Districts see positive impact using school enhancement approach detailed in Alexander's new book

When Dr. Joyce Alexander took on her new role as the dean of Texas A&M University’s (TAMU) College of Education and Human Development in 2015, she set out to revitalize the college’s relationships with its local school districts and use those partnerships to benefit each other.

“I realized perhaps we weren’t the best partners with our local districts at the time,” Alexander said, “and, in fact, there was one district right next door to us that had been struggling for quite some time. I started asking the questions like, ‘What are we doing to help? … Why aren’t we working together?’”

This opened the door for conversations between TAMU and Houston-area school district superintendents revolving around what could be done to not only help improve their elementary schools’ academic performance but to better the lives of their students, educators and administrators as well.

Over time, these discussions centered on collaborative school enhancement, with TAMU partnering with some of those area districts – both rural and urban – and beginning to work with a randomized selection of high-needs elementary schools.

Alexander and colleagues Fred Nafukho and Beverly Irby, both professors and senior faculty in the TAMU Department of Educational Administration and Human Resource Development (EAHR) at the time, curated an experienced team of TAMU faculty members with the professional skillset needed to identify each individual school’s struggles and then design interventions tailored to that school’s needs, tracking school leadership team behaviors and student achievement data over time in order to check progress. The goal of the study was to determine how effective the enhancement interventions would be in each individual school and to help school leadership teams make decisions putting children’s learning first.

“(The principals) really need to believe that they can make a difference in these children’s lives. Sometimes we see schools that have kind of given up,” Alexander said. “ … Our goal was to foster a mindset focused on student growth and to get the leaders to see that, yes, something in the school is currently standing in the way of growth, and we can and should address that.”

With support from internal grant funding from then-Texas A&M University President Michael Young, the study began collecting data from one district. Within two years, the U.S. Department of Education showed an interest in the research project as well, awarding it a SEED grant in 2017 that allowed the school enhancement project to expand to more districts in Texas as well as into North Dakota.

The model created by the TAMU team as well as the processes and progress made in the Houston-area school districts are all chronicled in the new book “Effective Steps Toward School Enhancement: Turning Around High Needs Schools,” written by Alexander, dean of the UA College of Education, Irby, now a regents professor at Texas A&M and associate dean for academic affairs in the TAMU College of Education and Human Development; and colleagues Matthew Etchells, director of education outreach and international partnerships for the Education Research Center (ELRC) and Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA); and Linda Rodriguez, who has a background in elementary education and district-level school administration as well support for Bilingual/ESL students.

“This book is our theoretical guidepost for what we tried, why we think it worked and (includes) case studies in each chapter that will walk readers through what happened and some of the changes that we saw as we addressed a particular (challenge),” Alexander said.

“Effective Steps Toward School Enhancement” hit shelves in March and details the TAMU School Enhancement Framework (SEF) model, which features 12 holistic, practical components all supported by TAMU’s quasi-experimental study findings.

“There is plenty of research on many of the different components that we proposed in this intervention model, and we know that they help, but for me and this team at Texas A&M, … we really wanted to see if we could work with the support of the district and the leadership teams at the individual schools to make a big shift to benefit student achievement in the real world and on a large scale,” Alexander said. “We also wanted to create conditions that allowed the district to continue to make progress after the research team left. We wanted a self-sustaining model to continue to enhance student achievement.”

The book is sectioned into three parts – a Role for Districts and Supporting Partners, the Principal and School Leadership Team, and a Focus on Building Instructional Capacity – with the 12 components, shown in the diagram above, divided among them.

“I think what makes (our approach) unique is the use of several observational tools where we try to give the school leadership team good feedback on what’s going on in the classrooms and tools for ways to make those observations themselves. We also help support the leaders as they work to deliver embedded, non-invasive, high-quality instruction support and professional development,” Alexander said. “Our model is based on a reflective cycle where we support the leadership team with data, tools and as reflective partners so they can grow rather than using a ‘you’re doing this wrong’ model.”

