• Request Info
  • Visit
  • Apply
  • Give
  • Request Info
  • Visit
  • Apply
  • Give

Search

  • A-Z Index
  • Map

Educational Leadership and Policy Studies

  • About
  • Our People
    • Our People Overview
    • Faculty
    • Staff
    • Students
  • Academic Programs
    • Academic Programs Overview
    • Adult & Continuing Education
    • College Student Personnel
    • Educational Administration
    • Evaluation Programs
    • Higher Education Administration
    • Undergraduate Studies
  • Education Research & Opportunity Center
  • Admissions & Information
    • Admissions Overview
    • Graduate Forms, Handbooks, and Resources
    • Contact ELPS
  • About
  • Our People
    • Our People Overview
    • Faculty
    • Staff
    • Students
  • Academic Programs
    • Academic Programs Overview
    • Adult & Continuing Education
    • College Student Personnel
    • Educational Administration
    • Evaluation Programs
    • Higher Education Administration
    • Undergraduate Studies
  • Education Research & Opportunity Center
  • Admissions & Information
    • Admissions Overview
    • Graduate Forms, Handbooks, and Resources
    • Contact ELPS
Home » Uncategorized

ESM: Building Blocks for a Data Science Career

ESM: Building Blocks for a Data Science Career

ESM: Building Blocks for a Data Science Career

July 15, 2024 by Jonah Hall

ESM: Building Blocks for a Data Science Career

By Anthony Schmidt

When I began the ESM program in 2018, I was unsure of the career path I would follow. I knew I wanted to do “research” on something related to education, but I was unsure of what that was. As I went through the program, I naturally began to focus more and more on quantitative skills (e.g., statistics, psychometrics, programming). Little did I know at the time, but these skills, as well as the general research, qualitative, and “soft” skills I was gaining, prepared me to be an excellent candidate as an educational data scientist within the EdTech industry. 

I have been a data scientist at Amplify, an EdTech company that publishes curriculum products and offers an online teaching and learning platform, for nearly three years. The term data science, while a ubiquitous term and job title, is unfortunately a vague concept. It can mean a variety of different things, from basic descriptive data analyses to complex machine learning development operations. It spans an entire continuum that represents data from end-to-end – from its generation in various applications, assessments, or surveys all the way to its consumption in statistical reports, business intelligence dashboards (made in applications like Tableau or PowerBI), or fraud alerts. 

In my time as a data scientist, I have performed many roles along this continuum. On any given day, I may be in meetings that involve new product features and the data that will be generated from them, and how best to extract that data and create useful data warehouse tables. I may be advising other teams on how best to use our data to build teacher-facing reports on student learning. I may be building a model in SQL that will deliver data to a dashboard used by customer account representatives who need to understand a district’s usage of a particular product. Or I may be using R to analyze millions of rows of performance data to understand patterns of learning through complex multilevel models or psychometrics. As a data scientist, my role is to be an expert in the data at any point in its lifecycle. If this sounds exciting – it is!  

From ESM to DS 

The ESM program helped me move into a career in data science by building three broad areas of competency: technical skills, domain knowledge, and power skills. 

In terms of technical skills, becoming proficient in R was a key competency that helped me land a job in EdTech. R is the language of statistics and one of the key languages of data science (alongside Python and SQL). During my time in the ESM program, I became what I would describe as an advanced user of R. I not only knew how to run individual statistical analyses but built up skills in functional programming (e.g., writing functions to implement DRY [don’t repeat yourself] principles), literate programming (e.g., using R Markdown to build automatic reports, my CV, and even my dissertation [Github link; TRACE link]!), software development principles (such as use of git), and even package development. 

Before my ESM courses, I was not a programmer in any sense. I dabbled in some HTML and CSS as a teenager, but mostly through WYSIWYG-based (“what you see is what you get”) development environments. I can point to Statistics in Applied Fields III as the course where I began taking programming more seriously. In particular, Multilevel Modeling and Advanced Measurement (all of which were R-based) were where I really leveled up my skills, and then various internships and projects (including my portfolio and dissertation) forced me to upskill even more. One area I particularly enjoyed was building advanced data visualizations using the ggplot2 package. This led to various research opportunities, a pretty cool poster presentation related to data viz on Twitter, and even a career as a data visualization designer prior to becoming a data scientist. 

