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So, You Want to Be a Higher Education Assessment Professional? What Skills and Dispositions are Essential?

November 1, 2023 by jhall152

By Jennifer Ann Morrow, PhD.

What does it take to be a competent higher education assessment professional? What skills and dispositions are needed in order to be successful in this field? I would get asked this question a lot from my students and while many times my go to answer is “it depends”, that answer would not suffice in preparing my students for this career path. So in order to give them a more comprehensive answer to this question I went to the literature.

Although I have been teaching emerging assessment and evaluation professionals for the past 22 years and at various times coordinating both a Ph.D. and certificate program in Evaluation Statistics and Methodology I didn’t want to rely on just what our curriculum focuses on to answer their question. We educate students with diverse career paths (e.g., assessment professional, evaluator, faculty, data analyst, psychometrician) so our curriculum touches upon skills and dispositions across a variety of careers. Therefore, I delved deeper into the literature to give my students a more focused answer for their chosen career path.

Guess what I found…. “it depends!”. There was little to no consistency or agreement within our field as to what are the essential competencies needed in order to be competent as a higher education assessment professional. So, depending on who you asked and what source you read the answer was different. While some sources touched upon needed knowledge and skills very few discussed dispositions that were essential to our professional practice. So my curious mind was racing and after some long discussions and reviewing literature with one of my fabulous graduate students, Nikki Christen, we started compiling lists of needed skills and dispositions from the literature. We soon realized that we needed to hear from higher education assessments professionals themselves to figure out what skills and dispositions were needed. So, a new research project was born! We brought on two other fabulous assessment colleagues, Dr. Gina Polychronopolous and Dr. Emilie Clucas Leaderman, and developed a national survey project to assess higher education assessment professionals’ perceptions of needed skills and dispositions in order to be effective in their job. I wanted to be able to give my students a better answer than “it depends!”.

You can check out our article (https://www.rpajournal.com/dev/wp-content/uploads/2022/03/A-Snapshot-of-Needed-Skills-RPA.pdf) for detailed information on our methodology and results for this project. We had 213 higher education assessment professionals from across the country rate the importance of 92 skills and 52 dispositions for our field. I’ll briefly summarize the results here and then offer my suggestions to those who are interested in this career path.

Summary of Needed Skills

We found that the most important skills were interpersonal ones! Collaborating with others on assessment, developing collaborative relationships with stakeholders, and working with faculty on assessment projects were the highest rated skills. One participant even stated, “assessment is about people!”. Building relationships, collaboration, facilitation, and communication were all salient themes here. Other skills that were highly rated related to disseminating information. Communicating assessment results to stakeholders, communicating assessment results in writing, and disseminating assessment results were all highly related by higher education assessment professionals. Leadership skills were also deemed highly important by participants. Advocating for the value of assessment, developing a culture of assessment within an organization, facilitating change in an organization using assessment data were all seen as key skills. Project management was also rated as highly important to be competent in this field. Managing time, managing projects, and managing people were highly valued skills by participants. Various aspects of assessment design, developing assessment tools, data management, engaging in ethical assessment were also highly rated. One unexpected finding was that teaching experience was mentioned by a number of assessment professionals as a needed skill in the open-ended responses (Ha, the educator forgot to ask about teaching!).

Summary of Needed Dispositions

Many dispositions were rated as highly important by our participants. One mentioned, “personally I feel dispositions are more vital than technical skills. You can learn the techniques but without the personality, you will have trouble motivating others!”. Interpersonal dispositions such as collaborative, honest, helpful, inclusive, and support were deemed highly important dispositions to have. Responsiveness was also highly rated. Dispositions like problem solver and adaptable were found to be highly important. Having a consistent work approach was important. Dispositions such as trustworthy, reliable, ethical, analytical, detail oriented, and strategic were highly rated in this category. Expression related dispositions were also seen as important. Being transparent, articulate, and professional were all highly rated. Other themes that emerged from the open-ended responses were flexibility, patience, ‘thick skin’, and ‘it depends’ (seriously, I didn’t even prompt them for that response!).

