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RESEARCH & EXTERNAL FUNDING

ANNUAL REPORT

FISCAL YEAR 2020

335 Claxton Complex 1122 Volunteer Blvd. Knoxville, TN 37996


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EXECUTIVE SUMMARY

This report provides an overview of

in Spring 2018 and implemented in Fall

activities in external funding occurring

2018. In Spring 2020, a new dean was

between FY2018 to FY2020 within the

appointed in the college, and she added a

College of Education, Health, and Human

focus on enhancing quality of scholarship,

Sciences (CEHHS).

along with increasing the amount of external funding supporting scholarship.

The mission of the Office of Research and

With this added emphasis on quality

External Funding within CEHHS is to

scholarship, a focus on research

"strengthen capacity, productivity, and

development is being implemented within

recognition in externally funded

CEHHS and new outcome objectives for

scholarship." In Fall 2017, the office

scholarship and external funding are being

conducted an assessment within the

developed.

college to ascertain what the needs were in relation to research, external funding,

External funding provides resources that

and scholarly activity. As there was not a

can enhance scholarship impact. Thus,

strategic plan within the college that

CEHHS' philosophy regarding external

focused on research and external funding,

funding is that the type and amount of

the office developed a strategic plan for

external funding that an individual faculty

this area after working with department

member pursues should be what is needed

heads, faculty, directors, and staff. This

to support that faculty member’s

plan was approved by college leadership

scholarship to enhance scholarship impact.


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ABOUT THE RESEARCH & EXTERNAL FUNDING TEAM

Left to right: Hollie Raynor, Associate Dean for Research; Courtney Holbert, Director of External Funding; Kelly Steele, Assistant Director of External Funding; Lisa Zottarelli, Research Development

Our office provides services in proposal development, award management, and scholarly research and engagement services. Proposal development and award management services are led by Courtney Holbert, Director, and Kelly Steele, Assistant Director, and focus on assisting with all aspects of proposal/contract development for federal, state, corporate, and private funding. Scholarly research and engagement services are led by the Associate Dean for Research (ADR), Dr. Hollie Raynor, who is responsible for visionary leadership focused on enhancing the quality, breadth, quantity, and impact of all research activities of CEHHS. Our newest team member, Dr. Lisa Zottarelli, supports research development. Services provided by our office are designed to support optimization of faculty research productivity to enhance CEHHS’ performance on metrics associated with research productivity. These services include: professional development workshops on scholarship and external funding topics, support in the development of individual scholarship agendas, organizing working groups that enhance new and existing research linkages, and critical review of proposals. Overall, our office goal is to take away the mystique of applying for external funding and provide practical ways to improve scholarship quality and to support the professional development of faculty in becoming known scholars in their field.


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OUR DEPARTMENTS & CENTERS

FOCUSED ON: 1. Translational science, bridging theory to classroom applications, to enhance educator preparation programs for vulnerable populations 2. Community-focused workforce development for education providers Early childhood and K-12 educators School administrators School counselors & psychologists DEPARTMENTS: Child & Family Studies (CFS) Educational Leadership & Policy Studies (ELPS) Educational Psychology & Counseling (EPC) Theory & Practice in Teacher Education (TPTE) CENTERS: College Access and Persistence Services Outreach Center (CAPS) Center for Children's & Young Adult Literature Center for Educational Leadership (CEL) Center for Enhancing Education Mathematical Sciences (CEEMS) Center for Literacy, Education & Employment (CLEE) Center on Deafness (COD) Early Learning Center (ELC) Korn Learning, Assessment & Social Skills Center (KLASS) Postsecondary Education Research Center (PERC)

FOCUSED ON: 1. Translational science, bridging bench to individual to community applications, to enhance societal health in vulnerable populations 2. Community-focused workforce development for health providers Community health educators Dietitians Therapeutic recreation counselors DEPARTMENTS: Child & Family Studies (CFS) Kinesiology, Recreation & Sport Studies (KRSS) Nutrition Public Health (PH)

FOCUSED ON: 1. Translational science, bridging individual to population applications, to enhance consumer experiences and organizational effectiveness 2. Community-focused workforce development for providing consumer- and sport-oriented business practices Hospitality and Tourism Sciences Recreation Agencies Sport Psychology DEPARTMENTS: Kinesiology, Recreation & Sport Studies (KRSS) Retail, Hospitality & Tourism Management (RHTM) CENTERS: Center for Sport, Peace & Society (CSPS) Culinary Institute (CI) Rocky Top Institute (RTI)