Becoming an advanced user of R built up a mental schema that made any data-based project easy to tackle, as I had a large technical toolset from which to draw. It also made learning new R-based frameworks easy, such as Tidymodels for machine learning or Plumber for API deployment. Furthermore, it provided a foundation for learning additional computer languages, including SQL and Python. 

While programming skills like these are important in data science, it is not enough. You also need to possess what I am broadly referring to as domain knowledge.  This category encompasses the quantitative domain, the research domain, and the education domain. 

What often sets a data scientist apart from a data analyst is the quantitative methodological skills that the data scientist brings to the table. We are tasked with not only describing data but inferring complex relationships from it. Having domain knowledge in quantitative methods is a key competency for data science. We are often asked to use various methods to examine relationships, make inferences, and sometimes establish causal relationships (often in the form of A/B tests). Having a solid foundation in regression techniques (e.g., OLS, logistic, multilevel) facilitates this. Furthermore, this foundation also makes learning new techniques to help answer questions or solve problems much easier. For instance, I did not take any courses on generalized linear models (beyond logistic regression), machine learning, or sentiment analysis, but I have had to use all of the methods. Learning to do so was easier because of the foundational quantitative skills I learned in my ESM course, especially the multilevel modeling course.

A related but separate domain is “research” – being able to design a research project (whether that is observational, survey, experimental etc.) and understand when to employ quantitative vs qualitative techniques is also a much sought after skill. I am in many meetings where I have to think through the best way to collect data in order to answer questions (i.e., do research). Sometimes, this also involves suggesting qualitative ideas to our user experience researchers or working with them on mixed methods approaches. So, while having a quantitative background is extremely useful, having general research methods skills helps to place quantitative research within a more purposeful context that solves business problems or answers strategic business questions. 

While not applicable to all data science roles, having a background in education also certainly helps in the world of EdTech. I came to the ESM program with a background in language instruction (TESOL) and about 10 years of teaching experience. That helped establish a mental context in which I could apply real or hypothetical research projects. Many of our courses, readings, and assignments were also contextualized within education, whether that was K-12, higher education, or adult education. All of these experiences translate into helping ground my understanding of my company’s data into a familiar context, one in which I can explain teacher and student actions in terms of pedagogy, theory, and practical experience. Even if you have no prior experience in education, the ESM program offers numerous opportunities to learn about and research a variety of educational contexts. 

Throughout the ESM program, we are steeped in an environment where we need to employ power skills, also often referred to as “soft” skills. I often work on cross-functional teams that comprise myself and people from engineering, product managers, or content authors. These are what we might consider non-technical stakeholders in various projects. Being able to pitch ideas, understand requirements, or translate complex analyses into audience-friendly terminology is essential. These tasks directly reflect the group work and presentations we often had to complete in ESM courses, as well as the series of required program evaluation courses. While I am not an evaluator and I don’t work in an evaluation setting, the skills I learned in these courses, particularly Program Evaluation III, are essential for working with various stakeholders in these cross-functional groups.  

Finally, one skill we often take for granted is being a “fast learner”. It is an absolute requirement in any job setting, and no less true for working in data science. Being a graduate student is nothing if not an exercise in 4+ years of being a fast learner. It is something that should be emphasized in any interview. You are never going to know everything, but your experience as a graduate student demonstrates that you have the ability to learn, quickly, and often in a fast-paced environment – a perfect description of EdTech. 

Advice for Aspiring Data Scientists 

To wrap up this blog post, I would like to offer some basic advice for those interested in a career in (educational) data science. First, I’d recommend completing as many quantitative courses as possible both inside and outside of the ESM program. If you don’t see something you want to learn being taught, I’d recommend working with a professor and learning those skills for credit as part of an independent study. I’d also look into the educational data science graduate certificate that UTK offers. 

I would also recommend doing a search on Google Scholar – both journal articles and dissertations – to understand the landscape of data science research within education. This can help you frame various projects, inspire your own dissertation, or identify methodological areas you would like to learn about. 