Next Steps: Starting Your Journey as a Higher Education Assessment Professional

So now what? Now that you have some idea of what skills and dispositions are needed in order to be successful as a higher education assessment professional, what are your next steps? My advice is threefold: read, engage, and collaborate. Read the latest articles in the leading assessment journals (see list below). Here you will find the latest trends, the leading scholars, and suggestions for all the unanswered questions that still need to be explored in our field. Engage in learning and networking opportunities in our field. Attend the many conferences, webinars and trainings (some are free!), and join a professional organization and get involved. The Association for the Assessment of Learning in Higher Education (AALHE) is one of my homes. They have always been welcoming, and I’ve made great connections by attending events and volunteering. Reach out to others in our field for advice, to discuss research/interests, and possible collaborations. Post a message on the ASSESS listserv asking for advice or to connect with others that have similar research interests. There are many ways to learn more about our field and to get involved…just put yourself out there. Good luck on your journey!

References and Resources

Christen, N., Morrow, J. A., Polychronopoulos, G. B., & Leaderman, E. C. (2023). What should be in an assessment professionals’ toolkit? Perceptions of need from the field. Intersection: A Journal at the Intersection of Assessment and Learning. https://aalhe.scholasticahq.com/article/57789-what-should-be-in-an-assessment-professionals-toolkit-perceptions-of-need-from-the-field/attachment/123962.pdf

Gregory, D., & Eckert, E. (2014, June). Assessment essentials: Engaging a new audience (things student affairs personnel should know or learn). Paper presented at the annual Student Affairs Assessment and Research Conference, Columbus, OH.

Hoffman, J. (2015). Perceptions of assessment competency among new student affairs professionals. Research & Practice in Assessment, 10, 46-62. https://www.rpajournal.com/dev/wp-content/uploads/2015/12/A4.pdf

Horst, S. J., & Prendergast, C. O. (2020). The Assessment Skills Framework: A taxonomy of assessment knowledge, skills and attitudes. Research & Practice in Assessment, 15(1). https://www.rpajournal.com/dev/wp-content/uploads/2020/05/The-Assessment-Skills-Framework-RPA.pdf

Janke, K. K., Kelley, K. A., Sweet, B. V., & Kuba, S. E. (2017). Cultivating an assessment head coach: Competencies for the assessment professional. Assessment Update, 29(6). doi:10.1002/au.30113

Polychronopoulos, G. B., & Clucas Leaderman, E. (2019). Strengths-based assessment practice: Constructing our professional identities through reflection. NILOA Viewpoints. Retrieved from https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoints-Polychronopoulos-Leaderman.pdf

AALHE: https://www.aalhe.org/

AEFIS Academy: https://www.aefisacademy.org/global-category/assessment/?global_filter=all

Assess Listserv: https://www.aalhe.org/assess-listserv

Assessment and Evaluation in Higher Education: https://www.tandfonline.com/journals/caeh20

Assessment in Education: Principles, Policy & Practice: https://www.tandfonline.com/loi/caie20

Assessment Institute: https://assessmentinstitute.iupui.edu/

Assessment Update: https://onlinelibrary.wiley.com/journal/15360725

Educational Assessment, Evaluation, and Accountability: https://www.springer.com/journal/11092

Emerging Dialogues: https://www.aalhe.org/emerging-dialogues

Intersection: A Journal at the Intersection of Assessment and Learning: https://www.aalhe.org/intersection

JMU Higher Education Assessment Specialist Graduate Certificate: https://www.jmu.edu/pce/programs/all/assessment/index.shtml

Journal of Assessment and Institutional Effectiveness: https://www.psupress.org/journals/jnls_jaie.html

Journal of Assessment in Higher Education: https://journals.flvc.org/assessment

Online Free Assessment Course: http://studentaffairsassessment.org/online-open-course

Practical Assessment, Research, and Evaluation: https://scholarworks.umass.edu/pare/

Research & Practice in Assessment: https://www.rpajournal.com/

Rider University Higher Education Assessment Certificate: https://www.rider.edu/academics/colleges-schools/college-education-human-services/certificates-endorsements/higher-education-assessment

Ten Trends in Higher Education Assessment: https://weaveeducation.com/assessment-meta-trends-higher-ed/

