Marlon Johnson, doctoral student in Counselor Education, was one of 23 chosen for the National Board for Certified Counselors Minority Fellowship Program (NBCC MFP) and has received an award of $20,000 to support his education, and facilitate his service to underserved minority populations.

“I’m awestruck at the opportunity to receive this award. It’s an honor to be presented a chance to use research and education in a way that advocates for underrepresented communities within our local, regional, and national environment. It feels encouraging as this award is a conglomeration of my efforts and the many efforts of others who have mentored me and guided me along the way.”

Johnson focuses his research on enhancing opportunities of access and equity for underrepresented communities to enter counselor training programs. He seeks to understand the unique stories of people of color, people with disabilities, and LGBTQ+ persons as they continue through master’s-level counseling programs. As a graduate research assistant for the University of Tennessee’s Possibilities in Postsecondary Education and Science (PiPES) and Appalachian Students Promoting the Integration of Research in Education (ASPIRE) program, Johnson seeks to identify the unique needs of rural Appalachian students at various developmental levels as they learn about STEMM-related fields of study. This fellowship will allow Johnson to better serve these communities through participation in various trainings, conferences, and organizations focused upon community-oriented scholarship and intentional research practices. This fellowship will also provide continued mentorship to help Johnson develop as a researcher, an advocate, and a leader.

“I’m just grateful for each person I have been able to encounter here at UT and specifically those within EPC. I’m thankful for their support and encouragement. I hope to make them proud as I research and advocate for my profession and my community.”

The NBCC Foundation is the nonprofit affiliate of the National Board for Certified Counselors (NBCC), based in Greensboro, North Carolina. NBCC is the nation’s premier professional certification board devoted to credentialing counselors who meet standards for the general and specialty practices of professional counseling. Currently, there are more than 64,000 board-certified counselors in the United States and more than 50 countries. The Foundation’s mission is to leverage the power of counseling by strategically focusing resources for positive change.

The NBCC MFP is made possible by a grant first awarded to NBCC by the Substance Abuse and Mental Health Services Administration (SAMHSA) in August 2012. The Foundation is contracted by NBCC to administer the NBCC MFP, as well as training and collaboration activities, such as webinars, that are open to all National Certified Counselors (NCCs). The goal of the program is to strengthen the infrastructure that engages diverse individuals in counseling and increases the number of professional counselors providing effective, culturally competent services to underserved populations.

The NBCC Foundation has also awarded 30 $8,000 master’s-level fellowships through the MFP-Youth (MFP-Y) and 34 master’s-level fellowships of up to $11,000 through the MFP-Addictions Counselors (MFP-AC).The Foundation plans to open the next NBCC MFP application period in fall 2018. To learn more about the NBCC MFP and its fellows, please visit nbccf.org/Programs/Fellows.

School Psychology

Kala is currently seeking her PhD with the School Psychology program. Originally from Asheville, NC, she graduated Summa Cum Laude with her BS in psychology at Millsaps College and earned an MS with the Applied Educational Psychology program here at the University of Tennessee, Knoxville. She joined School Psychology in 2014. We asked her to reflect on some past and current experiences. Read her responses below.

Awards

National

• American Academy of School Psychology Memorial Scholarship for Research (2016): Awarded annually to five deserving doctoral students in school psychology.
• National Association of School Psychologists Graduate Student Research Grant (2015): Awarded annually to three students who demonstrate exceptional ability to conduct high-quality research that furthers the mission and goals of NASP and has the potential to impact the field positively.

University

• Chancellor’s Fellowship (2014-2018): A four year, merit-based fellowship awarded annually by the Office of the Chancellor to two incoming graduate students per college.
• University of Tennessee 3 Minute Thesis (3MT©) Semifinalist (2017): 3MT© is a research communication competition in which participants have three minutes and a single slide to present their research to a lay audience.
• Chancellor’s Citation for Extraordinary Professional Promise (2016): Awarded by the Office of the Chancellor to graduate students for professional promise in teaching, research, or other contributions.
• Shipley-Swann Fellowship (2014): A one year fellowship awarded by the graduate school to students who demonstrate academic excellence.

