Kelchen is at the top of their call list. Over the years, Kelchen continues to receive accolades from Education Week as a top influencer who shape educational practice and policy. This year is no different as Kelchen is once again recognized as a Top 200 education scholar at a United States university.

Kelchen, who serves as department head in Educational Leadership and Policy Studies in the College of Education, Health, and Human Sciences at the University of Tennessee, Knoxville, ranked 31 out of 200 scholars nationwide in Education Week’s Edu-Scholar Public Influence Rankings for 2025. In fact, Kelchen is the only scholar from the University of Tennessee to make this year’s list.

 “In a time of declining trust in higher education, I feel that it is crucial for faculty to demonstrate how our work benefits the public good,” said Kelchen.

Each year, Education Week selects the top 200 scholars from across the U.S. (from an eligible pool of 20,000)  as having the most influence on issues and policy in education. The list is compiled by opinion columnist Rick Hess, resident scholar at the American Enterprise Institute and director of Education Policy Studies.

The selection process  involves a rigorous evaluation by a 24-member committee of university scholars representing institutions nationwide. Criteria include Google Scholar scores, book publications, Amazon rankings, mentions in the Congressional Record, and appearances in media and web platforms.

Kelchen’s reputation as a reliable and insightful source for higher education stories is well-earned. He has participated in more than 200 media interviews annually, with his expertise regularly featured in outlets such as The New York Times, The Washington Post, The Wall Street Journal, Education Week, and The Chronicle of Higher Education.

“It is a pleasure to use my scholarly expertise to help inform policy conversations and the general public on pressing issues such as college affordability, financial aid, and college closures,” said Kelchen.

Through its seven departments and 13 centers, the UT Knoxville College of Education, Health, and Human Sciences enhances the quality of life for all through research, outreach, and practice. Find out more at cehhs.utk.edu

Hazing Prevention Study Expands

November 11, 2024 by Jonah Hall

Hazing Prevention Study Expands

Courtesy of the College of Education, Health, & Human Sciences

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

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

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

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

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

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

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

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

Cuevas (CSP Faculty) Named a NASPA Pillar of the Profession

September 26, 2024 by Jonah Hall

Cuevas (CSP Faculty) Named a NASPA Pillar of the Profession

By Beth Hall Davis – September 19, 2024

Courtesy of the University of Tennessee, Knoxville – Student Life

Frank Cuevas, vice chancellor for Student Life at UT, has been named as one of NASPA’s 2025 Pillars of the Profession. This award, one of the NASPA Foundation’s highest honors, recognizes exceptional members of the student affairs and higher education community for their work and contributions to the field.  

NASPA’s award honors individuals who have created a lasting impact at their institution, leaving a legacy of extraordinary service and have demonstrated sustained, lifetime professional distinction in the field of student affairs and/or higher education.

Cuevas has been with the university since 2010 and has held several different roles in that time. As vice chancellor, Cuevas and his leadership team are responsible for student care and support, health and wellness initiatives, and leadership and engagement opportunities. He oversees more than 450 staff members and 3.7 million square feet of facility space that includes the Student Union and on-campus housing.

The new class of pillars will be officially presented and honored during the 2025 NASPA annual conference in New Orleans.

Leadership Studies Program Holds 2024 Awards Ceremony Senior Toast

May 17, 2024 by Jonah Hall

Leadership Studies Program Holds 2024 Awards Ceremony Senior Toast

The Leadership Studies program held its Senior Toast and Awards Ceremony last night where we celebrated our forty-four (44) 2023-24 graduates. Annually, our graduates lead a Capstone project as their culminating experience in the minor, with the most exceptional being awarded a medal. We selected Tyler Johnson’s project “Addressing the Mental Health of IFC” and Amara Pappas’ “Musical Theatre Rehearsal Project and Major” as this cohort’s Self-Directed and Faculty-Initiated Capstones of the Year. Elle Caldow’s, Kyle Stork’s Margaret Priest’s, Devon Thompson’s, Jane Carson Wade’s exceptional Capstones also earned Honorable Mentions. Erin McKee earned her Leadership Studies Engaged Community Scholar Medal and Grace Woodside the Zanoni Award for contribution to the Leadership Studies Academic Community. We also recognized Dr. Sean Basso as our Faculty Member of the Year and ELPS’ own Diamond Leonard as our Staff Member of the Year.

The highlight of the evening is the induction of graduates, faculty, and staff to the Tri-Star Society. The 2024 Class of the Tri-Star Society is: Brody Carmack, Mackenzie Galloway, Tyler Johnson, Erin Mckee, Alay Mistry, McKaylee Mix, Amara Pappas, Devon Thompson, Mikele Vickers, Kendall William, and Grace Woodside. These leaders truly distinguished themselves as Leaders of Leaders with exceptional potential for continued leadership within our state, as demonstrated by their time at the University and in our community. Undergraduate Leadership Studies celebrates each of our graduates, all they have and will accomplish, and those in the UT community that contributed to their success.

