Pathways & Purpose - Spring 2024

PATHWAYS & PURPOSE

4-5 A Look Back at 2023

6-7 Teacher Education

8-9 Educational Leadership, Evaluation & Organizational Development

10-11 Health & Sport Sciences

12-13 Research & Innovation

14-15

Counseling & Human Development

16 Student Support CONTENTS

Produced by the College of Education & Human Development

Jenny Recktenwald ’94, ’00

Marketing & Communications Director

Tessa Chilton ’21, ’23 Marketing & Communications Coordinator

EXPERTS IN EDUCATION

Consistently recognized for excellence in teaching, research and service to the community.

Our mission:

To advance knowledge and understanding across disciplines and constituencies and develop educational leaders who will inform policy, improve practice, strengthen communities and address pressing social concerns.

Our vision:

To be a top-tier national metropolitan College of Education in teaching, scholarship and stewardship.

Who we are:

More than 200 faculty and staff teaching and supporting students in five academic departments, all of which have at least one educator preparation program.

Academic departments:

• Elementary, Middle & Secondary Teacher Education

• Special Education, Early Childhood & Prevention Science

• Educational Leadership, Evaluation & Organizational Development

• Counseling & Human Development

• Health & Sport Sciences

32 degree programs and certificates

5 academic departments, all with at least one educator preparation program

10 centers with a specialized mission related to research, service, and instruction

MESSAGE FROM THE DEAN

Welcome to the inaugural issue of Pathways & Purpose, a quarterly publication of the UofL College of Education & Human Development!

The college has always made it a priority to communicate good news. Now, this new, intentional effort will connect and inspire our entire community — alumni and supporters, current and prospective students, faculty, staff, partners and stakeholders.

Having been a part of the faculty for 19 years, five of those as Interim Dean, I’m proud to share that the college is consistently recognized for excellence in teaching, research and service to the community.

I believe part of why we’ve been so successful is our focus on the success of our students. I keep these four promises to each and every student:

1. They will be prepared for what comes next.

2. They will have access to stellar faculty and staff here in our college.

3. We will provide the supports necessary to help them be successful.

4. They will have meaningful, authentic learning experiences in and out of the classroom.

You’ll read much more about how we fulfill these promises in the pages that follow. I couldn’t be more proud and excited to unveil this publication, and I invite you share your own good news with us!

Sincerely,

Amy Lingo, Interim Dean College of Education & Human Development

Served

3,400 LOOK BACK AT

undergraduate and graduate students with high-quality, challenging academic experiences that will allow them to begin or continue their careers in a broad array of professions.

1,049

738

underrepresented minority students – a 21% increase since 2019.

first-generation college students – a 56% increase since 2019.

589 increase in enrollment since 2019.

5%

military-connected students – a 32% increase since 2023.

94.2%

retention rate — a 5% increase since 2019.

Named a Top Online Graduate Program by U.S. News & World Report

$948,371

Total donor funding in 2023$3.62 million over five years.

Earned reaccreditation and the highest possible rating with the Council for the Accreditation of Educator Programs, and reaccredited by the Council for Accreditation of Counseling and Related Programs (CACREP) with zero concerns or issues.

$10 MILLION+

in new grants.

230% increase in grant funding since 2019.

Patrick Pössel named UofL Researcher OF THE YEAR.

Patrick Pössel, Professor of Educational and Counseling Psychology

REMOVING BARRIERS FOR TEACHERS AND STUDENTS

Created nearly four decades ago, the college’s Multicultural Teacher Recruitment Program (MTRP) continues to make an impact by removing barriers, cultivating inclusive excellence and addressing the shortage of multicultural teachers in the classroom.

A partnership among the college, Jefferson County Public Schools and the Ohio Valley Educational Cooperative, the MTRP helps improve the accessibility of quality teacher preparation by providing financial and academic assistance, as well as professional development to undergraduate and graduate minority students.

In 2023, the MTRP served 127 undergraduate and 52 graduate students on their path to a career in education.

All 16 MTRP-supported students who earned their degrees became certified teachers and were employed in local school districts.

“The work of the MTRP is more important than ever, as we help to mitigate the high numbers of teachers retiring, moving out of the classroom or into other professions and fewer students choosing teaching as a career path,” said MTRP Director Whitney Taylor. “It is incumbent upon us to bring more talented, well-trained professionals into the classroom to support students in the critical years ahead, because both teacher quality and teacher diversity matter.”