Accomplishments

Roles/Positions

• President, UT School Psychology Association 2016-2017
• School Psychology Student Representative, Department of Educational Psychology and Counseling 2015-2016
• GRA, School Psychology program faculty 2014-2016

Refereed Journal Publications

• Cazzell, S., Taylor, K., Skinner, C., McCurdy, M., Skinner, A., Ciancio, D., Beeson, T., & Cihak, D. (2017). Evaluating a computer flashcard reading intervention with self-determined response intervals in a post-secondary student with intellectual disability. Journal of Evidence-Based Practice in the Schools, 16(1), 74-94.
• Cazzell, S., Skinner, C., Taylor, K. (2017). Implementing computer flashcard reading with self-determined intervals. Journal of Evidence-Based Practice in the Schools, 16(1), 95-100.
• Cazzell, S., Skinner, C., Ciancio, D., Aspiranti, K., Watson, T., Taylor, K., McCurdy, M., & Skinner, A. (2016). Evaluating a computer flashcard sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability. School Psychology Quarterly. Advance online publication.

Symposiums

• Taylor, K., Skinner, C., Ciancio, D., Turnbull, S., Ruddy, J., Beeson, T., & Skinner, A. (2016, October). Altering text to make it disfluent hinders sight-word acquisition in post-secondary students with Intellectual Disability. In C. H. Skinner (Chair), Computer-delivered learning trials to enhance sight word reading in post-secondary students with Intellectual Disability. Symposium conducted at the Tennessee Association for Behavioral Analysis 19th Annual Conference, Nashville, TN.
• Turnbull, S., Taylor, K., Beeson, T., McCurdy, M., Skinner, C., Ciancio, D., & Skinner, A. (2016, October). Allowing students to self-determine response intervals during computer-based S-R-S-R learning trials. In C. H. Skinner (Chair), Computer-delivered learning trials to enhance sight word reading in post-secondary students with Intellectual Disability. Symposium conducted at the Tennessee Association for Behavioral Analysis 19th Annual Conference, Nashville, TN.
• Gibbons, S., Ryan, K., Taylor, K., Beeson, T., Turnbull, S., Skinner, C., Cianico, D. & Skinner, A. (2016, October). Self-determined versus fixed 1-s and 5-s response intervals. In C. H. Skinner (Chair), Computer-delivered learning trials to enhance sight word reading in post-secondary students with Intellectual Disability. Symposium conducted at the Tennessee Association for Behavioral Analysis 19th Annual Conference, Nashville, TN.
• Taylor, K., Skinner, C., Ciancio, D., Turnbull, S., Ruddy, J., & Beeson, T. (2016, May). The effects of perceptual dysfluency on sight-word acquisition rates in a post-secondary student with intellectual disabilities. In C. H. Skinner (Chair), Enhancing word reading in post-secondary students with Intellectual Disability. Symposium conducted at the Association for Behavior Analysis International 42nd Annual Convention, Chicago, IL.
• Turnbull, S., Taylor, K., McCurdy, M., Skinner, C., Ciancio, D., & Beeson, T. (2016, May). Evaluating a computer flashcard reading intervention with self-determined response intervals in a post-secondary student with intellectual disabilities. In C. H. Skinner (Chair), Enhancing word reading in post-secondary students with Intellectual Disability. Symposium conducted at the Association for Behavior Analysis International 42nd Annual Convention, Chicago, IL.
• Ryan, K., Gibbons, S., Taylor, K., Beeson, T., Turnbull, S., Skinner, C., & Ciancio, D. (2016, May). Evaluating and comparing computer flashcard reading interventions: Self-determined response intervals verses fast and slow computer paced. In C. H. Skinner (Chair), Enhancing word reading in post-secondary students with Intellectual Disability. Symposium conducted at the Association for Behavior Analysis International 42nd Annual Convention, Chicago, IL.

