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Blackberry Farm’s Brian Lee to Receive UT Alumni Service Award

Blackberry Farm’s Brian Lee to Receive UT Alumni Service Award

Blackberry Farm’s Brian Lee to Receive UT Alumni Service Award

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Brian Lee, Director of Guest Relations at Blackberry Farm, is a proud recipient of 2024 UT Alumni Service Award. The students in the Hotel Development and Analytics class, along with faculty and staff from the Department of Retail, Hospitality, and Tourism Management (RHTM) surprised Brian with the exciting news of this prestigious honor. Brian has been a dedicated supporter and partner of RHTM and the University of Tennessee, Knoxville, since graduating in May 1992 with a bachelor’s degree in Hotel and Restaurant Administration from RHTM.

Brain Lee reacts as he receives the news from RHTM department head, Junehee Kwon

Soon after graduation, he started his career at Blackberry Farm, Walland, TN. Starting from a concierge (1995-1996) to dining room manager (1996-1998), lodging manager (1998-2000), guest relations manager (2000-2015), general manager (2015-2022), and finally, director of guest relations (2022-present), he has impacted nearly every department of this award-winning resort. Blackberry Farm holds membership in the exclusive Relais & Châteaux, and U.S. News & World Report has consistently ranked it as the #1 Best Hotel in Tennessee and the #3 Best All-Inclusive Resort in the U.S. The resort’s world-class service quality makes it a true hidden gem in East Tennessee, and Brian’s alma mater takes immense pride in his accomplishments.

Brian Lee and RHTM Department Head, Junehee Kwon discuss his award

Throughout his extensive tenure at Blackberry Farm, Brian has exemplified true hospitality and emerged as one of the resort’s most influential executives. Recognizing the exceptional learning opportunities the resort offers for hospitality and tourism management students, Brian actively engaged students by sharing his expertise and providing them with access to the facility. His dedication to student development and experiential learning has been invaluable, and the RHTM department is deeply grateful for his contributions. Beyond his remarkable career achievements, Brian has consistently demonstrated a spirit of service extending beyond the hospitality industry.

Brian Lee with his HTM 450 Hotel Development and Analytics students

“He is an incredible instructor who relates to students very effectively,” stated Junehee Kwon, Department Head of RHTM. “Brian’s numerous guest lectures have inspired students to pursue excellence in hospitality, drawing on his extensive experience in resort operations to teach lessons on world-class service standards, quality assurance, and luxury resort management.” Moreover, Brian has facilitated numerous internship and employment opportunities for UT students, regardless of their majors, at Blackberry Farm, serving as a vital link between UT students and the resort.

In addition to his educational contributions, Brian has served as a member of the RHTM Advisory Board for over a decade, providing invaluable guidance on curriculum modernization, internship and employment opportunities, and fundraising initiatives. Furthermore, Brian has served as a Chancellor’s Associate for UT for the past three years, further demonstrating his commitment to the university’s mission and community.

Brain Lee with RHTM faculty and staff

The College of Education, Health, and Human Sciences and the RHTM department extend heartfelt congratulations to Brian on receiving the 2024 UT Alumni Service Award. The award ceremony is scheduled for September 13, followed by attendance at a home football game against Kent State University on September 14, 2024.

Mark Finchum Inducted into Educators Hall of Honor

Mark Finchum Inducted into Educators Hall of Honor

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Mark Finchum

Mark Finchum’s academic journey is a testament to his commitment to lifelong learning and professional development. He earned his Bachelor of Science degree in Communications, followed by a Master of Science in Curriculum & Instruction, and ultimately achieved a Ph.D. in Social Studies Education, all from the University of Tennessee, Knoxville.

Throughout his 33-year tenure as a social studies educator, he consistently demonstrated excellence in teaching and unwavering dedication to his craft. He has been recognized through numerous accolades, including the Middle School Teacher of the Year and the Distinguished Classroom Teacher Award in Jefferson County. Mark’s contributions to the field were further acknowledged with prestigious honors such as the American History Teacher of the Year from the Daughters of the American Revolution.