Weave Assessment Resources: https://weaveeducation.com/assessment-accreditation-webinars-ebooks-guides/?topic=assessment

Introducing UTK ERO: Your Bridge to Education Excellence

October 24, 2023 by jhall152

By Karina Beltran

The Educational Leadership and Policy Studies Department (ELPS) within the College of Education, Health, and Human Sciences (CEHHS) is proud to announce the launch of the Education Research & Opportunity Center (UTK ERO). UTK ERO represents the merger of The Center for Education Leadership, The Postsecondary Education Research Center, and the College Access and Persistence Services Outreach Center. UTK ERO builds on the long tradition of excellence established by these prior CEHSS efforts with a renewed passion and enhanced capacity for producing high-quality research, delivering high-impact outreach, and improving policy and practice in education.

The mission of UTK ERO is to produce high-quality research, conduct high-impact outreach, and promote effective policies and practices that increase educational success and opportunity.

High Quality Research

Our research spans the entire education spectrum, from early childhood to adult education, addressing critical issues in education policy and practice. At UTK ERO, we hold our research to the highest standards, making sure it is:

Relevant: We understand the importance of timely, pertinent research. Our work focuses on critical educational issues, and we strive to deliver research that matters when it’s needed most.
Rigorous: Trust is paramount. All our research undergoes a rigorous internal and external review process to ensure methodological soundness, responsible data management, and freedom from errors or biases.
Actionable: We bridge the gap between academic concepts and real-world impact by providing concrete action steps for policymakers, school leaders, and educators.
Accessible: We believe in making knowledge accessible to all. Our research findings are disseminated through a variety of channels, including social media, website blog posts, podcasts, and practitioner-oriented venues. We present results in graphical, text, audio, and video formats.

High Impact Outreach

As a land-grant university, the University of Tennessee takes pride in enhancing economic, social, and professional opportunities for all Tennesseans. UTK ERO manages five U.S. Department of Education TRiO outreach and student services programs, all designed to increase college access and success for first-generation, low-income students in East Tennessee and surrounding rural areas.

Our outreach programs are guided by these core values:

Service: Our main priority and passion are to increase access to and success within postsecondary education for students from disadvantaged and historically underrepresented groups. Every student, every opportunity.
Stewardship: We are committed to managing public resources and funds with the utmost responsibility, transparency, and fiscal integrity. We aim to create a safe, positive, and fair environment for our employees and the students we serve.
Community: Our connection with the communities we serve is central to our success. We value engagement with and support of these communities, maintaining regular and effective contact with our project partners to provide comprehensive, community-specific support for students and communities.

Stay Connected

For more information, please visit the UTK ERO website at ero.utk.edu. There you can follow UTK ERO on social media, receive news and updates related to our research and outreach, and follow our blog!

Website: ero.utk.edu

Social Media Platforms

Instagram: https://www.instagram.com/utk_ero/

Meta: https://www.facebook.com/people/The-Education-Research-Opportunity-Center/100090028087658/

LinkedIn: https://www.linkedin.com/company/education-research-and-opportunity-center/about/

X: https://twitter.com/utk_ero

White Recognized for Early Career Contributions by University Council for Educational Administrators

October 18, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (October 17, 2023)

Rachel White is passionate about issues of power, voice, and inclusion in education policy making and implementation. Her research focuses on whose voices are heard in policy spaces, and how decisions made by political and educational leaders at the school, district, and state level impact both teachers’ and students’ educational experiences.

Photo portrait of Rachel White. She has fair skin and shoulder-length blond hair. She is wearing a light blue shirt and is posed in front of a dark background.

Rachel S. White

Now, White has received a prestigious accolade in her young career, the Jack A. Culbterson Award from the University Council for Education Administration (UCEA). Named for the organization’s long-serving director, the Culbertson Award is presented yearly to an outstanding junior educational leadership professor to recognize their significant contributions to the field of educational leadership. Eligible nominees must be professors with 6 years or fewer, serving in a UCEA affiliated university.