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RESEARCH MODEL In CEHHS, there is one model that cuts across all of the exemplary work of our many departments and centers: the socioecological model. The socioecological model is a framework that assists in understanding how to enhance education, health, and human sciences within society. This model depicts the relationship between individual, interpersonal, organizational, community, and policy levels. To promote an educated and healthy society, CEHHS collaborates with community partners in scholarship at any one, or multiple, levels simultaneously. Our diverse departments and centers are designed to interact with society through this socioecological framework to actualize CEHHS' goal of enhancing quality of life through research, outreach, and practice. CEHHS' mission is to develop, encourage, and prepare innovative leaders who influence, improve, and inspire a healthy, educated, civil and vibrant society.


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ENGAGED RESEARCH Many faculty collaborate with community partners to address societal problems within their research. To acknowledge this type of research, CEHHS created definitions for engaged scholarship, which include engaged teaching, engaged research, and engaged service. The notion of engaged scholarship has emerged over the past twenty years as part of the continuing dialogue on the creation of knowledge and the role of colleges and universities in society as they seek to solve complex problems alongside the community. The Carnegie Classification of Institutions of Higher Education defines community engagement as “the collaboration between institutions of higher education and their larger communities for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.� In 2015, the University received the Community Engagement Classification from the Carnegie Foundation. The goal of engaged scholarship is the generation, exchange, and application of mutually beneficial knowledge and practices developed through reciprocal partnerships between academia and the community. Engaged scholarship, which includes engaged teaching, engaged research, and engaged service, is always: Community-based, taking in the needs and contexts of the intended recipient Democratic by expertise area: shared decision making, planning, and execution Collaborative, respectful, mutually beneficial, and reciprocal Engaged research can be used to fulfill the research requirements of faculty. To fulfill these requirements, engaged research must be of the same quality as its counterpart. For example, engaged research must be evaluated using the same rigor as other forms of research (i.e., peer-reviewed research journal publications or other comparable endproducts specified by department bylaws). Engaged research is not required of faculty, nor does it receive higher value than other forms of research. Not all faculty will choose to participate in engaged research, and faculty may choose to have some, but not all, of their research as engaged research. Further information, definitions, and examples of engaged research can be found here.


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FY2020 YEAR IN REVIEW

$50.4M

$19.2M

sponsored projects to support

in FY20

requested in externally funded

in external grants awarded

scholarship

46%

105%

of faculty pursued external

increase in award amount received,

funding in FY20

compared to FY19

$9.2M

16

in research expenditures

first-time submissions for a faculty

in FY20

member in any role

96

$59.5M

funded research

projects

faculty engaged in externally

total active funded research

FY 2020 is from July 1, 2019-June 30, 2020. Data is provided from IRIS Business Warehouse and Cayuse Reports from readily available information on submissions and awards.


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TOTAL RESEARCH EXPENDITURES (TRE) Total research expenditures are a combination of dollars spent from sponsored projects (external funding) and institutional funding where an official percentage dedicated to research is assigned at the department level to each tenured- or tenuretrack faculty member. These data are collected on the National Science Foundation's HERD Survey and adds to the University's national research rankings. Total research expenditures vary widely across units, predominantly due to differing number of tenured- and tenure-track faculty and amounts of external funding present.

The units listed above are based on active fund centers within the college with any research expenditures within the three-year period covered by this report. If a unit was not listed, it is because the TRE amount for all three years was $0.


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INDIRECT COSTS (F&A) RETURNS F&A, also known as "indirect costs," are the costs of university operations related to sponsored projects that are not 100% assignable to a particular project (e.g., electricity, central administrative services). F&A rates are determined through an accounting of administrative services, physical assets, space, and utilities used at the university and are negotiated and audited regularly with the federal government. The amount of F&A earned by the college in the last three years was $997,798 (FY18), $1,144,920 (FY19), and $1,040,561 (FY20). Please note the departmental demographics on tenuredand tenure-track (TTF) faculty as it relates to this figure: Child & Family Studies, 12 TTF Educational Leadership & Policy Studies, 9 TTF Educational Psychology & Counseling, 20 TTF Kinesiology, Recreation & Sport Studies, 21 TTF CEHHS Dean-level, 3 TTF Nutrition, 9 TTF Public Health, 7 TTF Retail, Hospitality & Tourism Management, 9 TTF Theory & Practice in Teacher Education, 24 TTF Please also note that departments with affiliated centers may have additional staff and non-tenure-track faculty contributing or leading external funding that adds to the percentage of F&A earned by the unit.