Finally, I would strongly recommend finishing your PhD program with a solid background in R and intermediate levels of proficiency in SQL. If you can add in Python, that will make you an even stronger candidate. Take advantage of LinkedIn learning (that is how I learned SQL) while you have it! 

I hope that my blog post has given you some insight into how I have translated my ESM skills into a career as an educational data scientist. Feel free to reach out to me anytime with questions related to ESM or job hunting in EdTech. You can find my latest contact info and CV information here: https://www.anthonyschmidt.co/. 

Good luck! 

Additional Resources (beyond ESM courses and your professors!) 

  • LinkedIn Learning (available through UTK) for learning R, Python, SQL, and ML 
  • SQL Exercises – I used these to prepare for several DS interviews 
  • bnomial Daily ML questions 

Filed Under: Evaluation Methodology Blog, Uncategorized

Accolades

Accolades

May 3, 2022 by Jonah Hall

Accolades

Taylor Gordon, (Cohort 2023) is a 2022-2023 Southern Association of College Student Affairs (SACSA) Ambassador. 

Mackenzie Harville, (Cohort 2023) Summer ACUHO-I Intern, University Housing and Dining, University of Texas at Austin (Austin, TX).
Paige Hlad and Michael Hazan, (Cohort 2022) presented at the 2022 SEAHO Conference. Presentation title, Checking the Label: Planning an Inclusive Dietary Experience for Students & Staff” (Asheville, NC). 

Maggie Krzeminski, (Cohort 2023), won 1st placed in the Association of Fraternity/Sorority Advisor (AFA) – Order of Omega Case Study – Crisis Management Track competition. 

Christopher Ndiritu (Cohort 2018) Assistant Director, University Housing, University of New Orleans is the NASPA Region III 2022 William Leftwich Outstanding New Professional. 

Annemarie Thomas, Maxwell Lacosse, and Jenna Ward (Cohort 2023) and Michael Hazan (Cohort, 2022) won 2nd Place in the 21st Annual StudentAffairs.com Virtual Case Study Competition. 

Sam Raines, (Cohort 2022) co-published the following article titled: Asanas in action: A review of the psychological effects of yoga in prison populations. In the Annual Review of Addiction & Offender Counseling: Best Practices. 

Filed Under: Uncategorized

CSP Welcomes New Coordinator

CSP Welcomes New Coordinator

August 1, 2021 by Jonah Hall

CSP Welcomes New Coordinator

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.”

Filed Under: Uncategorized

New PERC Series: Student Affairs Practice & Planning in the COVID-19 Environment

New PERC Series: Student Affairs Practice & Planning in the COVID-19 Environment

August 14, 2020 by Jonah Hall

New PERC Series: Student Affairs Practice & Planning in the COVID-19 Environment

The COVID-19 pandemic has placed major constraints on student engagement, presenting unique challenges for student affairs, where success has traditionally depended on high quality, face-to-face student interactions.

Learn how institutions are adapting in PERC’s newest research series, Student Engagement Practice and Planning in the COVID-19 Environment. This series examines practices and plans in student affairs from across the nation. The series focuses on nine key areas:

• Orientation Programming Practices
• Student Government
• Student Activities and Clubs
• Fraternities and Sororities
• Community Service Programs
• Residence Life Operations & Programming
• Multicultural Engagement
• Student Health & Wellness
• Student Employment

Click here to learn more about the project and access the briefs as they become available.

Filed Under: News, PERC, Publications, Research, Uncategorized Tagged With: Goal 2: Make an Impact, Goal 5: Living our Values, PERC, Postsecondary Education Research Center

Center for Educational Leadership to Facilitate the Tennessee Rural Principal Network

Center for Educational Leadership to Facilitate the Tennessee Rural Principal Network

August 14, 2020 by Jonah Hall

Center for Educational Leadership to Facilitate the Tennessee Rural Principal Network

The Center for Educational Leadership, directed by Educational Leadership and Policy Studies Assistant Professor Practice Dr. Jim McIntyre, was just awarded a grant from the Kern Family Foundation to more explicitly integrate character development into all leadership programming over the next three years. The award will allow Dr. McIntyre and his team, in collaboration with the American Institutes for Research, to facilitate an intensive, yearlong collaborative professional learning experience for 54 rural school principals from across the state of Tennessee.