Paper Presentations

• Moore, T., Daniels, S., Eshbaugh, J., Gordon, J., Kirkpatrick, B., O’Reilly, C., Taylor, K., & Wright, S. (2017, October). Supporting effective classroom management and behavior management practices: Reports from school staff and implications for the behavior analyst. Paper submitted for presentation at the Tennessee Association for Behavioral Analysis 20th Annual Conference, Nashville, TN.
• DeZutter, S., Taylor, K., Hewlett, A., & Hoskin, S. (2015, April). Where do we go from here?
  Questions raised by student-perceived incongruities between research on self-regulation and practices encountered at a high-poverty school. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Poster Presentations

• Taylor, K., Skinner, C. H., Ciancio, D., Krider, S., Gibbons, S., Ruddy, J. & Ryan, K. (2017, August). Effects of foreign names on elementary students’ reading comprehension and comprehension rate. Poster presented at the American Psychological Association Convention, Washington, DC.
• Taylor, K., Gibbons, S., Ryan, K., Ruddy, J., Turnbull, S., Skinner, C. H., & Beeson, T. (2017, August). Perceptual fluency and word acquisition in students with disabilities. Poster presented at the American Psychological Association Convention, Washington, DC.
• Taylor, K., Skinner, C., Cazzell, S., Ruddy, J., Ciancio, D., Cihak, D., & Beeson, T. (2016, February). Perceptual disfluency and learning in a FUTURE student with Intellectual Disability. Poster presented at the University of Tennessee Gallery of Excellence, Knoxville, TN.
• Cazzell, S., Taylor, K., Skinner, C., McCurdy, M., Skinner, A., Ciancio, D., Beeson, T., & Cihak, D. (2016, February). Evaluating a computer flashcard reading intervention with self-determined response intervals in a post-secondary student with Intellectual Disability. Poster presented at the University of Tennessee Gallery of Excellence, Knoxville, TN.
• Gibbons, S., Ryan, K., Skinner, C., Taylor, K., Beeson, T., Ciancio, D., & Cazzell, S. (2016, February). Expanding research on a computer-based flashcard reading intervention with a post-secondary student in the FUTURE Program. Poster presented at the University of Tennessee Gallery of Excellence, Knoxville, TN.
• Taylor, K., Cazzell, S., Ruddy, J., Skinner, C. H., Ciancio, D., Cihak, D., & Beeson, T.
  (2016, February). Disfluency and sight-word learning in a student with Intellectual Disabilities. Poster presented at the National Association of School Psychologists Annual Convention, New Orleans, LA.
• Taylor, K., Ruddy, J., Cazzell, S., Skinner, C. H. (2015, November). Investigating the effects of flashcard text fluency on learning. Poster presented at the Mid-South Conference for Psychology in the Schools, Murfreesboro, TN.
• Taylor, K., Ciancio, D., Ruddy, J., & Skinner, C. H. (2015, August). Correlating WCPM with
  reading comprehension and global reading ability. Poster presented at the American Psychological Association Convention, Toronto, Canada.
• Taylor, K., Scott, K., Turnbull, S., & Watson, T. (2015, August). The effectiveness of readability
  formulas as predictors of oral reading fluency. Poster presented at the American Psychological Association Convention, Toronto, Canada.
• Taylor, K., Ciancio, D., & Ruddy, J. (2014, November). Correlating WCPM with the Woodcock
  Johnson passage comprehension subtest and broad reading cluster in a sample of first- through third-grade students. Poster presented at the Mid-South Conference for Psychology in the Schools, Chattanooga, TN.

See Curriculum Vita for additional details.

Current Occupation

Graduate Research Assistant
Tennessee Behavior Supports Project (TBSP)
Department of Theory and Practice in Teacher Education
University of Tennessee, Knoxville

TBSP provides technical assistance (i.e., training, consulting, and external coaching) to East Tennessee public schools and districts to develop, implement, and sustain continuums of positive behavioral interventions and supports within an RTI²-B framework.