The current model of F&A at the university is 40% of the total F&A earned by units from awarded sponsored projects is returned to the college. The college then returns 20% of that F&A to the unit in which the sponsored project is based. This figure details the percentage of the total college F&A that was earned by each unit in FY20. Once these funds are returned to each unit, they are unrestricted and add to the total budget available for each unit.


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COLLEGE FACULTY AND AFFILIATED CENTERS CEHHS has several faculty and one center that are managed by the dean. During FY18-20, this included the Associate Deans, Office of Professional Licensure (OPL), and the Center for Sport, Peace and Society (CSPS). Their proposal submissions and awards received are detailed below. Over the three-year period, CSPS led the proposal submissions with seven (three FY18, two FY19, and two FY20) totaling $3,993,215. OPL submitted four proposals (one FY2018, one FY19, and 2 FY20) totaling $132,388. CEHHS-level units had 12 total submissions over this period totaling $4,125,603.

CSPS was awarded three grants with the Department of State to further their empowerment work totaling $3,698,449. OPL received two awards from Tennessee Department of Education to support teachers and teacher candidates: one totaling $44,517 and the other for $81,800.

FACULTY HIGHLIGHTS With the three-year award received by CSPS, Dr. Sarah Hillyer and her team were able to empower, train, and mentor 145 individuals in 66 countries from 2018-2020 and broaden the reach of women leaders all around the world. OPL, led by Drs. David Cihak, Geri Landry, and Amelia Brown, received two separate awards and were able to provide valuable training to 82 teacher mentors in local schools.


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CHILD AND FAMILY STUDIES

The Department of Child and Family Studies (CFS), housed in the Jesse W. Harris Building, is led by Department Head and Professor, Mary Jane Moran. The faculty include twelve tenuredand tenure-track faculty, six clinical faculty, and nine lecturers, some with joint appointments at The University of Tennessee Extension. Also associated with the department is the Early Learning Center for Research and Practice (ELC), which provides a laboratory setting for the teacher education, research across a wide range of disciplines (e.g., nutrition, kinesiology, engineering, psychology, the arts, and educational psychology and counseling), outreach and engagement with community partners, situated in a multi-site high quality early care and education program for young children (infancy through kindergarten). The department prepares students for careers in both public and private domains that focus on children, youth, families, community services including legal, mental, health services, and early learning. Vision and Mission of the Department

The vision is to be nationally and internationally recognized for utilizing interdisciplinary and cross-cultural approaches to understand and enhance the well-being of children, youth, and families in diverse contexts. CFS collectively aspire to teaching, research, and practices that are socially and scientifically significant. Faculty and students strive to implement initiatives that foster community engagement, build strengths, and reflect our commitment to be inclusive. The mission of CFS is threefold: Conduct research in (or relevant to) contexts such as the home, school, and communities for the purpose of generating new knowledge and informed practices related to the wellbeing of children, youth, and families, particularly those who are the most vulnerable and at risk for falling short of optimal outcomes; Educate well-informed undergraduate, Master’s, and doctoral-level students who are well prepared to study and/or serve predominantly at-risk children, youth, and families in the state, region, nation, and international communities; and, Provide outreach and/or consulting services to families, government and private agencies, NGOs, professional organizations, and industries in areas that relate to child and family studies.


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CHILD AND FAMILY STUDIES Over FY18-20, CFS faculty submitted 25 proposals for external funding with FY18 being their largest year of the three. The cumulative total requested was $2,771,794. The ELC participated in collaborative submissions led by other colleges at the university in 2018 and 2020.

During this time, CFS faculty received two awards where they held the role of lead principal investigator. Five other awards involved faculty where they held a role of co-investigator or senior personnel. The cumulative amount of all awards in this period was $85,634.

FACULTY HIGHLIGHTS One of the two awards received by CFS faculty was to Dr. Margaret Quinn, assistant professor, which was her first submission and award at the university. Her role in the study is to use mixed methods evaluation strategies to examine teacher's implementation of the Read Right from the Start strategies. This is a two-year study totaling $143,308.