Supporting Early Childhood Teacher Growth and Development with Actionable Context-Based Feedback

May 17, 2024 by Jonah Hall

Supporting Early Childhood Teacher Growth and Development with Actionable Context-Based Feedback

By Dr. Mary Lynne Derrington & Dr. Alyson Lavigne

Please Note: This is the final part of a four-part series on actionable feedback. Stay tuned for the next posts that will focus on Leadership Content Knowledge (LCK) and teacher feedback in the areas of STEM, Literacy, and Early Childhood Education.

Missed the beginning of the series? Click here to read Part 1
on making teacher feedback count!

According to the Center on the Developing Child at Harvard University, in the first few years of life more than 1 million new neural connections form every second. With children experiencing rapid brain development from birth to age 8, early childhood education and the experiences in those settings are critical for building a foundation of lifelong learning and success. Thus, supporting the educators who teach these early learners is perhaps one of the best educational investments that any school leader can make. 

One way leaders support teachers is to observe classrooms and provide feedback. Maria Boeke Mongillo and Kristine Reed Woleck argue that those who observe and provide feedback to early childhood educators can leverage leadership content knowledge—knowledge about the principles of early childhood education—and apply that knowledge to the observation cycle and the context in which early childhood educators work.

To apply leadership content knowledge, school leaders should first be familiar with the National Association for the Education of Young Children (NAEYC) and their principles of child development and learning, most recently published in 2020. The list of nine principles includes the essential element of play for promoting joyful learning to foster self-regulation, language, cognitive and social competencies, and content knowledge across disciplines.

Once a school leader is familiar with NAEYC’s nine principles, they may consider applying early childhood-informed “look-fors” during an observation with related questions that can be used during a pre- or post-observation conference. Examples by area of teaching are provided below.

Learning Environment

Look-Fors

• Flexible seating and work spaces allow for collaboration and social skills and language development
• Physical space and furniture allow for movement and motor breaks

Pre- or Post-Observation Questions

• How do your classroom environment and materials support your student learning outcomes?

Instructional Practices

Look-Fors

• Opportunities for learning and embedded in play and collaborative experiences

Pre- or Post-Observation Questions

• How might your students consolidate and extend their learning in this lesson through play opportunities?

Assessment

Look-Fors

• Use of observations and interviews to assess student learning.

Pre- or Post-Observation Questions

• What methods are you using to collect information about student learning during this lesson?

These systematic structures can be applied to make sure that observation and importantly, feedback to early childhood educators is meaningful and relevant. 

This blog entry is the last entry as part of a four-part series on actionable feedback. 

If this blog has sparked your interest and you want to learn more, check out our book, Actionable Feedback to PK-12 Teachers. And for other suggestions on supervising teachers in early childhood, see Chapter 10 by Maria Boeke Mongillo and Kristine Reed Woleck.

Missed the beginning of the series? Click here to read the first, second and third blog posts. 

Brian Mells Recognized as Field Award Recipient

March 25, 2024 by Jonah Hall

Brian Mells Recognized as Field Award Recipient

Dr. Brian Mells, Principal at Whites Creek High School in Metro Nashville Public Schools named as recipient of William J. and Lucille H. Field Award for Excellence in Secondary Principalship for the State of Tennessee.

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

The Field Award recipient for this year is Dr. Brian Mells. Principal of Whites Creek High School in Metro Nashville Public Schools. A secondary principal since 2016, Dr. Mells holds a Bachelor’s degree from The University of Tennessee, a Master’s from Tevecca Nazarene University, an EdS and an EdD from Carson-Newman University.  During Dr. Mellls’ tenure at Whites Creek High School, he has led his campus to excellence by supporting academic rigor and student achievement, and by strengthening positive relationships with all stakeholders. Dr. Mells is an exceptional school leader who has taken the initiative to implement numerous programs on his campus, inspire instructional innovation, and improve student achievement. Dr. Mells stated that his “core belief of [his] leadership is that all students can achieve and grow academically, socially, and emotionally, when the appropriate systems and structures are in place for them to be successful. 

Dr. Mells is an innovative school leader who is passionate about developing collective efficacy and collective accountability among his faculty and staff to ensure that they achieve excellence for all stakeholders. Under Dr. Mells’ leadership, Whites Creek High School was able to increase all academic achievement outcomes for all students and earn an overall composite TVAAS of Level 5 for the first time in school history and has maintained that status for the past two years. Dr. Mells was nominated for the Field Award by MNPS superintendent, Adrienne Battle and endorsed by the Chief of Innovation, Renita Perry. Perry commented, “Dr. Mells is an innovative school leader who is passionate about developing collective efficacy and collective accountability among his faculty and staff to ensure that they achieve excellence for all stakeholders.” The department of Educational Leadership and Policy Studies at the University of Tennessee is proud to name Dr. Mells as this year’s Field Award Winner. Congratulations, Dr. Brian Mells!