DANCING FOR A CAUSE

Sophie Boguszewski is on a mission to make a difference.

This year, she represented the college at the 11th annual raiseRED dance marathon, contributing to the total of $516,000 raised for pediatric cancer.

“The MTRP helps me mold the life I want, into the life I will soon have with hard work and determination.

Whether it’s a study session, resume-building event, or just something fun like a dance class, the MTRP is there for YOUR experience!”

As a neuroblastoma survivor, Boguszewski brings a personal connection to the fight. She credits fundraising efforts like raiseRED for helping her pursue her dream of becoming a teacher. “Everyone deserves the opportunity to discover more about the world around them. I know how precious life is, and it’s a big reason why I want to go into education.”

Kinley Hazard, Elementary Education

She encourages everyone to get involved next year as a dancer, community partner or donor at www.raisered.org.

Sophie Boguszewski (center) an Elementary Education and Moderate & Severe Disabilities major, joined friends at this year’s raiseRED event.

Early Childhood Education supports city’s Thrive by Five initiative

Our Early Learning Campus hosted Metro Louisville Mayor Craig Greenberg and community leaders for the launch of Thrive by 5 Louisville, a 501c3 nonprofit that will create a pathway to universal pre-k in Louisville. Early learning advocate and supporter Ashley Novak Butler will serve as board chair. Jon Lee, director of the college’s Early Childhood Research Center, served on the Mayor’s Early Learning Action Group that drove the development of the initiative. Jill Jacobi Vessels, director of the Early Learning Campus and associate professor of early childhood education, told guests, “This investment will have a tremendous impact on our city and help programs like ours train and retain highly skilled professionals, enhance our programming and prepare our young learners for success in their educational journey.”

EXPLORING ALL THE OPTIONS

That notion “if you want something to get done, ask the busiest person you know,” applies to Macy Shelton, the Outstanding Undergraduate in Student Learning and Behavior Disorders for December 2023 Commencement. She earned a BS in K-5 and K-12 Education, in the Elementary (P-5) and Learning and Behavior Disorders (P-12) track, completing her degree early under the state’s Option 9 initiative — an expedited route to certification with a bachelor’s degree and initial certification within three school years while working in a nonteaching position in a school district.

“Once I found out about Option 9, I was so happy to know I could fully focus on my studies and professional development.”

served as a “Near Peer” in the 4C Summer Bridge Program, tutoring middle-schoolers through the nonprofit Educational Justice and providing inhome applied behavioral analysis therapy.

Macy Shelton ’23

Shelton completed student teaching while working as an instructional assistant at Cane Run Elementary. She was hired there permanently and is now teaching first grade.

“I thought I would have to work evenings and weekends while student teaching full time,” Shelton said. “Once I found out about Option 9, I was so happy to know I could fully focus on my studies and professional development.”

A Woodford R. Porter Scholar, Shelton also

Asked how she managed to juggle it all, Shelton says, “It was a little hard, but I’ve always pushed myself to take on a lot of responsibilities. It helped that I felt a close connection with my professors, as a colleague almost. It wasn’t intimidating. The faculty have high expectations, but they also offer so much support.”

2024 Master Educator Course (MEC) concludes with success

More than 75 students participated in the annual Master Educator Course (MEC), a unique collaboration between the college’s Department of Educational Leadership, Evaluation & Organizational Development and the U.S. Army Cadet Command. MEC offers participants 18 graduate credit hours and the opportunity to pursue an MA in Higher Education Administration at UofL.

Distinguished as the sole program of its kind in the country, MEC brings together instructors from across the United States. The program’s innovative approach and comprehensive curriculum include pedagogy and instructional strategies, learning sciences, curriculum development, and more.

Top & Middle: MEC students reviewing a map for class.

Bottom: The 2024 Alpha cohort.

LEADING & LEARNING ACROSS MILES

Twenty years in the military and another ten in corporate human resources might have some thinking about slowing down. Not Raphael Garcia Jr., a U.S. Air Force veteran who decided to capitalize on his experience and further his education to determine his next chapter.

During his two decades in the Air Force, Garcia supported operations across five continents in supply chain, logistics, and meteorology. Moving to Arizona after stints across the globe, Garcia worked in talent acquisition leadership with a Fortune 500 company and took the advice of his mentor on the executive team, who had gone through an online master’s program.