Personal Interests

I am an aerialist, so I spend several hours a week training on fabrics, and recently, lyra. In my free time I enjoy gardening, traveling, working on my house, and spending time with my partner and family. I have four wonderful pets that bring incredible joy to my life. I am the proud daughter of a veterinarian, and it shows. I can find an animal in need anywhere and am actively involved in rescue and trap-neuter-return efforts.

Future/Vocational Goals

I plan to obtain my Nationally Certified School Psychologist credential and then pursue licensure. I enjoy working in both school and clinical settings, and I want to have the option to do either. I decided to pursue a degree in school psychology because I wanted to help diverse children and families from low-socioeconomic status backgrounds. That is still my primary goal, but I haven’t decided exactly what it will look like in practice yet.

What sold you on this program/department/university?

Initially, I applied to UT because of an article I read citing Chris Skinner as one of the most published authors in the field of school psychology. I was interested in his research on reading and thought we would be a good fit. I was also impressed by the efficiency of the program. Students tend to finish in five years and defend their dissertations before internship; I didn’t find those things at the other universities where I interviewed. There was better funding available at UT than most of the other programs I was interested in, and the graduate students I met at interviews seemed to have a healthy work/life balance. I also wanted to move closer to my parents, and I have family in Knoxville.

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

Get things done before the deadline. Learning to do things early will put you ahead, free up time for other endeavors, and relieve so much stress. Also, be your own advocate. Look for opportunities outside of your program. You are in charge of your own success.

Three School Psychology PhD candidates – Carly Chwat, Caroline Jaquett, and Jonah Ruddy – were matched with APA-accredited internships.

To become a licensed psychologist, all school psychology doctoral students must have completed an internship. Internships accredited by the American Psychological Association (APA) are highly sought out, yet a large number of applicants go unmatched. In 2017, almost twenty percent of applicants were not matched with an APA-accredited internship.

Read below to see where each of the three will be interning and their experiences of the process.

Carly Chwat
Tennessee Internship Consortium
Loudon, TN

What was the application process like?
We had great support from faculty and within our cohort, so it actually wasn’t too stressful! I enjoyed traveling around for interviews and meeting other psychology students.

How do you feel about being matched?
I’m very excited for the opportunity to participate in an APA internship, and to have the potential to become a licensed psychologist.

What type of work will you be doing at your internship?
I will be in a fully school-based position in Sweetwater City Schools where I will work consulting with teachers and doing evaluations for students for special education. I actually did a practicum at Sweetwater my 1^st year in the graduate program, so I’m very excited be be going back there. At that time, I was the student shadowing an intern, and now as an intern I’ll have students come and shadow me.

How do you feel about staying in Tennessee?
I’m thrilled to be staying in Tennessee! I would love to continue to stay connected to the university to do research and also to supervise future practicum students. Also now that I know I’m staying, I can work on getting my parents to retire up in East Tennessee!

Caroline Jaquett
Tennessee Internship Consortium
Loudon, TN

What was the application process like?
The application process was stressful, just due to all of the deadlines that co-occurred with an already busy school year. However, we were really supported throughout the entire process and I never felt alone. The professors in the program and my other cohort members were a huge help!

How do you feel about being matched?
I am thrilled! It has always been my goal to become a licensed psychologist, and this is another step accomplished towards that goal!

What type of work will you be doing at your internship?
I will be doing the work of a typical school psychologist in East Tennessee. This involves completing evaluations and re-evaluations for children who need special education, assisting with and leading IEP meetings, consulting with teachers and other staff as needed, and of course directly helping children whenever possible!

Will you be at one specific site?
Yes! I will be with Lenoir City Schools. I will serve students at the elementary, intermediate, and high school levels.

How do you feel about staying in Tennessee?
Over the past four years I have really grown to love Knoxville. I brag about the city to everyone I know – it has great food, scenery, and there is always something going on downtown! I have made great friendships here and I am so glad I don’t have to say goodbye to Tennessee just yet.