“It’s a great honor to be selected as a recipient of the Jack A. Culbertson Award,” said White. “I’m grateful for the incredible mentors and colleagues across the nation who contributed to my nomination. It’s truly a privilege to be in this position where I’m empowered to be curious, push boundaries, listen to the voices of kids and educators, and build on my experience as a former school board member and high school cross country and track & field coach to attempt to build a body of work that can positively impact K-12 public school systems, leaders, educators, kids—and, ultimately, our democracy.”

White is an assistant professor in the department of Educational Leadership and Policy Studies (ELPS) in the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS). She joined CEHHS in 2022.

Nominees for the Culbertson Award are selected from their outstanding contributions to innovation, originality, potential impact, and more in their early body of academic work. In fact, White has been published in numerous journals, including Educational Administration Quarterly, Educational Evaluation and Policy Analysis, Leadership & Policy in Schools, Journal of School Leadership, Teachers College Record, and Kappan.

While White has appeared in several academic publications, she also contributes to a number of well-received stories in general media as well, including Education Week, The Conversation and Ed Surge. She also takes strides to make her research findings accessible to broader audiences using easy-to-easy-to-understand infographics.

Recently, she was named to a United States Department of Education Advisory Committee to provide advice and recommendations concerning the educational needs in the Appalachian region and how those needs can be most effectively addressed. Her committee will submit a report in six months to U.S. Secretary of Education, Dr. Miguel Cardona.

“It’s not lost on me that there has never been a day where I have woken up and was not excited to do this work,” said White. “This award pushes me to not let up and only fuels my passion to engage in rigorous, robust, and—most importantly—policy- and practice-relevant scholarship and outreach. As I reflect on prior award winners and the ways they have transformed the field of educational leadership, I’m humbled to be a part of that community.”

Through its eight departments and 12 centers, the UT Knoxville College of Education, Health, and Human Sciences enhances the quality of life for all through research, outreach, and practice. Find out more at cehhs.utk.edu

So I Like Statistics, Now What?

October 15, 2023 by jhall152

By Jake Working

Whether you’ve taken a statistics class, recently read a report from your data analyst, or simply want to make data-driven decisions, something about statistics just clicked with you. But what comes next? What can you do with this newfound passion?

I’m Jake Working, a current PhD student in the Evaluation, Statistics, and Methodology at the University of Tennessee, and I had similar questions after my first statistics class in college. In this post, I’ll discuss methods and rationale to improve your statistical skill set and an introduction to the methodology, evaluation, statistics, and assessment (MESA) fields.

Overview

1. Explore Statistics: Methods to improve your statistical skill set

2. Discover Your Motivation: Refine your rationale for statistical application

3. What is MESA? An introduction to the fields

Explore Statistics

Now that you have found an interest, keep learning! If you are still in college, consider a statistics minor or simply taking a few courses outside your major. As an engineering student in college, I was able to take additional statistics-related courses, such as business statistics and statistical methods in Six Sigma. Most institutions offer topical statistical-based courses such as business statistics and quality methods, but it is important to consider foundational statistics courses taught in a mathematical environment to have a basic understanding of statistical theory and methodology.

Image Credit: XKCD

Creating a foundational knowledge of statistics does not have to be expensive, though. If you aren’t currently a college student, there are endless opportunities to gain statistical knowledge for free! A popular statistical analysis program, R, is available free and open source. I recommend an interface such as RStudio or BlueSky (both also free and open source) to use with R, and a certification course to get started (such as this one offered by Johns Hopkins). In the manufacturing industry, statistical analysis related to Six Sigma or quality control would be more beneficial, and there are many options to become Six Sigma certified.

Discover Your Motivation

Why did you initially enjoy statistics? I was drawn to multiple aspects related to statistical analysis such as data visualization and data-driven decision making which ultimately led me to the MESA field.

At first, I was motivated by statistical reporting and data visualization techniques that allowed complex, but useful, information to be distilled into digestible and easy to understand information. While it may be natural to some, data visualization is a learned and ever-changing process. If you are interested in this area, I recommend checking out Stephanie Evergreen’s Evergreen Data for data visualization checklists, best practices, and online courses!