The grant’s positive impact can be seen through rising test scores in schools in Texas and North Dakota school districts, and last fall, the program expanded into north Alabama, building a partnership between TAMU and UA education leadership faculty under the guidance of Dr. Jingping Sun, who has focused much of her professional work on meeting high-needs schools challenges.

“The faculty here at UA are excited to be partners in this project. Together, the team will learn about what we did at A&M then bring their expertise to the table for Alabama children,” Alexander said. “Our partner districts are on board, coaching has begun, and we are already starting to see signs of progress, so we are pretty excited.”

Dean Alexander believes that Alabama Gov. Kay Ivey’s Alabama Turnaround Schools Initiative is a needed investment.

“We simply can’t keep ignoring schools where the children continue to struggle year after year,” Alexander noted.

The state has also invested funds in education recently and seen some positive movement on student test scores. This bodes well for the future of education in the state of Alabama.

“We would be excited to be involved in these state-level initiatives. I think we could help with that,” Alexander said. “UA has a long history of involvement with the state. For example, the Alabama Superintendents Academy is directed by Dr. Brenda Mendiola, one of our faculty. We are already excited to be part of the state’s focus on education and look forward to partnering for the future of Alabama’s children.”

“Effective Steps Toward School Enhancement: Turning Around High Needs Schools” is available for purchase on the Emerald Publishing Bookstore website.

CrossingPoints deemed gold standard for inclusive postsecondary education with full IHEAC accreditation

CrossingPoints has become the fourth program in the nation to be accredited by the Inclusive Higher Education Accreditation Council (IHEAC) as well as the first program in the Southeastern Conference and only program in the state of Alabama to be accredited by the council.

After an intensive review and a comprehensive on-site visit, IHEAC awarded CrossingPoints full accreditation for seven years, deeming the program a gold standard for inclusive postsecondary education in the United States.

Congratulations to the CrossingPoints Program and its peer review team for this impressive review and excellent accomplishment!

CrossingPoints is a partnership between the College of Education's Department of Special Education, its Multiple Abilities Program, and the Tuscaloosa City and County School systems. CrossingPoints provides transition services for students with disabilities ages 18-21 who receive hands-on instruction in vocational/employment aspects of transition in specially selected or assigned job sites at the University.

For more information about the CrossingPoints Program, visit crossingpoints.ua.edu.

Teach in Bama scholarship program helping build state's newest generation of educators

After completing a five-week summer institute, 19 incoming UA College of Education freshmen are already on their way to becoming Alabama educators.

These in-state students are all members of the inaugural class of Teach in Bama, a scholarship program specifically designed to help retain future educators within the state once they have completed their teacher education degrees at the Capstone.

Teach in Bama is a collaboration between the University and school districts across the state. For this first year, the six districts that participated were Tuscaloosa City, Tuscaloosa County, Greene County, Trussville City, Huntsville and Wilcox County.

The program’s scholars from the Tuscaloosa City School District will return to teach in its classrooms for two years following their graduation.

“This is a great opportunity to create a pipeline back into your school system," said Dr. Carlton McHargh, director of academic services in the College.

Programs like Teach in Bama are becoming more critical for the future and quality of education as districts across the nation continue to face teacher shortages.

The 19 Teach in Bama scholars were awarded a total of $843,540 in scholarships and will already have completed 12 credit hours when they begin their freshman year this fall thanks to the summer institute. Over those five weeks, students participated in a robust schedule of sessions designed to equip them with foundational knowledge, hands-on experience and insight into the teaching profession.

The summer institute also coincided with the scholars’ completion of the UA Early College Summer On Campus Program, where they lived in UA residence halls and earned six to seven hours of academic credit, giving them a preview of life at the Capstone and the rigor of college-level coursework.

A closing reception for the first Teach in Bama cohort was held on June 24 in the Nall Gallery of Carmichael Hall, recognizing the students’ scholarship awards as well as their successful completion of the Teach in Bama Institute, highlighting the promise and potential of these future educators as they begin their journey in the teaching profession.