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EDUCATIONAL LEADERSHIP AND POLICY STUDIES

The Department of Educational Leadership & Policy Studies (ELPS), housed in the Jane and David Bailey Education Complex, is led by Interim Department Head and Professor, J. Patrick Biddix. The department includes nine tenured- and tenure-track faculty, two professors of practice, and nine affiliated faculty. For over 60 years, ELPS has prepared K-12 and higher education administrators, policy scholars and analysts, and faculty members to become innovative and courageous leaders through rigorous research that influences both policy and practice. The department offers graduate programs in College Student Personnel, Educational Administration (PreK-12), and Higher Education Administration as well as an undergraduate minor in leadership studies and several fully online graduate degree programs. In addition, the department hosts three centers including the Center for Educational Leadership (CEL), the Postsecondary Education Research Center (PERC), and the College Access and Persistence Services (CAPS) Outreach Center. Vision and Mission of the Department

The vision is to be nationally recognized for graduating outstanding, innovative, and courageous leaders and for producing significant educational research that influences policy and practice. The mission of ELPS is to prepare entry and executive-level administrators for schools and colleges, faculty in colleges and universities, and policy scholars to serve in state, regional, and national policy agencies associated with educational and human service enterprise. The graduate programs of the department are designed to enrich knowledge, skills, and values requisite to effective leadership and to effective teaching and research in educational settings. The department views leaders as stewards and servants of organizations; designers of the social and cultural climate in which they work; teachers who facilitate and encourage human growth and development; change agents who continually examine the purpose and performance of their organizations; and conceptual provocateurs who challenge ideas and assumptions on which policy and practice are built.


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EDUCATIONAL LEADERSHIP AND POLICY STUDIES ELPS faculty led submissions with nine over the three-year period. CEL submitted eight proposals, followed by six from PERC, and three by CAPS. The amount requested for these 26 proposals was $4,747,233 for FY1820.

CAPS ($5,609,927) and CEL ($1,293,152) led awards during this period. It was also during this time PERC received its first award funded by the National Interfraternity Council (NIC). Also, Dr. Biddix and Dr. Karen Boyd received their first awards in FY19. Dr. Biddix was funded by NIC and Dr. Boyd was funded by the NASPA Foundation.

FACULTY HIGHLIGHTS

One of the awards received by Dr. Jim McIntyre, the Director of CEL, was from the Tennessee Department of Education for the Principal Pipeline Partnership. This award provided prospective school principals an opportunity for clinical learning, coursework, on-going support from mentors, leadership responsibilities, and an opportunity to practice skills learned and be evaluated.


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EDUCATIONAL PSYCHOLOGY AND COUNSELING

The Department of Educational Psychology and Counseling (EPC) is led by Department Head and Professor, Jeff Cochran. The department includes twenty tenured- and tenure-track faculty and four clinical faculty. EPC offers undergraduate courses and graduate programs related to teaching, learning, and counseling across the lifespan. The department is committed to the creation and study of environments that enhance learning potential and promote lifelong learning for people of all ages, abilities, and backgrounds and the professional practices that we address. Through dynamic interaction among faculty and students across programs, the department provides an exciting, interdisciplinary atmosphere for course and field study leading to a deep level of reflection upon professional practices and individual and collaborative research projects. In addition, EPC is home to the following: The Center for Literacy, Education, and Employment (CLEE), established in 1988, which supports and advances literacy education across the lifespan. The center works with providers of literacy education to strengthen their capacity to help individuals build knowledge and improve skills needed to be lifelong learners and active members of families, communities, and workplaces. The Counselor Training Clinic provides mental health counseling for UT students, along with the UT Student Counseling Center. In addition, the clinic provides wellness outreach to interested learning communities within UT, such as the College of Law. The Korn Learning, Assessment & Social Skills (KLASS) Center focuses on identifying, preventing, and remedying academic and social skills deficits in children, adolescents, and young adults. The University Assisted Community Schools (UACS) programs provide for the learning support, health, mental health, and development needs of at risk children and families through after-school programs at two Title I schools. Vision and Mission of the Department

EPC's vision/mission is to excel in the preparation of leaders and scholars who promote psychological health, educational expertise, and civic responsibility.


