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Carly Ann Chwat
PhD in School Psychology

Synthia Ann Alene Clark
MS in Education – Instructional Technology
Graduate Certificate in Online Teaching & Learning

Deepa Rajiv Deshpande
PhD in Education – Learning Environments & Educational Studies

Jaewoo Do
PhD in Education – Learning Environments & Educational Studies

Sheryse Noelle Grant Dubose
PhD in Education – Learning Environments & Educational Studies

Katherine Ellen Fleming
MS in Counseling – Clinical Mental Health Counseling

Ashlee Nicole Fugate
MS in Educational Psychology – Applied Educational Psychology

Holly Jean Greene
Graduate Certificate in Online Teaching & Learning

Caroline Marie Jaquett
PhD in School Psychology

Frederick Joseph Kelly
MS in Education – Instructional Technology
Graduate Certificate in Online Teaching & Learning

Jonathan Edward Kelly
MS in Education – Instructional Technology
Graduate Certificate in Online Teaching & Learning

Raymond Rodney Kimmitt
MS in Educational Psychology – Adult Education

Lauren Brooke Leonard
MS in Counseling – School Counseling

Rachael Camille Marshall
PhD in Counselor Education
Graduate Certificate in Grief, Loss & Trauma
Graduate Certificate in Qualitative Research Methods in Education

Anthony C. Miller
MS in Counseling – School Counseling

Charles Branton Mitchell
MS in Counseling – Clinical Mental Health Counseling

Desiree P. Nicholas
MS in Counseling – Clinical Mental Health Counseling

Leslie Renee Owle
MS in Education – Instructional Technology
Graduate Certificate in Online Teaching & Learning

Kelley Nicole Rieder
MS in Counseling – Clinical Mental Health Counseling

Jonah Lee Ruddy
PhD in School Psychology

Gwendolyn Sue Ruttencutter
PhD in Educational Psychology & Research – Adult Learning

Yacob Tewolde Tekie
Graduate Certificate in Evaluation, Statistics & Measurement

Taralyn Page Tibbits
MS in Counseling – School Counseling

Kathryn Claire Ward
MS in Counseling – Clinical Mental Health Counseling

Nathan Bobby West
PhD in Counselor Education

Samantha Ellen Williams
MS in Counseling – School Counseling

Rebecca Leigh Witowski
MS in Counseling – Clinical Mental Health Counseling

*If you are one of the graduates listed above and would like to have your photo added to our EPC Graduates Facebook album, then please email your picture to Synthia Clark sclark41@utk.edu.

**If you were an Educational Psychology and Counseling student who graduated during this time frame, yet have unintentionally been omitted from this list, please send your name, degree, and major/concentration to Synthia Clark sclark41@utk.edu. We will add you to the list after receiving this information from you and confirming your graduation status.


Instructional Technology

Lindsey earned an MS with the Instructional Technology program in 2016 and currently lives in Littleton, CO. We asked her to reflect on past experiences with EPC and discuss where she’s at now. Read her responses below.

Current Occupation

Instructional Design Coordinator
Child Care Quality Initiatives
Office of Early Childhood
Colorado Department of Human Services (CDHS)

I work in a team of two (hopefully four by the end of the year) to design self-paced online learning for the Colorado Shines Professional Development Information System (PDIS). These courses are targeted at early care and learning professionals, with the goal of increasing the quality of care and education provided in child care programs across the state.

Accomplishments since Graduating

In my first nine months at CDHS, I led development on the first hybrid course to exist in the PDIS: Medication Administration Training, a four hour, licensing required course for child care providers across the state of Colorado. Also, at the end of December 2017, my husband and I bought our first house.

Personal Interests

I’m a fiction writer in all my waking hours. A baker, an amateur painter, a paddle boarder, an always-losing-my-callouses guitarist, a gamer, a yoga aficionado, and a literature/media nerd. I also like to travel with my husband and spend time with our four cats.

Accomplishments Earned as a Student

I received invitations from several honors societies (Gamma Beta Phi, Phi Kappa Phi, Kappa Delti Pi), so I suppose that means I made it to a top tier of my class.

On a personal level, I maintained my grade level, kept interest in my classes, and didn’t crumble under pressure – even when I was finalizing my portfolio while packing our place and preparing for a cross country move – so I’d consider that an accomplishment.

Did you end up where you thought you would?

Yes. I’d been in the eLearning world prior to entering the IT Online program and that’s where I wanted to be once I got my degree. Though instead of working for a vendor, I ended up on an in-house design team (of two and soon to be growing), so this let me drastically expand my skills with project management, authoring software, and the creation of graphics and audio, in addition to writing content.

How did your experiences as a student help you in your professional life after graduation?

When I came to the program, I didn’t really speak the lingo of instructional design and technology (“dual coding, what’s that?”), so the foundational knowledge was helpful when talking about the work I’d done in the past, as well as in the first few months of being on the job.

Additionally, as a student, you deal with a lot of different personalities from a variety of backgrounds and not all of those personalities have technology backgrounds. Getting experience navigating the waters of instructional design with people outside my specific area was good practice for the job I’m doing now. While many people are happy to listen to and go with what a designer has to say, others do want additional information on why you’re making the design choices you are. Having had to explain or clarify design concepts in my classes gave me a leg up on doing so out in the working world.

What would you tell incoming/current students?

If you’re new to the world of instructional design and technology, start thinking about what you want to do within the field. You’ll learn a lot of foundational knowledge about education and how people learn in the program, and you’ll get familiar with the technical jargon, but there are a variety of ways to apply that knowledge out in the world and a varying set of skills for each area. Having an idea of where you want to be so you can direct your individual studies in that direction is immensely helpful for your future career.