Most importantly, I enjoyed being able to support any decision I made with data. This motivation allowed me to weave statistical methods for the purpose of data-driven decision making into any role I was working. Data-driven decision making is popular in any field, because it allows you to have substantial rationale and evidence to create progress. If you were like me, I enjoyed the field I was working in, and wanted to formally apply these motivations in my field. Enter the MESA fields.

What is MESA?

The interwoven fields of methodology, evaluation, statistics, and assessment (MESA) include a growing number of career opportunities for those who started with an initial passion for statistics. While you likely understand statistics, how do the other fields connect?

Methodology, in this application, relates to the systems (or methods) of gathering information related to a particular problem (Charles, 2019). It is the “how” you gather and address your question or problem. Examples of methodologies include qualitative, quantitative, and mixed methods. The Grad Coach has a great resource on defining research methodology. You can think of statistics and methodology as the tools used to conduct assessments and evaluations, the other areas of MESA.

Evaluation refers to the process of determining the merit, worth, or value of a process or the product of that process (Scriven, 1991, p. 139). One common area within this field is program evaluation, which focuses on the evaluation of program objectives and will lead to decisions regarding the program.

Assessment is often defined as “any effort to gather, analyze, and interpret evidence which describes institutional, divisional, or agency effectiveness (Upcraft & Schuh, 1996, p. 18). The main goal of assessment is to gather information in order to improve performance. Examples of assessment include standardized tests, surveys, homework or exams, or self-reflection (Formative, 2021).

If you’d like to gain an understanding of what type of careers lie within these fields, search for jobs related to: evaluation, assessment, methodologist, data analyst, psycho-metrics, or research analyst.

References

Charles, H. (2019). Research Methodology Definition [PowerPoint slides]. SlidePlayer. https://slideplayer.com/slide/13250398/

Formative and Summative Assessments. Yale Poorvu Center for Teaching and Learning. (2021, June 30). Retrieved March 26, 2023, from https://poorvucenter.yale.edu/Formative-Summative-Assessments

Scriven, M. (1991). Evaluation Thesaurus. Sage. https://files.eric.ed.gov/fulltext/ED214952.pdf

Upcraft, M. L., & Schuh, J. H. (1996). Assessment in Student Affairs: A Guide for Practitioners. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104.

Civil Rights Leader Inspires Project Excellence Students

October 12, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (October 12, 2023)

Renowned civil rights leader Dr. Harold Middlebrook recently inspired student leaders in The University of Tennessee’s Project Excellence program at Austin-East Magnet High School. Pastor Daryl Arnold, the students’ Leadership Studies instructor from the Educational Leadership and Policy Studies department, in the College of Education, Health, and Human Sciences (CEHHS), invited the civil rights leader. Dr. Middlebrook’svisit emphasized to the students the importance of activism, leadership, and community engagement, leaving a lasting impact.

Dr. Harold Middlebrook visits with UT Project Excellence Students

Dr. Middlebrook, a prominent figure in civil rights movement in Tennessee, played a pivotal role in the historic Memphis sanitation workers’ strike in 1968. As a close confidant of Dr. Martin Luther King Jr., he dedicated his life to advocating for the rights of African Americans and promoting social justice. Arnold recognized the value of Dr. Middlebrook’s leadership experiences and invited him to Austin-East Magnet High School to provide an invaluable opportunity for the students to learn from a living legend.

UT’s Project Excellence program at Austin-East Magnet High School empowers students to become community leaders. Dr. Middlebrook’s visit aligned perfectly with this mission, as he encouraged the students to utilize their voices and talents for positive change. During his visit, Dr. Middlebrook emphasized the importance of activism, leadership, and collaboration. He shared stories of civil rights struggles and resilience, inspiring the students to continue the fight for equality. Dr. Middlebrook’s visit served as a reminder that their voices matter and that they have a vital role in creating a more just society.

His words resonated deeply, reminding the student leaders of their power to shape the future. His words of wisdom and personal anecdotes served as a source of inspiration and motivation. The students were reminded of their place in a legacy of activists and leaders, and the importance of activism, leadership, and community engagement in creating a better future.

As the student leaders carry the torch for social change, they do so with the knowledge that they are part of that legacy, just like Dr. Harold Middlebrook. His visit will undoubtedly continue to inspire them as they strive to make a positive impact in their lives and communities.