The Teach in Bama experience aims to ensure that Alabama’s next generation of young students are led by skilled, passionate, and well-prepared teachers.

For more information on the Teach in Bama scholarship program, visit teachinbama.ua.edu.

Here is an ABC 33/40 news clip from the event:

UA Tactical Performance Lab on a
mission to help firefighting community

Since officially opening its doors nearly two years ago, the Department of Kinesiology’s Tactical Performance Laboratory has been working with the Alabama Fire College ensure that its firefighting recruits are fit for duty.

Lab Director Dr. Lee Winchester and his fellow researchers have been working alongside the Fire College, performing basic health and fitness tests on new recruits in order to build a database that helps determine which recruits are healthy enough to endure the strenuous firefighting training.

The data collected during these screenings can also be used to diagnose serious health problems or identify which trainees may be at greater risk of heat exhaustion, injury, or other detrimental health conditions. Detecting health conditions like these early on helps prevent dangerous situations – such as heart attacks, for instance – from occurring in the field later.

“We are trying to compare enough people who successfully completed recruit school where we can (look at someone’s screening results and) say, ‘Hey, their performance on these tests combined suggests they need additional training,’ or ‘These are the people you need to keep an eye on,’ and so on to maximize recruit potential,” Winchester said.

So far, the lab has tested every recruit who has come through the Alabama Fire College since fall 2023 and has done screenings on smoke divers, specialized firefighters requiring more intensive training to prepare them for the most hazardous situations and conditions.

“They are a great group of folks at the Fire College,” Winchester said. “All the people I’ve worked with are very down-to-earth, humble people. They are extremely appreciative of all we are doing, and, as far as what I can do, I am just hopeful that it makes a difference.”

Alabama Fire College Executive Director Matt Russell, Training Section Chief Arthur Willis and Administration Section Chief David Thornburg recognize the efficacy of the lab’s work and recently asked Winchester and two collaborating physicians to use their expertise to help rework admissions criteria and evaluate health screening requirements for incoming recruits.

“I took it to heart and greatly appreciate them asking me to be involved,” he said. “It is comforting to see that this is a very mutually beneficial collaboration. That is exactly what I want it to be, because that is the whole point, right? It’s research and service combined into one.”

■ ■ ■

The lab has worked with the Northport Fire Department as well, recently wrapping up health and fitness screenings of all 75 of its firefighters.

Winchester said Fire Chief Bart Marshall called him out of the blue one day.

“I heard you guys have a good thing going at the Fire College,” Marshall said, proposing a similar partnership with health and fitness screenings, which Winchester told him they were happy to do, though it would take some time.

“The whole point of this lab is to help the firefighting community,” Winchester said “(All of these screenings) create a database full of complete health, fitness and blood result data that we de-identify and can use for publication on incumbent firefighter health. Again, there is a huge mutual benefit to all of this.”

■ ■ ■

When discussing the UA Tactical Performance Lab and its work, Winchester is quick to give recognition to his team and the importance of their contributions.

“I lead a lot of it as the director of the lab, but I could not do this without my coworkers,” he said, naming fellow faculty members Drs. Mike Esco, Hayley MacDonald, Elroy Aguiar, Changki Kim and Kevin Crombie.

“I also couldn’t have done anything without this group of students. They are the bread and butter in my lab and are all incredibly intelligent and hardworking,” he said.

Those dedicated individuals include graduate students Tiffany Adams, Andrew LeMense and Sam Gomez as well as undergraduates Caitlin Upchurch and Morgan Grzybowski.

■ ■ ■

LeMense, who will be graduating soon, is currently working on some studies of his own, one of which is based on health and fitness comparisons between firefighting recruits and incumbent firefighters to determine what aspects of their health deteriorate or improve over time. In a word, what should recruit training focus on and be oriented toward?

“If these are active-duty firefighters who are exposed to the field on a daily basis and they have really high values on this test and not this test, then that is something that recruit fitness training should be geared toward,” Winchester explained.