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EDUCATIONAL PSYCHOLOGY AND COUNSELING Over FY18-20, there was a total of 24 submissions by EPC and 13 by CLEE. FY20 proved to be a busy year for EPC faculty submitting 14 proposals for a total request of $3,508,258. Aaron Kohring and his team in CLEE stayed consistently busy over the threeyear span and drastically grew the dollar amount of their ask in FY20 to $10,823,135.

Efforts were led by the staff of CLEE who obtained $13,260,989 in awards during this period. Faculty in EPC received awards totaling $783,512. The departmental efforts were led by Drs. Bob Kronick and Melinda GIbbons who received supplemental funding for existing programming.

FACULTY HIGHLIGHTS Dr. Louis Rocconi is an Assistant Professor in the Evaluation, Statistics, and Measurement program in EPC. He submitted his first proposal in FY19, and it was funded. The award by the Association of Institutional Research was designed to explore the relationship US News rankings have with various measures of student engagement as measured by the Law School Survey of Student Engagement. This award totaled $50,000.


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KINESIOLOGY, RECREATION AND SPORT STUDIES

The Department of Kinesiology, Recreation and Sport Studies (KRSS), housed in the Health, Physical Education and Recreation Building, is led by Department Head and Professor, David Bassett, Jr. The department includes twenty-one tenured- and tenure-track faculty and four professor of practice or clinical faculty. KRSS provides undergraduate students an opportunity to major in either kinesiology or recreation and sport management. Graduate students can choose to specialize in exercise physiology, biomechanics, sport psychology/motor behavior, physical activity of epidemiology, sport management, therapeutic recreation, or socio-cultural studies. The department has outreach and engagement programs that provide experiential learning. These include: Camp Koinonia (a one-week residential camp program that serves individuals with physical and intellectual disabilities), Project T.R.I.P.S. (Therapeutic Recreation in Public Schools), and Partners in Sports (a student organization for Sport Management majors and other students who are interested in pursuing careers in the sport or recreation industry). Partners in Sports is active within the university and regional sports community. Mission of the Department

The mission is to prepare scholars, practitioners, and leaders in exercise, sport, and recreation; to conduct cutting-edge research; and to maintain a commitment to inclusive excellence, social justice, and local-to-global initiatives. Excellent instruction and a commitment to experiential learning prepare students to excel.


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KINESIOLOGY, RECREATION AND SPORT STUDIES There were 44 total submissions by KRSS faculty over the three-year period. FY20 was the largest year for submissions, with 19 and $7,057,459 requested. In addition, many of these proposals were led by faculty engaging in external funding for the first time. Drs. Joshua Weinhandl, Adam Love, Lyndsey Hornbuckle-Lampkin, and Rebecca Zakrajsek all submitted for the first time.

Of the 11 proposal submissions in FY18, five resulted in awards ranging from $5,000 to $192,701. An additional $422,667 was secured in FY19 from four awards, followed by one award in FY20 totaling $6,391. Overall, eight faculty received funding in the three-year period.

FACULTY HIGHLIGHTS Dr. Scott Crouter proved to be the most active faculty with ten submissions as lead PI or co-I and three awards. One of Dr. Crouter's most notable awards has been developing and validating machine learning algorithms using raw accelerometer data collected at the hip or wrist for use in youth, which will be able to detect the start and end times of free-living physical activity bouts, classify the type of activity being performed, and estimate energy expenditure, significantly improving upon current methods.


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NUTRITION

The Department of Nutrition, housed in the Jesse W. Harris and Ken and Blaine Mossman Buildings, is led by Department Head and Professor, Jay Whelan. The department includes nine tenured- and tenure-track faculty, a professor of practice, and five clinical or lecturer track faculty. Nutrition provides undergraduate students an opportunity to major in either dietetics or basic science. Graduate students can choose to specialize in clinical nutrition and dietetics, cellular and molecular nutrition, community nutrition, public health nutrition or a dual degree (MS/MPH) in Nutrition/Public Health. Vision and Mission of the Department

The vision is to achieve national recognition in academic excellence as a leading research and graduate program that prepares professionals to assume leadership roles in nutritional sciences, dietetics, and public health nutrition. The mission is to promote an understanding and practice of the science of nutrition for the enhancement of the physiological and social well-being of individuals, families, and communities, primarily through research and education.