Is there anything else you’d like to say?
I am nervous, but excited to get started! It is exciting that after 4 years of graduate school my career is finally about to begin!

Jonah Ruddy
Tennessee Internship Consortium
Loudon, TN

What was the application process like?
The application process was long and complicated. There are many excellent internship sites to choose from, and each site has unique qualities to consider. It took a lot of time to research each site and evaluate what they had to offer. The APPIC Internship Match requires detailed records of your academic career, research, and clinical experiences as well as letters of recommendation and essays briefly describing your personal background, theoretical orientation, research interests, and experiences with diversity. There is a lot of red tape, fees, and deadlines to navigate. Luckily, Merilee McCurdy, associate professor, and several alumni helped us navigate the process.

After submitting my applications to the APPIC match website during the fall, one of the hardest parts of the process was waiting to hear back from the programs to learn if you would get an interview. I was asked to interview at 7 of the 12 programs that I applied for. December and January were spent planning and going on trips meeting face-to-face with each site. I traveled through rain, sleet, and snow to Florida, Illinois, Ohio, Pennsylvania, and, of course, Tennessee. I received a warm welcome at each location and enjoyed meeting the faculty, interns, and other applicants. It was also exciting to see the great work all of the programs were doing to train new professionals, meet the needs of their clients, and support their communities. Even harder than waiting to hear about interviews was waiting for match day and learning my placement. It was definitely a relief when the day came and I learned that I would be interning with the Tennessee Internship Consortium in Psychology (TIC).

How do you feel about being matched?
I am both excited and relieved to be matched with an APA-accredited internship. The accreditation assures me that the internship meets the training standards needed to help me prepare for a career in school psychology, makes me more competitive in the job market, and simplifies the bureaucratic process to become a licensed psychologist.

What type of work will you be doing at your internship?

I will be working with child and adult clients with learning and behavioral concerns. This includes conducting psychoeducational assessments to diagnose learning, developmental, behavioral, or mental health issues; providing direct intervention services; and consulting with parents, teachers, and other professionals.

Will you be at one specific site?
I will be splitting my time between the KLASS Center and Cherokee Health Systems, Inc.

How do you feel about staying in Tennessee?

While I visited and fell in love with several internship sites during this process, it is a relief to be staying in Tennessee. I have a wife and teenage son whom I would have lived away from for a year if I was matched to another placement. I know they are very happy that I am staying home. I also think it is a great opportunity for me to help clients in the community and surrounding area that I have called home for many years.

“I want to thank my colleagues, Carly Chwat and Carrie Jaquett, who have shared this journey with me over the last four years. We’ve developed a great friendship, become family, and have been there for each other through all the ups-and-downs that have come our way. Their support has been an essential element in my success and growth. I am grateful that the Three Musketeers will be able to finish our final year together in Tennessee.” – Jonah Ruddy

Eighteen members of EPC were commended at the College of Education, Health, and Human Sciences Faculty and Staff Recognition Ceremony on April 27, 2017.

To see photos from the event, please go to the “EPC at the 2017 CEHHS Faculty & Staff Recognition Ceremony” album on our EPC Facebook page.

Awards

College Senate Departmental Staff Award
Recognizes a departmental-level non-exempt staff person who has provided exceptional contributions to his/her department (going above & beyond job expectations to accommodate students and faculty, contributing to a positive and supportive work culture and environment).

April Phillips
Administrative Coordinator III

Helen B. Watson Faculty/Student Award for Outstanding Doctoral Dissertation
Awarded to a student and the faculty member who directed the outstanding doctoral dissertation within the departments of Educational Leadership and Policy Studies; Educational Psychology and Counseling; Kinesiology, Recreation, and Sport Studies; or Theory and Practice in Teacher Education.

Helen B. Watson Outstanding Faculty Research Award
Awarded to a full-time faculty member or team within the departments of Educational Leadership and Policy Studies; Educational Psychology and Counseling; Kinesiology, Recreation, and Sport Studies; or Theory and Practice in Teacher Education.