The other project LeMense is working on as part of his dissertation focuses on how cardiovascular risk factors change over years of firefighting service, which is done by monitoring air consumption and changes in blood markers in recruits and incumbents. Both groups have their blood drawn before and after completing two laps of an intense drill where they perform high-intensity simulated firefighting tasks to see how active-duty firefighters’ immune responses change versus those of the recruits.

■ ■ ■

Even with all these studies on its plate, the lab continues to cook up work. A newer project the team has started examines fasted versus fed states in active firefighters.

“One of the things we are looking at is that about 56% of firefighters who die in the line of duty do so as a result of sudden cardiac issues. They can be running into a building, carrying someone out or something like that, and the continuous high intensity mixed with all that heat causes a ton of cardiac strain,” Winchester said. “So as soon as they finish their task and start to relax, they could die of a heart attack. Well, let’s see what we can do to prevent that. Is it as simple as giving them a nutrition shake? Is that a facet we can alleviate?”

When a firefighter is on duty, there is no time to stop and eat a quick meal when they hear the siren go off. Without adequate nutrition, the heart becomes metabolically starved, he said. Insufficient glucose or anything in the blood means the heart will start trying to break down whatever it can to metabolize.

“The idea is if firefighters have these very, very high bioavailability and easily digested nutrition shakes readily available on the trucks that they can down and be on their way, will that alleviate some of this risk and put less strain on the heart since it has plenty of nutritional capacity?”

The study simulates a 24-hour shift as a firefighter – the subjects come into the lab for a couple of different sessions, one where they are fasted and complete a simulated task and the other where they arrive fasted then drink a nutrition shake and do the same simulated task again. During these sessions, the team looks for changes in cardiac stress markers that are related to heart attack issues as well as cognitive function to determine whether their decision-making improves after the shake or not.

“I feel that all of this research has a much greater potential to make an impact as far as how firefighters can alter their daily activities, what they can specifically train for or what minor thing – like drinking a nutrition shake – can be done to prevent a firefighter death, which is ultimately the main goal,” Winchester said. “It's always sad to hear about anybody being injured or harmed while doing their job, so anything that I can do to help prevent that I find very fulfilling.”

Book aims to inspire qualitative researchers to explore range of creative methods for thematic analysis

It was a mentoring session conversation co-facilitated by Associate Professor of Qualitative Research Dr. Kelly Guyotte several years ago that sparked the idea behind the new edited book “Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data.”

Faculty mentors and graduate students were discussing thematic analysis through the American Educational Research Association’s (AERA) Qualitative Research Special Interest Group (QR SIG) when one topic popped up again and again.

“We kept coming back to this conversation of students asking, ‘How do we get to themes without coding?’” said Guyotte, co-editor of the book. “They said, ‘People tell us it’s possible, but we don’t know how to do it.’”

“Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data” both answers and expands on that question.

Coding, or the task of systematically categorizing and labeling portions of qualitative data to determine themes and patterns, is the analytic method most often used by qualitative researchers, but it is far from being the only method.

“A lot of students come with that assumption that if you’re going to be doing analysis then coding must be part of it, and the fact is, it doesn’t. There are many different methods of analysis,” Guyotte said.

Even Johnny Saldaña, author of the heavily cited and used text “The Coding Manual for Qualitative Researchers,” emphasizes this in the book’s first chapter, she said.

Co-edited by Jennifer Wolgemuth, associate professor of qualitative research at University of South Florida, and Stephanie Ann Shelton, former UA professor and associate professor of qualitative studies at the University of North Carolina at Chapel Hill, “Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data” explores some of the approaches to thematic analysis beyond coding, aiming to inspire qualitative researchers to embrace creativity and experiment with other methods when generating themes.

Each chapter is penned by a different qualitative researcher who has experience with that particular analytic method, with short excerpts from graduate students mixed in as well. Some of the approaches covered in the book include annotating, written by Shelton and Carlson Coogler, alumna of UA’s qualitative research program and now assistant professor at Baylor University; memo writing; reading, from Guyotte and Shelton; writing; meditating; quilting; wondering, which is penned by Wolgemuth; art making and poetry.