Finchum’s impact extends beyond the classroom and his involvement reflects his commitment to community engagement and historical preservation. His involvement includes: the Jefferson County Historical Society, Tennessee Geographic Alliance, the Governor John Sevier Memorial Association, and the East Tennessee Historical Society. He has served as the Past President and current Executive Director of the Tennessee Council for the Social Studies (TCSS), demonstrating his commitment to advancing social studies education statewide. Mark’s leadership extends to the national level as well, where he served as a board member for the National Council for the Social Studies (NCSS) and chairs the NCSS Indigenous Education Community.

Finchum, along with his wife Sherry, co-founded Indian Creek Productions, Inc., which hosts the annual Spirit of Nations Powwow at Jefferson County High School, and conducts workshops for teachers’ professional development.

Other professional accomplishments include various consultative roles, demonstrating his expertise and commitment to advancing educational resources. His contributions to projects with organizations such as the Library of Congress, PBS News Hour, the Smithsonian’s National Museum of the American Indian, Sycamore Shoals State Historic Park Museum, Freedoms Foundation in Valley Forge, and various textbook publishers reflect his dedication to enhancing educational materials and experiences for students nationwide.

Denise Dean Inducted into Educators Hall of Honor

Denise Dean Inducted into Educators Hall of Honor

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Denise Dean

Denise Dean’s love for children is what led her to start the East Tennessee Freedom Schools where she is the Executive Director. ETFS delivers the Children’s Defense Funds’ Freedom Schools® program that helps children fall in love with reading and engage in social and civic action. They operate three sites, two in Knox County and one in Blount County. She is proud to offer a program that makes a difference and where communities of children and families can learn, love and flourish.

In 2003 Denise left IBM as an executive where she led and worked in the areas of sales, management training, executive coaching, and Organization Development. She left to become an elementary school teacher. She spent her first year of teaching with 5th-grade students in San Jose, CA. In subsequent moves she delivered programs and tutored children at elementary schools in Bethel, Connecticut, Dubai, U.A.E., and here in Knoxville, TN.

Denise’s IBM career, teacher training, and life experience have prepared her well for her current journey. Making the CDF Freedom Schools® program available to children in neighborhoods across East Tennessee is how she will leverage her experience to make a positive difference.

In addition to running ETFS, Denise serves on the boards of Muse Knoxville, the East Tennessee Foundation, the Community Building Institute, and Harmony Family Center.

Denise has a Bachelor of Arts from Harvard College, a Masters in Organization Development from American University, and a Teaching Credential from San Jose State University.

Jimmy Cheek Inducted into Educators Hall of Honor

Jimmy Cheek Inducted into Educators Hall of Honor

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Jimmy G. Cheek

Jimmy G. Cheek is Chancellor Emeritus and Distinguished Professor Emeritus of Higher Education in the Department of Educational Leadership and Policy Studies at The University of Tennessee, Knoxville and Former Director of the University of Tennessee, Knoxville Postsecondary Education Research Center.

Cheek became the seventh chancellor of the University of Tennessee, Knoxville, on February 1, 2009 and stepped down from that position on February 15, 2017.

Within a year of taking office, he accepted the Governor’s challenge for UT to become a Top 25 public research university in the United States. This aggressive initiative sparked exciting momentum around improving undergraduate education, graduate education, research, campus infrastructure, and securing additional financial resources which included approval by the Board of Trustees of differential tuition for 4 colleges and the 15-4 tuition model. In 2012 the campus launched a private fundraising campaign, Join the Journey, with a goal to raise $1.1 billion by 2020.

A first-generation college student, Cheek set in motion several initiatives to increase diversity and student access to the university. A vice chancellor for diversity and engagement was created. The university’s work on improving access led to Cheek’s participation in two White House Summits on increasing college opportunity for low-income students.

Prior to his appointment at the University of Tennessee, Knoxville, Cheek was the Senior Vice President for Agriculture and Natural Resources at the University of Florida. He also served as Dean of the College of Agricultural and Life Sciences (CALS), As dean, Cheek oversaw the development of four new degree programs and eleven undergraduate minors.