Robert L. Williams
Professor in School Psychology

“I deeply appreciate the initiative of close colleagues in transmitting information regarding my work to the College Senate for consideration for the two awards I received.”

John H. Tunstall Outstanding Faculty Award
Awarded to an outstanding faculty member who is involved in the preparation of teachers, administrators, or others entering the field of education. The faculty member shall have a distinguished record in teaching, research, or community service or any combination of the three.

Lauren Moret
Assistant Professor in Evaluation, Statistics & Measurement

John H. Tunstall Outstanding Staff Award
Awarded annually to a staff member who has executed their duties in an exemplary manner in support of those programs which prepare “teacher, administrators, or others entering the field of education.”

Synthia Clark
Administrative Specialist I

“Being part of Let’s Talk QUAL with with Lauren and Duncan has been such a pleasurable and rewarding experience! This initiative has pushed my design, research, and presentation skills.

Louie M. and Betty M. Phillips Faculty Support in Education Award
Awarded to a faculty member in the College of Education, Health, and Human Sciences related to the preparation of teachers involved in K-12 education. This award serves to highlight outstanding research and teaching efforts.

Robert L. Williams
Professor in School Psychology

“I deeply appreciate the initiative of close colleagues in transmitting information regarding my work to the College Senate for consideration for the two awards I received.”

Recognition

Casey A. Barrio Minton
Associate Professor in Counselor Education

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Editor-in-Chief of Journal of Counselor Leadership & Advocacy
– Recognized under Presidents of National/International Professional Organizations for being President-Elect of Southern Association of Counselor Education & Supervision
– Recognized under Recipients of National/International Professional Awards for Arthur A. Hitchcock Distinguished Professional Service Award from American Counseling Association

Synthia Clark
Administrative Specialist I

– Recognized under Support Staff Awards and Certifications for UT Employee and Organizational Development Certificates in Customer Relations and Communications

Gail Cope
Center for Literacy, Education & Employment

– Recognized under 2016-17 Faculty & Staff Retirements (1977-2017)

Lisa Crawford
Associate Director of Center for Literacy, Education & Employment

– Recognized under Grants and Contracts Recipients for the Tennessee Department of Education Regional Educator Summits, SCORE, $281,672

Melinda M. Gibbons
Program Coordinator & Associate Professor in Counselor Education

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Associate Editor of Professional School Counseling Journal

Aaron Kohring
Director of Center for Literacy, Education & Employment

– Recognized under UT Support Staff Service Awards for fifteen years of service

Robert Kronick
Professor in Counselor Education & Director of University-Assisted Community Schools

– Recognized under Chancellor’s Honors Awards for the Excellence in Academic Outreach

R. Steve McCallum
Professor for School Psychology

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Co-Founder & Consulting Editor of Journal of Psychoeducational Assessment
– Recognized under Authors/Editors of Books and Assessments for Handbook of Nonverbal Intelligence (2^nd ed). New York: Springer.
– Recognized under Recipients of National/International Professional Awards for Distinguished Alumni Award from University of Georgia

S. Wayne Mulkey
Clinical Professor & Co-Program Coordinator in Rehabilitation Counseling

– Recognized under Chancellor’s Honors Awards for the Extraordinary Service to the University

April Phillips
Administrative Coordinator III

– Recognized under 2016-17 Faculty & Staff Retirements (1983-2017)

Shawn L. Spurgeon
Program Coordinator & Associate Professor in Clinical Mental Health Counseling

– Recognized under Presidents of National/International Professional Organizations for being Board of Directors of National Board for Certified Counselors
– Recognized under Presidents of National/International Professional Organizations for being Past-President of Southern Association for Counselor Education and Supervision

Qi Sun
Program Coordinator & Associate Professor in Adult Learning

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Co-Editor of Journal of Research and Theory

Barbara Thayer-Bacon
Program Coordinator & Professor in Learning Environments & Educational Studies/Cultural Studies of Educational Foundations