Evaluation, Statistics & Measurement

Erica is currently seeking her PhD in educational psychology and research with the Evaluation, Statistics, and Measurement program. Originally from Blairs, VA, she graduated with her BS in chemistry at North Carolina A&T State University in 2005 and an MS in environmental science and policy at the University of South Florida St. Petersburg in 2009. She joined the University of Tennessee, Knoxville and EPC in 2016. We asked her to reflect on some past and current experiences. Read her responses below.

Awards
  • UT Graduate Student Senate Travel Award, Fall 2017
Accomplishments

Presentations

  • Echols, E., Ladd, R., Parlier, R. T., Osborne, J. D. (2018). Distance learning in evaluation, statistics, and measurement: Synchronous & asynchronous – A guide to merging your life as an evaluation doctoral student and distance learner. Roundtable presentation submitted for the American Evaluation Association National Conference, 2018, Cleveland, OH (under review).
  • Osborne, J. D., Ladd, R., Parlier, R. T., Echols, E. (2017). Am I a student? Am I an evaluator? I’m both! – A guide to merging your life as a professional evaluator and evaluation doctoral student. Roundtable presentation at the American Evaluation Association National Conference, 2017, Washington, D.C.
  • Echols, E. (2016). Outcomes evaluation proposal for the Program for Excellence and Equity in Research (PEER). Poster presentation given for EDPY 533 Program Evaluation Fall 2016 at The University of Tennessee, Knoxville.
  • Echols, E. (2016). Survey of best practices for graduate recruitment of underrepresented minorities (URM) in STEM at the University of Tennessee, Knoxville. Poster presentation given for EDPY 583 Survey Research.

Current Occupation

Recruitment & Communication Specialist
Program for Excellence & Equity in Research
University of Tennessee, Knoxville

Erica currently works as the recruitment and communications specialist for the University of Tennessee, Knoxville NIH funded graduate and training fellowship program, Program for Excellence and Equity in Research.

Personal Interests

I enjoy being active in the community. I volunteer with various programs that introduce urban youth to science, science careers, and higher education. I also enjoy playing a variety of musical instruments.

Future/Vocational Goals

My goals are to continue to learn frameworks that are applicable not only in my current position but also in future higher education pursuits. My interest in evaluation and assessment stems from work experience in gauging the impact and progress of students matriculating through various programs I’ve worked with in higher education. As I continue to grow my skills in statistical analysis and program evaluation, my long-term career goal is to own and operate my own consulting firm supporting external evaluations for various higher education, public service, and non-profit entities.

What sold you on this program?

I work full time here at UT and was looking for a doctoral program that aligns with my research interests in evaluation and assessment in higher education, with special interest in understanding workforces that lead to student success in STEM. The Evaluation, Statistics, and Measurement program was a perfect fit for me and my interests.

What would you tell an incoming student who joins the program/department?

While it is important to begin with the end in mind, be sure to enjoy the journey.

At Camp Aliya, children spent their time in small and large groups, outside, and being involved in music, arts, and crafts. Here are some of their activities:

  • They constructed and guided each other through obstacle courses made of yarn, relating the difficulties of the course to the grieving process and discussing the role of others in helping you get through the process.
  • Campers played sorting games to distinguish between helpful and unhelpful coping behaviors.
  • They had the opportunity to depict their story of grief however they wanted. Some children wrote stories, other drew pictures, then if they were comfortable they shared them with the group.
  • The children made body drawings in chalk to label different feelings they have related to their grief.
  • Campers wrote down things they felt afraid to share on pieces of paper, crumbled them into balls, and threw them back and forth. They talked about what it was like for others to physically hold our fears and troubles. After they were comfortable, everyone anonymously opened one of the balled up fears to read allowed, and they found that many of the fears were similar, despite different stories.

Wheat ran Camp Aliya with 10 other staff members comprised who are current students, recent alumni, and/or community members. Wheat explained, “We intentionally kept the camp small and time-limited this year to make sure we knew what we were doing! I hope very much to secure grant funding to keep it going annually and expand from elementary-age kids to any school-age kid. I also hope that in the future we can develop and implement a trauma-focused therapeutic element as well, perhaps based on Allison Salloum’s work (Grief and Trauma in Children: An Evidence-Based Treatment Manual).”

Laura Wheat“I am so thankful to be in a place that is supportive of programming that focuses on child and adolescent grief. It still feels a little bit magical to me, even four years later, that I get to do this work.”

When asked how it felt to to initiate and complete Camp Aliya, Wheat said the following: “It felt AMAZING!! It was a really daunting task, and it felt at times like climbing a mountain. But I was lucky to have Jillian Blueford, Counselor Education student, who was a huge help. She and I designed and implemented the whole thing together, so seeing it run those two days was incredible. We had the best, most energetic, creative, and heart-filled staff, and such great care from the folks at Pond Gap. I took some of the staff out for celebratory apps at Fieldhouse Social afterwards to thank them for their commitment and enthusiasm. However small it was with only 11 campers, I know we put some good in the world, and that’s what matters most to me. I could see some of the campers really benefiting. I even heard an anecdote via Jillian the other day, who reported that one of the campers’ caregivers had told her that he still wears the support bracelet he made at camp and talks about it all the time.”

To see photos from the inaugural Camp Aliya, check out the EPC Facebook page! Also, keep an eye out for the next edition of Accolades for an in-depth story about Camp Aliya.