Development course. With the students spread out across the country, it was the first time any of them had met in person. “There only six of us, so we really got the chance to know each other,” he said. “The camaraderie was great.”

“My advice to anyone taking online courses is to be open minded, see what the student organizations have to offer, and take advantage of the networking opportunities...”

Raphael Garcia, Jr. ’23

Community engagement is important to Garcia, and he found that with UofL student organizations that hold virtual meetings. He joined the Society of Human Resource Management (SHRM) chapter, served as president of both the Student Veterans Association and Organization Development Student Network, and helped to launch UofL’s chapter of Student Veterans of America. He now serves as a mentor to those organizations.

Garcia chose to pursue UofL’s MS in Human Resources & Organization Development (HROD). “I researched a lot of options, and it seemed like a great fit,” he said. “My GI Bill funding allowed me to do it full time.”

Garcia’s externship capstone project focused on employee retention challenges. He worked closely with his company’s HR team to analyze data, identify root causes that impacted retention, and present recommendations to overcome challenges and enhance employee retention.

He also had the opportunity to attend the University Forum for Human Resource Development in Dublin, Ireland with members of his cohort in the LEAD 624 - Global HR

When he learned he was receiving the Human Resource Education Community Engagement Award at the December 2023 Commencement, Garcia knew he had to make the trip to a city he had never visited. “I had passed through Kentucky, but it was my first time in Louisville. I got a chance to meet my professors and visit the Center for Military-Connected Students. It was a great experience.”

While he is looking for his next leadership role, Garcia remains involved with UofL’s military alumni network. He believes he is proof that connections can be made and strengthened regardless of the distance.

“I feel like some online students don’t feel as connected or are not as likely to get engaged,” Garcia said. “My advice to anyone pursuing an online degree is to be open minded, see what the student organizations have to offer and take advantage of the networking opportunities they provide. I got to make some lifelong friends and broader connections in the industry through my involvement.”

Raphael Garcia Jr. traveled from Arizona to Louisville for commencement and had the opportunity to meet fellow students and faculty who supported him along the way.

MENTAL TOUGHNESS & INJURY PREVENTION

Undergraduate researchers present their findings at prestigious national conference

Under the guidance of Clinical Associate Professor Andreas Stamatis, undergraduates in Health & Sport Sciences showcased their groundbreaking research at the 2024 American College of Sports Medicine conference in Waco, Texas.

Senior Molly Gillikin’s study, “Tailored Injury Prevention in NCAA Women’s Soccer: An 18-Year Team-Specific Epidemiological Analysis,” delves into the critical need for customized injury prevention strategies in collegiate sports. Her research identifies common injuries, their frequencies and the most affected body parts, offering invaluable insights for enhancing player well-being and career longevity.

First-year student Alyssa Hudson explored “Machine Learning Analysis of Chronotype and Mental Toughness in Predicting Sleepiness Among Collegiate Dancers: Preliminary Findings.” Utilizing machine learning techniques, Alyssa’s work evaluates the influence of

chronotype and mental toughness on sleepiness levels, aiming to identify at-risk dancers for targeted health interventions.

Zoe Beck, also a first-year student, presented “Enhancing Mental Toughness in Dancers: An Intervention Study with Longitudinal Analysis and Clustering Approaches,” a study that highlights the significant impact of mental toughness interventions on dancers’ performance. By examining score changes over time and identifying distinct response patterns, Beck’s research provides a basis for individualized mental toughness training, crucial for achieving peak performance in the arts.

Presenting at a prestigious national conference highlights not only the college’s dedication to research excellence but also the critical role of alumni and community support. The students’ travel was made possible by contributions to the college’s Annual Fund, a portion of which provides funding for experiential learning. Says Stamatis, “As they return from the conference enriched with new knowledge and experiences, we are reminded of the impact that collaborative efforts can have on the future of sports medicine and health sciences.”

Health & Sport Sciences student researchers (left to right) Molly Gilliken, Alyssa Hudson, and Zoe Beck with Clinical Associate Professor Andreas Stamatis at the American College of Sports Medicine Conference.

FULBRIGHT AWARD ALLOWS PROFESSOR TO PROMOTE IMPROVED HIV CARE IN BRAZIL

Brazil has the highest prevalence of HIV in Latin America. While combination antiretroviral therapy (ART) has dramatically extended the life expectancy of those infected with HIV, there remains a high prevalence of other health conditions.