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NUTRITION Nutrition remains the most consistently productive CEHHS department in proposal submissions due to their expectation to pursue external funding. Submissions totaled 113 during FY18-20, the greatest number in the college. The busiest year for submissions was FY19, with 41 and $26,737,276 requested. Overall, the department was consistently engaging in external funding with 30-40 submissions per year.

The department continued to be successful in obtaining awards in all years with a significant jump in FY19 with 24 awards and $1,687,809 received. Overall, Nutrition faculty received 46 awards during the three-year period totaling $3,461,178.

FACULTY HIGHLIGHTS In FY19, two faculty each landed their first award. Dr. Ling Zhao received an National Institutes of Health (NIH) award to continue her basic science work on obesity. Dr. Dallas Donohoe received a US Department of Agriculture award to study solutions to ulcerative colitis. In addition, Dr. Hollie Raynor received an R01 award from NIH and Dr. Marsha Spence received a continuation of her Maternal and Child Health Training grant from the Health Research Services Administration.


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PUBLIC HEALTH

The Department of Public Health, housed in the Health, Physical Education and Recreation Building, is led by Department Head and Professor, Thankam Sunil. The department includes seven tenured- and tenure-track faculty, three professor of practice or lecturer track faculty and many affiliated faculty due to our work with UT's Institute of Agriculture and local county health department. The department provides graduate students an opportunity to receive a master's degree in public health with concentrations in community health education, epidemiology, health policy management, or veterinary public health. The department also offers a PhD in Public Health Sciences and several dual degree options. Vision and Mission of the Department

The vision is to be nationally recognized for academic excellence, the expertise and talents of its faculty, and its dedication to preparing students for practical and academic careers in public health. Alumni and students will improve the health of communities through outreach, support, and research, reducing health disparities, and positively influencing health policy and resource development. The mission is to prepare and mentor its students for exceptional careers in academia, public health research, administration, and practice, which promote optimal health of individuals and communities. The following guiding principles support the department's mission: We are committed to providing an academically challenging, state-of-the-art education that bridges and integrates community health with epidemiology, health behavior and health education, health planning, administration, and environmental sciences. We seek to understand the common interests of societies and to promote social justice through focused efforts on equity and fairness. We engage in outreach, service, and research benefiting the communities we serve. We respect and strongly believe in ethnic and cultural diversity. We foster interdisciplinary collaboration across departments within the university and with other health-promoting institutions worldwide.


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PUBLIC HEALTH Over the three year period, Public Health had 57 total submissions. The highest year was in FY18, with 23 submissions. The year with the highest amount requested was FY19, with $4,254,179. All faculty submitted at least one proposal during this three-year period in the role of lead PI or Co-PI/Co-I.

The department faculty received 21 total awards totaling $1,496,903. Drs. Laurie Meschke and Samantha Ehrlich led the department with awards over the three year period, with an average award amount of approximately $50,000. The largest year for awards was FY20, with nine totaling $638,226.

FACULTY HIGHLIGHTS Dr. Laurie Meschke continues to pursue community health research on opioid use. One of the most notable awards was to address this epidemic in East Tennessee. The purpose of this collaborative award is to launch a consortium, co-led by the University of Tennessee, Knoxville and community members representing ten rural Tennessee counties identified by the Center for Disease Control as being at risk for HIV and Hepatitis C infections due to injection drug use.


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RETAIL, HOSPITALITY AND TOURISM MANAGEMENT

The Department of Retail, Hospitality and Tourism Management (RHTM), housed in the Jesse W. Harris Building, is led by Interim Department Head and Regal Professor of Marketing, Daniel Flint. The department includes nine tenured- and tenure-track faculty, a clinical assistant professor and several affiliated faculty and program coordinators. RHTM provides undergraduate students an opportunity to major in either hospitality and tourism management or retail and consumer sciences. The PhD program also offers specialization in hospitality and tourism management, or retail and consumer sciences. The department offers experiential learning through two institutes and one interdisciplinary initiative: Culinary Institute, Rocky Top Institute, and UT Creamery. The Culinary Institute exists to create programs that provide applications and hands on experiences in cooking theories and principles, contribute to the training of students interested in restaurant management, and support campus events. The Rocky Top Institute’s mission is to offer consumer branded products led by student involvement focused on three main points: the “Rocky Top” song essence, products designed by students, and giveback proceeds that go towards student academic initiatives. The UT Creamery is a new student-experiential initiative co-led by RHTM and the Department of Food Science in the Herbert College of Agriculture that produces dairy products and makes them available to the public via an on-campus café and retailing operation. Mission of the Department

The mission is to provide nationally and internationally recognized interdisciplinary programs that prepare professionals and serve organizations in the public and private sectors through teaching, research, and service.