Cheek became Assistant Dean of the College in 1992 and served in the role for seven years prior to becoming Dean. During his tenure as the assistant dean, enrollment increased 120%, the number of degrees conferred doubled, early admission programs with the College of Dentistry and the College of Veterinary Medicine were launched, and an off-campus program was initiated at Milton. Cheek was hired at the University of Florida in 1975 as an Assistant Professor of Agricultural Education and Communication and became Professor in 1985. In 1981, he was appointed Assistant Department Chair and served in that role until 1992.

Romero-Hall Recognized by Canadian Social Knowledge Institute

Romero-Hall Recognized by Canadian Social Knowledge Institute

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

Enilda Romero-Hall

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

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

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

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

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

 

 

 

 

Are Student Consent Forms Outdated When it Comes to Privacy?

Are Student Consent Forms Outdated When it Comes to Privacy?

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Study Examines Media Release Policies of U.S. School Districts

It’s 2024. Do you know where your child’s private information is on the internet? The latest addition to a line of research initiated by Knox County teacher and University of Tennessee, Knoxville, alumna, Macy A. Burchfield (‘22), and co-authored by associate professor in the Department of Theory & Practice in Teacher Education, Joshua M. Rosenberg and Sondra M. Stegenga from the University of Utah, has revealed the alarming indication that, not only is private information belonging to school-aged children circulating through social media channels largely untracked and unprotected, the media release policies and parental consent forms in use among the nation’s largest school districts currently do not inform caregivers about their planned use of social media in a comprehensive way. These policies, or, lack thereof, may be where the problems and risks with student data privacy in social media are originating.

Joshua Rosenberg

The new study, published in The Journal of Research on Technology in Education, used qualitative content analysis (QCA) to analyze district policies from the 120 largest school districts in the United States, based on enrollment. The districts contained more than 86,000 students on average, or, about 20.9 percent of students in the country.

Though 87.7 percent of informed consent/media release documents analyzed mentioned the types of media that might be shared by the school, (photos, students’ names) and where it may be shared (newspapers, school websites, social media in general), only 13.3 percent of the forms contained mention of specific social media platforms where student information may be shared, such as Facebook, X, or YouTube. Furthermore, almost no forms disclosed the potential risks of sharing students’ personal information publicly. This is concerning since we know as a society that social media use is extremely widespread and that privacy risks exist, let alone the possibility of FERPA violations from sharing student information.

One thought-provoking and actionable conclusion from the study was that the forms in question may simply be outdated and in need of revision. Many of the consent forms analyzed were created prior to today’s age of social media. These outdated forms were meant to address sharing information in non-digital media, such as school directories and yearbooks.

Sondra Stegenga

“We now appear to be in a time of outdated consents that lack the specificity for an authentic understanding of the consents, leading to genuine risks to the child and family,” according to the study. “We question, is it really true informed consent, even if the boxes are checked and it is signed, if the family does not have all the necessary details and information to understand what, where, and why personally identifiable information will be shared?”

In an age of increasing digital experiences across the globe, this study contributes to the larger conversation of digital data ethics and informed consent. School districts in the U.S. and the wider educational community can increase safety by examining and updating their data policies and consent forms to better protect our younger generations’ privacy.

“I must say, attention to this issue of consent is immensely important, not only related to best practices in information security, but also related to the ethical obligations we have in ensuring truly informed consent with parents and students, ” said co-author Sondra Stegena.

Information for Students Registering for CFS-Prefix Classes

Information for Students Registering for CFS-Prefix Classes

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Beginning August 1, 2024, the Department of Child and Family Studies will become the Department of Counseling, Human Development, and Family Science (CHDFS).

  • The current undergraduate and graduate programs and courses will either be moved to an existing department (TPTE – IEC Interdisciplinary Early Childhood) or the newly-formed Counseling, Human Development, and Family Science (CHDFS) department.
  • In preparation for these program changes, all CFS-prefix classes will be discontinued, beginning in Fall 2024.
  • However, current students’ academic plans and degree plans WILL be honored, and the actual content of our courses will remain the same.
  • For Fall 2024, students should register for courses with either the HDFS-prefix or the IEC-prefix.
  • Here are two tables that give more details about the course prefix changes.
Old Prefix