Associate Professor of Exercise Science

Jason Jaggers — who has focused much of his career on the study of HIV, exercise, and immune function — has received a Fulbright Scholar Award to explore factors influencing daily physical activity among people living with HIV (PLWH) in Natal, Brazil.

is to learn more about behavioral aspects that can be applied to help people living with HIV not just begin a physical activity or exercise program but adopt it as part of their lifestyle using whatever resources may or may not be available or accessible to them.”

“I want my students to recognize the barriers to exercise and health that exist everywhere. There’s still so much research that needs to be done.”

Jason Jaggers

Jaggers will work closely with faculty from the Federal University of Rio Grande do Norte in Natal to uncover the determinants of physical activity engagement among PLWH and develop a set of targeted interventions to promote a physically active lifestyle in this population.

Jaggers began studying and working with the HIV population during his graduate studies and discovered a significant research gap after the initial wave in the 1980s and 1990s.

“After people were no longer dying from AIDS and began living with HIV due to the success of ART, they were still at an increased risk of developing and dying from chronic diseases at a much younger age,” Jaggers said. “Since we now have a better understanding of the health benefits that can be achieved from daily physical activity, my reason for doing this type of research

Jaggers hopes his Fulbright experience will help strengthen an international collaboration and provide him with insights he can share with his UofL students.

“In my classes, I talk about the health disparities among racial and ethnic groups here in the United States. Those disparities are compounded in places like Brazil, a country with extreme income inequality and underdeveloped regions. I want my students to recognize the barriers to exercise and health that exist everywhere. There’s still so much research that needs to be done.”

Professor of

Science

Associate

Exercise

Jason Jaggers demonstrates a maximal aerobic capacity test in the Exercise Science Lab with

The landscape of college sports changed significantly after the Supreme Court ruling in 2021 that the NCAA could not bar student-athletes from accepting benefits and earning money for their name, image and likeness (NIL).

Sport Administration Professors AJ Moorman and Adam Cocco have been studying the issue and were recently honored for their outstanding research with the Journal of Legal Aspects of Sport Best Paper Award for 2023, presented at the annual Sport and Recreation Law Association Conference.

Their paper, “College Athlete NIL Activities and Institutional Agreements at a Crossroads: An Analysis of the Regulatory Landscape and ‘Conflict Language’ in State NIL Legislation,” analyzed 26 state NIL statutes. They set out to determine how various states’ legislation restrains college NIL activities that conflict with institutional agreements, limit NIL activities during official team activities and establish enforcement or dispute resolution processes for asserted conflicts.

SPRING RESEARCH CONFERENCE

college’s Office of Graduate Student Success welcomed graduate researchers from UofL, the University of Kentucky and the University of Cincinnati for the annual spring research conference. The day included 48 oral sessions, 18 poster sessions, and four presentations.

UofL graduate researchers Erica Brooks (left), Spencer Cavan (top right) and Stephanie White (bottom right).

Sport Administration Professors Adam Cocco, (left) and AJ Moorman (right).

The

Study of racial effects of education funding cuts win Grawemeyer prize

UOFL RESEARCHERS AMONG MOST-CITED IN THE WORLD

UofL faculty are among the top 2% most-cited in the world, according to a new list compiled by Stanford University and Elsevier. The list includes researchers whose work was the most cited by another researcher — in either calendar year 2022 or over the course of their career. Two faculty of the College of Education & Human Development made the list:

Jeffrey Valentine, professor of educational psychology, measurement and evaluation, a meta-analyst whose work addresses pressing educational policy issues including effective interventions for at-risk college students, the improvement of algebra instruction, the effects of modifying school academic calendars on students' academic achievement; the impact of teacher certification type on student outcomes; and the effectiveness of postsecondary developmental education.

Brad Shuck, professor of educational leadership, evaluation & organizational development, an internationally recognized expert on employee engagement, leadership, health and well-being. His work has been featured in media outlets including Forbes, The Washington Post, TIME, Business World Online, India’s Economic Times and The Hindu Times

How can the nation’s public universities do a better job educating students of color?

Two University of California sociologists exploring that question are winners of UofL’s 2024 Grawemeyer Award in Education for their ideas in “Broke: The Racial Consequences of Underfunding Public Universities” (University of Chicago Press).