“The power of this network is the principals,” said McIntyre. “The participants will learn with and from each other and tackle tough issues around public education in the rural context. We plan to very intentionally build a professional support network for these remarkable school leaders that will help enhance and strengthen rural schooling across the state.”

The mission of the Kern Family Foundation is to empower the rising generation of Americans to build flourishing lives anchored in strong character, inspired by quality education, driven by an entrepreneurial mindset, and guided by the desire to create value for others. They focus on initiatives that have long-term, systemic impact,

For more information on the award, see this news release from the College of Education, Health, and Human Sciences. For more information on the Center for Educational Leadership, click here.

Filed Under: Accolades, CEL, News, Uncategorized Tagged With: CEL, Goal 1: Prepare and Develop Leaders and Scholars, Goal 2: Make an Impact, Goal 5: Living our Values, Jim McIntyre

HEAM PhD Candidate Steve Syoen’s Virtual Writing Retreats Create Global Community

HEAM PhD Candidate Steve Syoen’s Virtual Writing Retreats Create Global Community

August 6, 2020 by Jonah Hall

HEAM PhD Candidate Steve Syoen’s Virtual Writing Retreats Create Global Community

Steve Syoen

Steve Syoen, Organizer of Virtual Writing Retreats

How do extroverts and social learners cope with the loss of community during a pandemic, which only intensifies the oftentimes lonely dissertation stage?

Well, if you’re ELPS PhD candidate Steve Syoen, you don’t struggle with the loss of community, you just create a new one.

Syoen began organizing his Virtual Writing Retreats in the spring of 2020 after passing comps and entering the dissertation phase of his degree: “I do best with others around me pursuing similar goals. COVID-19 struck, they closed libraries on campus, and I started working from home. My other go-to used to be McDonald’s for free WiFi, but then restaurant dining rooms closed. I needed SOMETHING… so when your natural community isn’t available, I decided to make one.”

Syoen builds community with guided chat between writing sessions.

Most of Steve’s Virtual Writing Retreat attendees are “working folks” with full lives outside their PhD pursuits, so each event usually runs from 9:15am-3:30pm EST. Syoen describes what to expect: “We start with people getting settled in, we write for 75 or 90 minutes, we take 15 minute breaks (30 for lunch), and then we write more. Before each writing session starts, participants are offered an opportunity to either speak or chat their goals for the next work period into existence. At the end of a session, participants are invited to share what they accomplished. The goal is progress, and whether that is one paragraph, one article, or an entire chapter – we celebrate it all.” Between sessions, participants chat with questions guided by Syoen about everything from favorite snacks for focus to favorite productivity tools and writing implements. “I was able to complete my detailed outline for my section! This was terrific, Steve!” one attendee reports during a break.

The goal is progress, and whether that is one paragraph, one article, or an entire chapter – we celebrate it all.

Steve Syoen HEAM PhD Candidate and Organizer of global Virtual Writing Retreats

Since beginning his Virtual Writing Retreats, Syoen’s new community has gone global. “We have people from India, China, and the Netherlands who’ve joined each of the last two sessions. The person in India has asked me to help start coordinating these for her program so she can do them in her time zone (they are 8.5 hours ahead of us) instead of attending ours in Eastern time.”

Students interested in joining one Syoen’s Virtual Writing Retreats can either send him an email or stay in the know of future events by joining the Working Folks Guide to a PhD Facebook group.

Filed Under: Accolades, HEAM, News, Research, Uncategorized Tagged With: Goal 1: Prepare and Develop Leaders and Scholars, Goal 3: Communicate and Collaborate, Goal 5: Living our Values, HEAM

New Works Explore Challenges and Future of Fraternities and Sororities

New Works Explore Challenges and Future of Fraternities and Sororities

August 4, 2020 by Jonah Hall

New Works Explore Challenges and Future of Fraternities and Sororities

ELPS Professor Patrick Biddix’s latest co-edited volumes explore conversations about the challenges and future of fraternities and sororities.