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RETAIL, HOSPITALITY AND TOURISM MANAGEMENT Over the three year period, RHTM had ten total submissions. FY19 had the most proposal submissions with five. In FY18, $104,833 was requested and was the largest of the threeyear period. There were several first-time submissions during this three-year period. This included proposals by Drs. Michelle Childs, Stefanie Benjamin, Boorham Yoon, and Sejin Ha.

The ten proposal submissions resulted in one award from Incheon National University (INU). As proposal efforts often do not result in awards, RHTM faculty agreed to participate in the Strengthening a Culture of Research program. This program was designed to train faculty through a review and feedback loop on proposals to provide the best possible submission to the sponsor. RHTM has two faculty set to participate in this program in FY21.

FACULTY HIGHLIGHTS Dr. Sejin Ha landed her first award on her first submission to Incheon National University (INU). The purpose of this research project is to explore the dynamic interaction phenomena of consumers and retail technologies by broadening the concept of consumer-smart object interaction in retail environments. Congratulations, Dr. Ha!


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THEORY AND PRACTICE IN TEACHER EDUCATION

The Department of Theory & Practice in Teacher Education (TPTE), housed in the Jane and David Bailey Education Complex, is led by Department Head and Professor, Sherry M. Bell. The department includes a research professor, twenty-four tenured- and tenure-track faculty, fifteen clinical track and six lecturer track faculty. The department provides undergraduate majors in audiology and speech pathology, deaf studies, and special education with multiple minors offered. The graduate programs offered are a Masters of Science with twelve concentrations, an EdS, or Specialist in Education with eight concentrations, and a PhD with three concentrations and multiple specializations. Also affiliated with the department are three centers. They are as follows: Center for Children's and Young Adult Literature (CCYAL) whose goal is to engage and empower young readers with high-quality children and young adult books. Center on Deafness (COD) is committed to preparing professionals who value and are committed to modeling, supporting, and securing equity for deaf and hard- of-hearing persons, including those from underrepresented populations. Center for Enhancing Education in Mathematics and Sciences (CEEMS) seeks to create, identify, implement, and evaluate novel instructional practices that support access and equity in STEM education. Mission of the Department

The mission is to benefit local, regional, national, and global communities by conducting research, preparing teachers, and engaging in outreach. The department does this by: Conducting educational research designed to improve opportunities for educational equity and excellence for all; Preparing expert, culturally competent teachers, interpreters, researchers, and educational leaders who can meet the needs of all learners; and Engaging in outreach and service designed to improve educational opportunities and outcomes for all learners, especially underserved populations.


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THEORY AND PRACTICE IN TEACHER EDUCATION TPTE faculty combined efforts resulted in 53 total proposal submissions FY18-20. CEEMS affiliated faculty submitted 52 and COD submitted 19 proposals. The total amount requested from the department and centers totaled $16,813,247 over the three years.

The department and centers were quite successful during this period with 69 total awards. Some of the most notable awards were from faculty who were successful on their first attempt. This statistic belongs to both Dr. Joshua Kenna, who received an award from Tennessee Higher Education Commission, and Dr. Josh Rosenberg, who received an award from the National Science Foundation (NSF).

FACULTY HIGHLIGHTS One of the many awards received was a highly collaborative submission led by Professor and CEEMS director, Dr. Lynn Hodge. The award from NSF titled VolsTeach for Appalachia (VFA): Strengthening the STEM Teacher Pathway from Community College to a Four-Year University, focused on recruitment and training of teacher candidates interested in STEM-related teaching careers.

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CEHHS Research & External Funding Annual Report, Fiscal Year 2020  

The Research & External Funding Annual Report provides an overview of activities in external funding occurring between FY2018 to FY2020 with...

CEHHS Research & External Funding Annual Report, Fiscal Year 2020  

The Research & External Funding Annual Report provides an overview of activities in external funding occurring between FY2018 to FY2020 with...

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