Laura Hamilton and Kelly Nielsen argue that decades of cuts in public funding for public universities have eroded schools’ abilities to deliver a quality education to racially and economically marginalized students.

For years, public universities operated mainly with government funds, which have been tapering off since the 1980s. Most schools have had to trim costs and raise tuition. Many have turned to philanthropy, investments and other sources of private income to stay afloat, a trend that has penalized schools with the highest number of marginalized students.

“Public universities have faced decades of austerity and were hit hard by COVID-19, but those primarily serving marginalized students are being literally starved for resources,” Hamilton said.

The annual $100,000 prizes also honor seminal ideas in music, world order, psychology and religion. Learn more about the awards and submission deadlines at grawemeyer.org

Hear Hamilton and Nielsen discuss the book and their research at a free public talk on Wednesday, April 10, 10:30 a.m. at the Floyd Theatre, located in the Swain Student Activities Center on the Belknap Campus.

No RSVP is required.

Grawemeyer 2024 Education co-winners Kelly Nielsen (left) and Laura Hamilton (right).

Brad Shuck

Jeffrey Valentine

Accreditation success for

COUNSELING PROGRAMS

A recent win for the School Counseling and Clinical Mental Health Counseling faculty was earning reaccreditation with CACREP, the Council for the Accreditation of Counseling and Related Educational Programs, with no standards unmet by the CACREP site visit team — a very difficult feat to achieve.

Reaccreditation means the college’s master’s programs in School Counseling and Clinical Mental Health Counseling have been thoroughly vetted by a team of expert reviewers, and found to be upholding the standards set forth by CACREP.

The reaccreditation process was a team effort among faculty members, the Office of Academic Affairs and Unit Excellence, Office of Academic Planning and Accountability, current and former students, internship and practicum site supervisors and employers, adjunct instructors and others.

“Reaccreditation by CACREP is a strong signal of the quality of our programs. Within the Department of Education Counseling and Psychology and the college, we take great pride in approaches to learning and career preparation that are equityminded, community-engaged and student-centered,” says Meghan Pifer, department chair and associate professor. “Our faculty are absolute stars when it comes to scholarly excellence, advancement of the counseling professions and ensuring that students receive high-quality learning experiences.”

WE WANT TO HEAR FROM YOU!

Students, alumni, supporters, faculty, staff and friends of the College of Education & Human Development: Please share a great story or feedback by scanning the QR code and completing a short form.

Left to right: School Counseling and Clinical Mental Health Counseling faculty Ahmad Washington, Sarah Tucker, Department Chair Meghan Pifer, Interim Dean Amy Lingo and Melissa Henry.

Designed for

WHO YOU WANT TO BECOME.

From teaching to athletics to art therapy, the College of Education & Human Development is a vibrant community where your success is our priority.

Our diverse range of degrees, minors and certificates are flexible and offer something for everyone.

Teaching & Learning

Special Education

Counseling & Human Development

Educational Administration

Health & Sport Sciences

Human Resources

Organizational Leadership

CHANGE LIVES: SUPPORT FIRST-GEN SCHOLARS

Flor Ramos is chasing her passion for teaching, thanks to the Oakie & Sue Shearer Memorial Scholarship for first-generation students.

As a first-generation Mexican American, Flor Ramos witnessed her parents’ sacrifice so that she could be the first in her family to attend college. Despite initial challenges, connecting with the Multicultural Teacher Recruitment Program (MTRP) and other resources at UofL ignited her passion.

“Scholarships like this are really meaningful,” said Ramos, “It’s hard to explain my journey as a first-gen student, but it’s comforting to know that there are supporters out there that see our hard work.”

because it allowed her to join the International Teaching Trip to Belize. This scholarship, for first-generation college students, fulfilled her dream of teaching abroad.

“It’s hard to explain my journey as a first-gen student, but it’s comforting to know that there are supporters out there that see our hard work.”

Flor Ramos

Ramos’ journey shifted when she received the Oakie & Sue Shearer Memorial Scholarship

Empower our future leaders.

“The only thing originally stopping me was the money, but now its not a problem,” said Ramos. “This was just another sign that I really am supposed to be here.”

After graduation, Ramos plans to use her degree in Elementary Education with an individualized track in Health & Wellness to teach in a high-needs Louisville school so that she can give back to her community.

Scholarships empower students to make an impact. Your support can change lives and inspire the next generation.

give.louisville.edu