Book cover for "Foundations, Research, and Assessment of Fraternities and Sororities"Foundations, Research, and Assessment of Fraternities and Sororities (2019) features continuing conversations about the challenges facing fraternities and sororities on campuses across the country. Faculty, administrators, and alumni/ae will find inspiration as higher education scholars and practitioners that examine the past and future constructs of fraternity and sorority institutions. The volume opens with a historical section on the origins of fraternities and sororities, then moves to examine values, legal issues, and research before concluding with an overview of fraternity/sorority scholarship that includes profiles of large, national benchmark surveys.

“As higher education professionals seek to build leaders and programs that align with institutional values, this text provides thoughtful study and practical assessment of the fraternity and sorority experience.”

-Kathryn Cavins-Tull, Texas Christian University Vice Chancellor for Student Affairs

Book cover for "Supporting Fraternities and Sororities in the Contemporary Era"Biddix’s second volume, Supporting Fraternities and Sororities in the Contemporary Era (2019), follows conversations and scholarship suggesting that not just change is necessary, but that there ought to be a fundamental reconceptualization of the fraternity and sorority construct.

“The authors’ focus on collaboration between campus based and Headquarters based fraternity and sorority professionals adds an important new perspective to the administration of fraternity and sorority affairs.”

Charles G. Eberly, PhD, Emeritus Professor of Counseling and Higher Education, Eastern Illinois University

Including summaries of national organizations from authentic, represented voices, chapters in Supporting Fraternities and Sororities in the Contemporary Era focus on solutions to support the fraternity and sorority experience and provide strategies and emerging explanations for the issues described in this text.

Both titles are available online via Myers Education Press.

Filed Under: Accolades, HEAM, News, Publications, Uncategorized Tagged With: Biddix, fraternities, Goal 1: Prepare and Develop Leaders and Scholars, Goal 2: Make an Impact, HEAM, Research in Higher Education, sororities

ELPS Alum Receives Award

ELPS Alum Receives Award

June 4, 2020 by Jonah Hall

ELPS Alum Receives Award

Educational Leadership & Policy Studies alum Tanisha Jenkins, PhD, Director of Multicultural Student Life and Frieson Black Cultural Center, won the James E. Scott Outstanding Mid-Level Student Affairs Professional Award, part of the NASPA Region III Awards, 2020. Congratulations, Tanisha!

Filed Under: Accolades, News, Uncategorized Tagged With: award, ELPS, Goal 1: Prepare and Develop Leaders and Scholars, Goal 2: Make an Impact

Frank Cuevas Named Permanent Vice Chancellor for Student Life

Frank Cuevas Named Permanent Vice Chancellor for Student Life

May 21, 2020 by Jonah Hall

Frank Cuevas Named Permanent Vice Chancellor for Student Life

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.

—

CONTACT

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

Filed Under: Accolades, News, Uncategorized Tagged With: Division of Student Life, Frank Cuevas, Goal 2: Make an Impact, Goal 5: Living our Values

Trends in Community College Course Material Costs and Their Impact on Student Success

Trends in Community College Course Material Costs and Their Impact on Student Success

March 5, 2020 by

Trends in Community College Course Material Costs and Their Impact on Student Success

Community college students throughout Tennessee are taking fewer classes, avoiding certain majors, and not purchasing required materials due to their cost, according to the 2019 Tennessee Community College Student Course Materials Survey Report released by The University of Tennessee, Knoxville, Postsecondary Education Research Center (PERC). This survey, the first to specifically survey Tennessee community college students’ experiences, illustrates the impact that high course material costs have on students’ academic decisions and ability to progress toward graduation.

“The state of Tennessee is a national frontrunner in resolving barriers related to the cost of tuition, but the issues students experience due to the oftentimes high cost of course materials indicate that simply enrolling students is not enough,” said Elizabeth Spica, Principal Researcher working in partnership with the University of Tennessee, Knoxville, Postsecondary Education Research Center. “We not only want students to enroll, but also to succeed and earn the degrees and credentials that will help them be more successful in life. The negative points of impact evident in this research report indicate we have more work to do.”