“We have all these incredible contributions,” Guyotte said. “We wanted to hear from people who were on the ground doing work, from grad students as well as people who were more established in the field so we could include all these different voices.”

The edited book was published earlier this year to positive reception from their peers. In fact, it is already being incorporated and used as an example by other professors in their qualitative research or data analysis courses, which is particularly exciting, she said.

“For me, that's one of the best parts of this,” Guyotte said. “We didn't want (the book) to just sit on a shelf. We wanted it to be something that could actually inspire people to use it, and people are doing that.”

In April, Guyotte, Wolgemuth and Shelton participated in a virtual panel during University of South Florida’s annual graduate student methodology conference where they discussed the book.

“In the introduction, we talk about how so many students and scholars would love if there was a manual with steps to follow to know what to do every time you’re doing an analysis, but what we are really saying (in the book) pushes against that,” Guyotte said. “There are tons of creative ways to do qualitative analysis. … I think that’s terrifying to some people to know there isn’t a right way to do it, but it also can be exciting. You know, I can be creative. I can invent. I’m not confined to one particular way of doing this.”

Guyotte, Wolgemuth and Shelton have a new series inspired by this book called “Expanding Approaches to Qualitative Research” on the way, also from Routledge. To purchase a copy of “Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data,” visit the Routledge website.

Project RIIPL supports scholars as they become practitioner-leaders for schools in rural areas

For the past five years, one federally funded grant has enabled 16 scholars to earn education specialist degrees while training to become special education and school psychology practitioner-leaders who specialized in rural school settings.

Project Rural Interdisciplinary Interconnected Practitioner-Leader, or Project RIIPL, is funded by the Office of Special Education Programs (OSEP) with support from the College of Education as well. It focuses on shaping practitioners who will effectively provide mental health as well as social, emotional and behavioral supports to students in underserved areas who have or are at risk for high-intensity needs. They will also have expertise in interdisciplinary collaboration.

Project RIIPL, which is currently in its second and final cohort, is led by Professor of Collaborative Special Education Dr. Sara McDaniel, Associate Professor of School Psychology Dr. June Preast, Assistant Professor of Collaborative Special Education Dr. Marissa Filderman and Assistant Professor of Early Childhood and Early Intervention Dr. Courtney O’Grady.

Cohort II is comprised of the following five special education and three school psychology graduate students, respectively: Lena Cantrell, Danielle Lee, Michelle McCurdy-Griffin, Natalie Richardson and Amy Yarbrough then Kaitlyn Duren, Madison Stokes and Emory-Madison Waite.

Students receive tuition support and funding for two years of coursework through the grant, with special education students earning their Ed.S. after those two years and school psychology students receiving one after completing their third year, which includes a yearlong internship. Cohort II’s school psychology fellows have their internships remaining while the special education fellows completed the program and graduated in May.

One other benefit of Project RIIPL is it also provides stipends, making it possible for cohort members to attend national conferences.

“The way we structured the grant and project activities was so that the first year, students attend a conference, but for the second year, they're expected to at least submit a presentation proposal,” McDaniel said. “(Their proposals) were accepted, so they got to do what some doctoral students don't get to do until the end of their program, which is exciting.”

Cohort II’s special education members presented at the Council for Exceptional Children 2025 Convention and Expo, an international special education conference, in Baltimore, Md., in March, while school psychology members presented at the National Association of School Psychologists 2025 Annual Convention in Seattle, Wash., in February.

“Our special education students couldn't believe that for the first time an audience was there to hear them present,” McDaniel said. “So, it was a big leadership shift for them to be the ones teaching and sharing instead of listening. They gave an oral presentation, and the audience was packed. … It was a really great experience for them.”

The special education students’ group presentation discussed learned helplessness in education settings and how teachers could unconsciously contribute to the issue – a topic they felt the need to address.