Kelchen Nationally Recognized for Research in Higher Education Policy

October 12, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (October 4, 2023)

Robert Kelchen has a highly regarded national reputation for insights into higher education policy. Reporters from the New York Times, Politico, Washington Post, The Chronicle of Higher Education, and Inside Higher Ed, regularly seek out his expertise when covering current trends in the higher education landscape. In fact, Kelchen conducts around 200 interviews with reporters yearly and was named a 2023 Top-200 in Public Influencer by Education Week. He has a knack for taking complex issues in higher education and making them accessible to a broader audience.

Robet Kelchen new department head of educational leadership and policy studies

Robert Kelchen

Now, Kelchen has been recognized by the Association for the Study of Higher Education (ASHE) for his research on higher education finance, accountability policies and practices, and student financial aid. ASHE’s Council on Public Policy in Higher Education has selected Kelchen for its Excellence in Public Policy Higher Education Award.

According to the ASHE website, “This award recognizes excellence in work at the nexus of academic scholarship and policy practice. This award focuses on research and/or practice in the policy field that advances the public policy discourse in higher education and/or evidenced-based public policies and equity-focused public policy.”

“It’s great that ASHE has recognized Robert’s significant policy work,” said Ellen McIntyre, CEHHS Dean. “He is known nationally, of course, but has already made an impact here in Tennessee. Everyone I meet in higher education praises his work.”

Kelchen serves as head of the department of Educational Leadership and Policy Studies (ELPS) in the College of Education, Health, and Human Sciences (CEHHS) at the University of Tennessee, Knoxville. This award from ASHE is just one of many accolades Kelchen has received in his career.

“I’m thrilled to be receiving this award from the Association for the Study of Higher Education,” said Kelchen. “The goal of my work is to help people make informed decisions about higher education, and I’m grateful that I have been able to talk with so many policymakers, journalists, and institutional leaders during my career. It makes my work fun to do!”

Kelchen will receive the award in November at the 2023 ASHE Annual Conference in Minneapolis, Minnesota.

Hill and Battle Enhancing CEHHS’ Community Engagement

October 12, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (September 20, 2023)

Pair Selected for Leadership Knoxville Class of 2024

Two members of the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) will participate in the 2024 class of Leadership Knoxville. Kimberly Hill and Tomma Battle will represent CEHHS and work to provide solutions to community issues, expand community connections, and hone their leadership skills.

Kimberly Hill

Hill, a Knoxville native, serves as the CEHHS Community Engagement Coordinator; Program Director for Project Excellence; and is a lecturer in the department of Educational Leadership and Policy Studies. During her time with CEHHS, Hill has increased the college’s community outreach efforts and has made significant positive impacts among Knoxville’s young people through her leadership in Project Excellence.

Hill is involved in several community outreach organizations including Board Chair of Gennisi Charitable Birth Services, Inc., City of Knoxville Mayor’s Roundtable, volunteer with Empower Knox Special Projects for the City of Knoxville, Task Force Member on the Ford Next Generation for Planning Knox County Schools, and CEHHS Community Advisory at the University of Tennessee, Knoxville.

“I am thrilled and honored to have been selected to participate in Leadership Knoxville. This program offers a unique and valuable opportunity to actively engage with the community and establish meaningful relationships with a diverse group of leaders. These connections will be instrumental in fostering effective collaboration with community partners,” said Hill.

Tomma Battle

Battle, a native of Cincinnati, Ohio, is the Program Coordinator for Relationship Builders at the University of Tennessee, Knoxville. She works with various community organizations and churches to fulfill our mission to be a replicable model for how to best provide evidence-based tools and training for improving couple and family relationships. Relationship Builders is committed to providing affordable evidenced-based resources to make couple and family relationships as strong, stable, and healthy as possible.

Battle has lived in Knoxville for 15 years and has been active in numerous community organizations, volunteering with Knox County Schools on the Committee for Accelerating Student Learning and the Disparities in Education Outcomes Task Force; with Johnson University on the Greater Knoxville Advisory Board; with the Department of Children’s Services on the Community Advisory Board; and currently serves as Board Chair for Canvas Can Do Miracles.