& Number

Course TitleNew Prefix

& Number

CFS 210Human DevelopmentHDFS 210
CFS 211Development in Infancy and ChildhoodHDFS 211
CFS 213Development in Adolescence and AdulthoodHDFS 213
CFS 220Marriage and Family: Roles and RelationshipsHDFS 220
CFS 240Human SexualityHDFS 240
CFS 320Family InteractionHDFS 320
CFS 345Life DesignHDFS 345
CFS 360Family StressHDFS 360
CFS 385Diversity among Children and FamiliesHDFS 385
CFS 395Introduction to Research Methods and StatisticsHDFS 395
CFS 405Development of Professional SkillsHDFS 405
CFS 440Family Life and Parent EducationHDFS 440
CFS 460Directed Study in (was CFS) (now HDFS)HDFS 460
CFS 480Practicum: Community PlacementHDFS 480
CFS 481Research in (was CFS) (now HDFS)HDFS 481
CFS 485Special Topics in (was CFS) (now HDFS)HDFS 485
CFS 490Practicum: ResearchHDFS 490
CFS 497Honors: (was CFS) (now HDFS)HDFS 497

 

Old Prefix

& Number

Course TitleNew Prefix

& Number

CFS 210Human DevelopmentHDFS 210
CFS 211Development in Infancy and ChildhoodHDFS 211
CFS 213Development in Adolescence and AdulthoodHDFS 213
CFS 220Marriage and Family: Roles and RelationshipsHDFS 220
CFS 240Human SexualityHDFS 240
CFS 320Family InteractionHDFS 320
CFS 345Life DesignHDFS 345
CFS 360Family StressHDFS 360
CFS 385Diversity among Children and FamiliesHDFS 385
CFS 395Introduction to Research Methods and StatisticsHDFS 395
CFS 405Development of Professional SkillsHDFS 405
CFS 440Family Life and Parent EducationHDFS 440
CFS 460Directed Study in (was CFS) (now HDFS)HDFS 460
CFS 480Practicum: Community PlacementHDFS 480
CFS 481Research in (was CFS) (now HDFS)HDFS 481
CFS 485Special Topics in (was CFS) (now HDFS)HDFS 485
CFS 490Practicum: ResearchHDFS 490
CFS 497Honors: (was CFS) (now HDFS)HDFS 497

 

 

KRSS Alum Named Executive Director of Rise Above

KRSS Alum Named Executive Director of Rise Above

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The Growing Seattle Nonprofit Serves Native Youth Through Sports Clinics and Mentorship

Rise Above, a Seattle nonprofit dedicated to empowering Native youth, has announced that Natalie Welch has joined the organization as its new executive director.

“We couldn’t be more excited to have Natalie on our growing team,” says Rise Above CEO and founder Jaci McCormack. “Her expertise, knowledge and compassion are going to help us inspire even more kids.”

Natalie Welch

“I’m thrilled and honored to join Rise Above in this role,” Welch said. “Jaci and Brad have built an amazing foundation through their relationships and passion to serve Native youth.”

Welch brings over a decade of professional experience in the fields of marketing and education. She obtained her MBA from the University of Central Florida and completed her doctorate degree at the University of Tennessee, Knoxville, focusing her dissertation on Native American athletes giving back to their communities.

She is originally from the Qualla Boundary in Cherokee, North Carolina, and is an enrolled member of the Eastern Band of Cherokee Indians. Before moving to Seattle, Welch helped build a sport management program at Linfield University in McMinnville, Oregon. She volunteers regularly, including coaching for Girls on the Run, a nonprofit that focuses on the social, emotional, physical and behavioral skills of third- to eighth-grade girls.

As executive director, Welch will oversee Rise Above’s community services, organizing events and coordinating with like-minded nonprofits. Welch will continue in her current role as a professor at Seattle University, teaching in the MBA in Sport and Entertainment program in the Albers School of Business.

Welch Speaking to a Group of Youth in Seattle

“Having Natalie on our team is only going to make our work stronger as our organization expands its reach,” says Rise Above co-founder Brad Meyers. “Our mission is to empower Native kids, and she’s going to help us live out that mission.”