“We found that if students receive too much help or have teachers do tasks for them when they are capable of more, it can actually be negative,” said Natalie Richardson, a ninth- through 12th-grade teacher at Northside High School. “As educators, you want to help them develop independence and that drive to want to complete tasks. … A lot of times, I see students who don’t believe in themselves after too much help is given.”

“I know I can speak for (all of us) in saying to work with these students, to see them grow and just know what they are going to accomplish in schools in the future – it’s exciting.”
— Dr. June Preast, associate professor of school psychology

Their group was invited to give the same presentation at a Tuscaloosa County Schools Summit in August, Richardson said.

School psychology students presented posters individually at their conference, with Duren discussing Teacher perspectives on adopting a restorative approach to discipline, Stokes taking on School psychology and juvenile justice: The reality of reintegration, and Waite handling Effective strategies for reducing disparities in exclusionary school discipline. Waite’s research project took on more of a literature review format while Duren’s and Stokes’ were qualitative studies.

“It was a shift for them to become more of a scholar, and you could tell sometimes that shift was a little more difficult. There was definitely some imposter syndrome at times where they felt they didn’t know enough,” Preast said. “It helped to be able to encourage them and say, ‘No, actually you do know this topic because you’ve researched it more than the people you’re talking to at the presentation.’”

Students get to have a variety of experiences through Project RIIPL that they may not in other similar programs, including time in the field, speaking with and learning from experts, and professional development learning. School psychology and special education cohort members have the chance to learn together and collaborate with one another at times, allowing them to learn more about the other group’s skills and roles.

Once students complete the program and earn their Ed.S. degrees, the funding they received will be forgiven per a service commitment to an educational setting – two years for every year within the program.

“We are working to make sure they (perform their service) in a rural town setting because that was the focus of the grant and that is really where we have major educator shortages,” McDaniel said. “Trying to redirect or funnel expertise into those areas is important.”

Lee, a special education teacher and department head at Southview Elementary School who earned her Ed.S. in May, said this was her third try at earning the degree and she didn’t think she would have completed it without the support of Project RIIPL and her cohort members.

“I never would have done it on my own or taken three classes a semester between having a family and working,” she said. “But, in the cohort, I wasn’t doing this by myself, and that was such a positive.”

Drs. McDaniel and Preast expressed pride at seeing the progress the final cohort has made throughout the program and knowing the level of expertise and depth of knowledge all Project RIIPL participants will bring to rural-area schools with fewer resources.

“We are so proud of them. They’ve done great work, and it’s been such a delight,” Preast said. “I know I can speak for (Dr. McDaniel) and the others in saying to work with these students, to see them grow and just know what they are going to accomplish in schools in the future – it’s exciting.”

Jamaica Cooper and Getty spotlighted in UA News feature on campus service animals

In case you missed it, Financial Support Assistant Jamaica Cooper and her service dog Getty were featured in a recent UA News Center article that highlights some of the service animals in the Capstone community!

Tell us about your service animal. Getty is 4 years old, and he’s a sweet boy.

How does Getty help you throughout the day? I have Cerebral Palsy, a neuromuscular disorder, so he picks up dropped items like pens or keys and he opens doors. He also serves as a great icebreaker for my social anxiety.

How long have you been working at UA and how long has Getty been with you here? I’ve been here about eight and a half years, and Getty’s been with me two years.

Was Getty your personal pet before becoming your service animal? Yes and no. I was looking over the Canine Companions Instagram page, and I fell in love with him. I reached out, and he was available. I applied to get him from Canine Companions in 2021. It was about a two-year process, but I got him in 2023.

How did you go about being able to bring Getty to work as a service animal? It was actually pretty easy. I had all the documentation I needed when I reached out to UA.

Has Getty been ‘adopted’ by your coworkers, too? He has! He loves to run around the second floor (of Carmichael Hall) and he’ll go knock on doors with his nose, which nudges it a little and people know he’s just stopping by. He’s a great greeter. Rebecca Ballard is one of his favorite humans and she brings him treats.