The report results could help inform educational leaders and policymakers further develop recommendations and initiatives for increasing the affordability of required course materials and, as a result, the overall affordability of college. According to the report students spent an average of $119.18 per course on required materials in the Fall 2019 semester, and while they relied most heavily on campus bookstores, they also frequently turned to online services like Amazon and Chegg to purchase and rent materials.

“It is our hope that this report will help illuminate the struggles that students face related to the unanticipated costs incurred after enrolling in a postsecondary program,” said Spica. “Course material costs represent a great proportion of the investment beyond tuition, and by addressing this challenge, Tennessee will pave the way for students to more easily realize the opportunities that come with successful completion of a higher education degree.”

In a partnership with the University of Tennessee, Knoxville, Postsecondary Education Research Center, the Tennessee Board of Regents Office of Policy and Strategy, and Offices of Institutional Research at 12 participating community college campuses, the 2019 Tennessee Community College Student Course Materials Survey was completed by almost 2,000 students across the state, half of which intended to transfer to a four-year institution upon completion of their current program. The survey asked students about their spending, purchase behaviors, and points of impact for course material costs on academic decisions and their ability to progress to graduation. The survey also addressed the extent to which required materials were being used in the classroom.

Download the Press Release by clicking here, and for additional information and to view a full copy of the report, visit perc.utk.edu/reports/.

 

About PERC: The mission of the University of Tennessee, Knoxville, Postsecondary Education Research Center (PERC) is to identify, conduct, and coordinate research on initiatives and ideas designed to enhance higher education at the institutional, state, and national levels to enhance policy and practice.

Filed Under: HEAM, News, PERC, Publications, Research, Uncategorized Tagged With: Goal 1: Prepare and Develop Leaders and Scholars, Goal 2: Make an Impact, PERC, Spica, textbook costs

  • 1
  • 2
  • 3
  • Next Page »

Recent Posts

  • Navigating Ambiguity and Asymmetry: from Undergraduate to Graduate Student and Beyond
  • My Journey In Writing A Bibliometric Analysis Paper
  • Power BI, Will It Really Give Me Data Viz Superpowers?
  • Empathy in Evaluation: A Meta-Analysis Comparing Evaluation Models in Refugee and Displaced Settings
  • Irwin Recognized As Emerging Professional By ACPA

Recent Comments

No comments to show.

College of Arts & Sciences

117 Natalie L. Haslam Music Center
1741 Volunteer Blvd.
Knoxville TN 37996-2600

Phone: 865-974-3241

Archives

  • June 2025
  • May 2025
  • March 2025
  • February 2025
  • January 2025
  • December 2024
  • November 2024
  • October 2024
  • September 2024
  • August 2024
  • July 2024
  • June 2024
  • May 2024
  • April 2024
  • March 2024
  • February 2024
  • January 2024
  • December 2023
  • November 2023
  • October 2023
  • May 2022
  • September 2021
  • August 2021
  • February 2021
  • September 2020
  • August 2020
  • June 2020
  • May 2020
  • March 2020
  • February 2020
  • November 2019
  • September 2019
  • August 2019
  • July 2019
  • June 2019
  • April 2019
  • March 2019
  • February 2019
  • January 2019
  • December 2018
  • November 2018
  • October 2018
  • August 2018
  • June 2018
  • May 2018
  • April 2018
  • February 2018
  • December 2017
  • October 2017
  • August 2017

Categories

  • Accolades
  • CEL
  • CSP
  • EDAM
  • Evaluation Methodology Blog
  • Graduate Spotlights
  • HEAM
  • Leadership Studies News
  • News
  • PERC
  • Presentations
  • Publications
  • Research
  • Uncategorized

Copyright © 2025 · UT Knoxville Genesis Child for CEHHS on Genesis Framework · WordPress · Log in

Educational Leadership and Policy Studies

325 Bailey Education Complex
Knoxville, Tennessee 37996

Phone: 865-974-2214
Fax: 865.974.6146

The University of Tennessee, Knoxville
Knoxville, Tennessee 37996
865-974-1000

The flagship campus of the University of Tennessee System and partner in the Tennessee Transfer Pathway.

ADA Privacy Safety Title IX