“I am humbled by the opportunity to share with an array of area community leaders in learning how to be more effective in serving the needs of our community, celebrating the richness of Knoxville, and being a participant in keeping Knoxville moving into a viable and vibrant city, said Battle.

Leadership Knoxville began in 1984 has served numerous community leaders ranging from business to education and non-profits to religious institutions. Participants in the 10-month learning experience follow a curriculum based on servant leadership principles and leave prepared to serve more effectively in leadership roles across the Knoxville area. According to the Leadership Knoxville website, the organization’s mission is to build a stronger Knoxville by developing people and groups, leading to a greater community.

Through hands-on experiences, participants fully explore local government, education, economic development, and the arts. A skill building program; Leadership Knoxville’s Flagship program offers class members the opportunity to further develop and enhance their personal leadership skills while learning more about the community, our history, opportunities, and challenges.

Hill, who has an excellent track record in building relationships between UT and the community, feels that her time with Leadership Knoxville will not only be transformative for her, but will help CEHHS better achieve the college’s community outreach goals.

“By leveraging these relationships, I am confident that we can create initiatives that bring mutual benefits to the community, our college, and the university,” said. Hill “I am excited to gain valuable insights into the needs and priorities of the community, which will enable us to strategically align our college’s initiatives and programs with the goals of the community. This experience will undoubtedly be transformative, and I am eagerly looking forward to an exciting year ahead in this program.”

CEHHS Welcomes New Distinguished Community Lecturer

October 12, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (September 20, 2023)

Tanisha Fitzgerald-Baker joins the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) as the latest Distinguished Community Leader Lecturer. Fitzgerald-Baker has an extensive track record for her exceptional leadership and commitment to serving the Knoxville and surrounding communities. She currently serves as Diversity, Equity, and Inclusion manager at Knoxville Utilities Board.

The position of Distinguished Community Leader Lecturer was created as an engagement service to both the university and the local community, with the goal of providing our departments access to leading professionals and practitioners from the Knoxville community whose work falls within the college’s various areas of study. It is an opportunity for faculty and students to learn about work being done in our fields of interest beyond the “walls” of CEHHS, and to meet and engage with some of the prominent members in the surrounding area. Learn more about what this role entails in a post about our inaugural Distinguished Community Leader Lecturer, Pastor Daryl Arnold.

Portrait photo of Tanisha Baker-Fitzgerald. She has dark skin and black shoulder-length hair. She is smiling in the photo and is wearing a green top and patterned jacket.

Tanisha Fitzgerald-Baker

Fitzgerald-Baker’s leadership journey began in her hometown of Knoxville, where she graduated as the valedictorian from Austin-East High School. She continued her education, earning a Bachelor of Science in Actuarial Science from Florida A&M University and a Master of Science in Education from the University of Tennessee, Knoxville. Her passion for making a difference led her to complete a certificate in Social Enterprise Effectiveness from the University of Tennessee, Knoxville, Haslam School of Business, equipping her with the knowledge and skills to drive positive change.

Throughout her professional career, Fitzgerald-Baker has been a champion for equity and access, particularly for those underserved and underrepresented in communities facing challenging circumstances. Her leadership in the educational arena has garnered respect and admiration, as she has tirelessly worked to create opportunities and remove barriers. Tanisha’s strategic mindset, analytical expertise, and community-focused approach have made her a sought-after leader, consultant, and presenter.

Fitzgerald-Baker’s leadership extends beyond her professional responsibilities. She is the founding member and current president of the Five Points Up Community Action Group, an organization that has made a significant impact in the community. She has also played pivotal roles in various community initiatives, including being a founding member of the East Knox Lion’s Club and serving on the steering committees for the Eastside Sunday Market and the Community Voices Coalition. Her dedication to community service is evident through her involvement on the boards of directors for the YWCA, Change Center, and Metro Drug Coalition. Additionally, she chairs the African American Equity Restoration Taskforce appointed by the City of Knoxville, demonstrating her commitment to promoting equity and justice.