Rise Above is projected to grow 25% annually over the next five years, with an aim to double its staff and programming by 2025. To keep pace with expanding services and increased client requirements, Rise Above seeks a range of talented professionals to conceive, develop and implement new and emerging programs; identify and secure additional sources of funding; and recruit, retain and promote top-tier professionals to manage and shape strategy for the organization.

Rise Above has historically been funded by grants and charitable fund programs. Moving forward, it seeks to enlist more support from individuals, foundations, businesses and community partners.

“In the coming years, we have the opportunity to expand our work beyond the Pacific Northwest by maintaining crucial relationships across Indian Country and local governments,” Dr. Welch explained. “This opportunity to serve our Native people is one that I cherish, and I hope to inspire our youth and let them know that their dreams are possible.”

For more information, please nativeyouthriseabove.org or contact Rise Above at info@nativeyouthriseabove.org.

CEHHS and Campus Partners Present Achieving Health Equity Lecture Series with Dr. Jillian C. Shipherd

CEHHS and Campus Partners Present Achieving Health Equity Lecture Series with Dr. Jillian C. Shipherd

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The University of Tennessee, Knoxville, Colleges of Communication & Information; Education, Health, and Human Sciences; Nursing; and Social Work; Department of Sociology; and AgResearch invite the campus community and health community partners to two presentations from Dr. Jillian C. Shipherd, deputy director of the LGBTQ+ Health program at the Veterans Health Administration in Washington D.C.

Achieving Health Equity Lecture Series

LGBTQ+ Support: Building a Healthier University Community
Thursday, March 21 from 2 – 3 p.m. in Student Union 262
Reception: 3 – 4 p.m. in Student Union 270
Register to join the reception at tiny.utk.edu/JCSreception.

Measurement Considerations With LGBTQ+ Populations
Friday, March 22 from 1 – 2 p.m. in Student Union 169

Dr. Jillian C. Shipherd

Jillian C. Shipherd is an international expert in trauma recovery and in LGBTQ+ health policy, education, and research. She received the American Psychological Foundation Gold Medal Award for Impact in 2023.

“Shipherd has pioneered national training programs for the Department of Veterans Affairs (VA) on all facets of transgender health care to support policy changes and improvements, positioning clinicians to evaluate and treat this previously ignored and stigmatized group of veterans. Her research has received wide attention in the media and in senior management within the VA. Shipherd has taken her research findings and applied them to make groundbreaking change throughout the VA spanning education and policy. Her trailblazing work has had a transformational impact on the lives of LGBTQ+ veterans and will continue to affect access to care for generations to come.” (American Psychologist)

CEHHS Launches Teaching-Time Out Podcast

CEHHS Launches Teaching-Time Out Podcast

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Are you an educator looking for professional, evidence-based information to enhance your career?

Join Jed Blanton for this series by educators for educators. In just the time it takes for a cup of coffee, learn how you can navigate the challenges and opportunities presented during the academic year. This podcast series is meant to share brief tactics and reflections to help evolve and sharpen our teaching practices, supported by evidence and resources. Each episode will feature one idea or strategy to bring into your teaching practice.

About Teaching Time-Out from Jedediah Blanton

Jed Blanton

Welcome to Teaching Time-Out.

I am Dr. Jedediah Blanton and I am glad you are taking a quick time out to think about teaching. I am on the faculty at the University of Tennessee and currently serve as the director of Teaching Development for the College of Education, Health & Human Sciences.

This podcast will be a way for me to chat about some of the impactful teaching practices that I’ve learned from great colleagues and through readings that have been shared with me.

In no way am I an expert nor do I think of myself as any sort of accomplished teacher – in fact, it’s probably my epic failures over the years that have best equipped me with the awareness that I need to pause and think thoroughly about how to evolve and enhance my teaching practice.

In each episode, I will share summaries of evidence that positively impact a classroom along with a set of practical instructions that you can use to sharpen your teaching practice. These teaching time-outs will be short, practical activities or reflections, based on interesting readings that have made me pause and think or re-think something about my classroom or courses. You can check the episode descriptions for links or more information about the resources that support each episode. I aim to share one topic a month during the academic year, that you can pocket and add to your teaching practice.

Listen and subscribe to wherever you listen to podcasts!
Amazon Music  |  Apple Podcasts  |  iHeart Radio  |  Spotify