– Recognized under Editors/Co-Editors of Peer Reviewed Publications for being Editor-in-Chief of Studies in Philosophy and Education
– Recognized under Authors/Editors of Books and Assessments for Relational Ontologies. New York: Peter Lang Publishers.
– Recognized under Chancellor’s Honors Awards for the Excellence in Advising Award

Laura S. Wheat
Assistant Professor in Counselor Education & Coordinator of Grief Outreach Initiative

– Recognized under Chancellor’s Honors Awards for the Extraordinary Community Service Award

Connie White
Associate Director of School & Family Programs for Center for Literacy, Education & Employment

– Recognized under Grants and Contracts Recipients for the Tennessee State Personnel Development Grant, Tennessee Department of Education, $2,332,268
– Recognized under UT Support Staff Service Awards for twenty-five years of service

Four faculty members and two doctoral students from the Department of Educational Psychology and Counseling were recognized at the Chancellor’s Honors Banquet on April 19, 2017.

See below for a description of each individual’s award.

Excellence in Academic Outreach
Honors those who exemplify UT’s land-grant mission by using intellectual capital to benefit the citizens of Tennessee.

Robert Kronick
Professor & Director of University-Assisted Community Schools

“Engaged research says it all. It’s what I do. I am overwhelmed that the university recognized this work. This award acknowledges the efforts of a great deal of folks doing the work.”

Extraordinary Service to the University
Honors those who exemplify UT’s land-grant mission by using intellectual capital to benefit the citizens of Tennessee.

S. Wayne Mulkey
Clinical Professor

“I appreciate the support and encouragement of my colleagues in the Department of Educational Psychology and Counseling over the past three years. It is clearly an honor to know that my peers respect the work I have done at the University of Tennessee. Fond memories shall follow with me throughout the duration of my next retirement.”

Extraordinary Professional Promise
Honors awarded to undergraduate and graduate students who demonstrate professional promise in teaching, research or other contributions.

Sarah Nadel
PhD Student in Evaluation, Statistics & Measurement (ESM)

“I was deeply honored to not only be nominated for the award, but to also receive it. This award means a great deal to me, but I can’t accept it without thanking my ESM faculty and peers as we have partnered on so much together. Additionally, my advisor, Jennifer Ann Morrow, has been an instrumental part of my success in my ESM doctoral program. She is a driving force for me to succeed every day and without her guidance, as well as the guidance and knowledge from all ESM faculty, this award wouldn’t have been possible. I’m deeply honored and blessed.”

Excellence in Advising
Bestowed by the Office of the Chancellor and the Teaching Council of the Faculty Senate to honor outstanding work in advising.

Barbara Thayer-Bacon
Professor

“I am so proud of the students I’ve had the opportunity to work with while at UT! It was wonderful to hear their words of support and gratitude for my mentoring of them. They have made me feel so appreciated. A big thank you to my students! The number keeps growing!! -your Dr. Barb”

Extraordinary Professional Promise
Honors awarded to undergraduate and graduate students who demonstrate professional promise in teaching, research or other contributions.

Victoria Gail VanMaaren
PhD Student in School Psychology

“The faculty and staff in our department have been nothing but supportive of all of my endeavors. I’m honored by this award, and mindful of the fact that it would not have been possible without the mentorship and encouragement of the entire department.”

Extraordinary Community Service
Rewards a faculty member who exhibits the volunteer spirit in the community.

Laura S. Wheat
Assistant Professor

“I am so very honored and humbled to receive this award, given the remarkable things faculty and staff across campus are doing! The Grief Outreach Initiative is dear to me and I’m thankful to be its shepherd. I hope to continue to nurture and grow it for years to come, so that more and more kids and teens will have safe places to honor their grief.”

To see photos of our recent award recipients, please go to the “EPC Award Winners” album on our EPC Facebook page.

*Award descriptions listed from Chancellor’s Honors Banquet program and website.