Fitzgerald-Baker’s leadership and contributions have been recognized with numerous accolades and awards. Her nomination for the city of Knoxville’s Good Neighbor of the Year Award by former Mayor Madeline Rogero is a testament to her positive impact on the community. She has received the “Woman 2 Woman” award for Community Outreach sponsored by Zeta Phi Beta Sorority, Inc. and the MLK Commission’s Award for Community Service. Tanisha’s passion for community outreach has also been showcased through features in Girls Go Hard magazine and her role as a talk show host on Talking with T and co-host on What’s Going On.

In addition to her leadership endeavors, Tanisha is a member of Alpha Kappa Alpha Sorority, Inc. She resides in Knoxville, with her husband, Darritt Baker, and their son, Tylan Baker.

CEHHS is honored to have Tanisha Fitzgerald-Baker as our Distinguished Community Leader Lecturer, and we are excited to continue to witness the positive impact she will continue to make through her exceptional leadership and dedication to creating a better future for our communities.

You can learn more about Fitzgerald-Baker and her professional experience here.

White Appointed to U.S. Department of Education Advisory Committee

October 12, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (August 25, 2023)

CEHHS Faculty Member to Provide Recommendations Regarding Educational Needs in Appalachia

Rachel White, an assistant professor in the department of Educational Leadership and Policy Studies (ELPS) in the University of Tennessee, Knoxville, College of Education, Health, and Human Sciences (CEHHS) will serve as a member of Regional Advisory Committee (RAC) for Appalachia for the U.S. Department of Education. Her term will begin immediately.

Rachel S. White

During her term on the committee, White will provide advice and recommendations concerning educational needs in the Appalachian region and how the needs can be most effectively addressed. The Appalachian Region RAC covers Kentucky, Tennessee, Virginia, and West Virginia. It is one of 10 regional committees established by U.S. Secretary of Education, Miguel Cardona.

After six months, each RAC will submit a report to Secretary Cardona who will then establish priorities for the comprehensive centers to address, taking into account these regional assessments and other relevant regional surveys of education needs.

White’s scholarly research focuses on power and voice in education policy and implementation processes. Her scholarship has been featured in nearly 30 academic publications as well as Education Week and The Conversation. In addition, White has an extensive background in education at the local and state levels, serving as a school board member and as an analyst for a statewide superintendent association where she interviewed and surveyed policymakers, teachers, and school administrators.

“I’m honored to have been selected to serve in this capacity where I can share my professional experience and research expertise in order to improve the educational experiences of students in Appalachia,” said White. “I’m eager to seek out, hear, and elevate the voices of students, educators, and education stakeholders in the region.”

Biddix to Receive Award From National Panhellenic Conference

October 12, 2023 by jhall152

Courtesy of the College of Education, Health, and Human Sciences (August 24, 2023)

J. Patrick Biddix, Jimmy and Ileen Cheek Endowed Professor of Higher Education, will receive the 2023 Interfraternal Partner Award from the National Panhellenic Conference (NPC), October 19-21 in Dallas. The award recognizes an individual who played an important role in the conference’s advancement over the past two years.

J. Patrick Biddix

Biddix’s recognition comes from his most recent research focused on measuring belonging and well-being among college sorority members. According to NPC, his work has had a direct impact on NPC and its member organizations as they work to improve the sorority experience for today’s students.

“Dr. Biddix has been a true partner to NPC during the past several years,” said NPC Chief Executive Officer Dani Weatherford “His insights, based on academically-sound research with collegiate sorority women, have given us the ability to see the impact the sorority experience is making on current collegiate women and compare the findings to larger subsets of students.”

In September 2022, Biddix was named the first-ever Jimmy and Ileen Cheek Endowed Professor in the University of Tennessee, Knoxville, College of Education, Health and Human Sciences (CEHHS). He serves as a professor in the Department of Educational Leadership and Policy Studies (ELPS). Among his scholarly achievements, he has written or edited 10 books in the past 8 years, two of which are standard texts in the field of student affairs. He is considered the national expert on fraternities and sororities and currently is engaged in a multi-institution, interdisciplinary project to address mental health issues, alcohol misuse, and hazing. He has worked on several state-sponsored grants to study Tennessee Promise and currently works with the Division of Student Success and the Office of Diversity and Engagement at UT on numerous impactful projects related to student success.