What would you say to someone who might be hesitant to request bringing a service animal to work? Do your research and know all the laws. Know what the requirements might be for you.

You can follow Jamaica and Getty on Instagram at getty__spaghetti.

To read the full UA News Center article, click here.

PhD students take 2nd place in innovation technology awards at business plan competition

Three COE graduate students and their team members earned a second-place award during the Edward K. Aldag Jr. Business Plan Competition in April.

Stephen Emmanuel Abu, who studies Instructional Technology; Idowa David Awoyemi and Mohammad Mohi Uddin, who both study Instructional Leadership; as well as fellow AI VLAB members Zach Groves, Herart Nurue and Trang Tran placed second in the Alabama Power Foundation Innovation Technology Awards.

This honor is given to the team or individuals with the most groundbreaking technology-focused idea. The team competed with students from across the University, pitching their business plans to a panel of judges for a chance to hear feedback and bring their business to the next level.

Congratulations on this exciting achievement!

'The End of an Era'

UA Gadsden Center closes after celebrating 70 years of service and community impact

The Gadsden Center began in 1946 as one of seven extension centers of The University of Alabama. Serving as an off-campus program for residents of Northeast Alabama, it especially focused on returning veterans desiring to begin or complete their college education under the Alabama Dependent Scholarship program, commonly known as the G.I. Bill.

With students encouraged to enroll at an extension center for at least their first two years of undergraduate work, business and engineering were two of the fastest-growing programs. Enrollment boomed during the post-war years, with Gadsden boasting a student population of 1,603 in 1949-50.

Of the original group (Birmingham, Dothan, Selma, Gadsden, Huntsville, Mobile and Montgomery), Gadsden was the only remaining extension location. All others left the University; they either evolved into free-standing institutions or were consolidated.

The advent of state-supported community colleges in 1964-65 increased the number of students statewide taking lower-division college courses. The combination of open enrollment with lower tuition and fee expense was attractive to students who either did not qualify for or could not afford more traditional college enrollment.

When Gadsden State Community College opened, there was talk of closing the Gadsden Center. However, there was a realization that there were significant opportunities for those wanting to go beyond the two-year level — either completing a bachelor's degree or going on to graduate school.

However, between 1954 and 1969, changing community needs and a reduction in students taking advantage of the G.I. Bill took its toll. By 1969, UA Gadsden had only modest credit offerings and a student population consisting of 50 undergraduates and 85 graduates. Students could only take 12 graduate hours before transferring to Tuscaloosa while undergraduates could only work through their sophomore year.

In concert with the Tuscaloosa campus, Gadsden expanded its offerings to include full-degree programs in a few select fields: history, political science, English and American studies. These programs required no additional residency requirements. In addition, business administration and education students could take the first three years in Gadsden and the senior year on-campus in Tuscaloosa.

On June 13, the Gadsden Center closed its doors, marking the end of an era. However, the impact of the UA Gadsden Center will live on forever.

In the early 1970s, Gadsden also offered a variety of non-credit professional development opportunities and was a designated testing center for many of the standardized tests being offered. Gadsden also initiated graduate work in education — from master's degrees to educational specialist degrees through doctorates. The programs offered by the College of Education gradually created a large increase in student enrollment at the Gadsden Center. During the 1980s and '90s, the student population grew to 500-600 students per semester.

In the late 1990s, the Gadsden Center began a building project that would increase the classroom space and renovate the entire building. In December of 1999, the newly renovated UA Gadsden Center was opened. This allowed the center to offer its students and instructors the best possible learning experience.

As the center moved into the 2000s, most of its programs, both undergraduate and graduate, changed. Many were discontinued. With the development of new technologies, almost all programs followed the national trend and became available online. This created the opportunity for the Gadsden Center to reinvent itself.

In October 2021, the Gadsden Center moved from the College of Continuing Studies to the College of Education. The center was the home of the Alabama Afterschool Community Network (ALACN). The ALACN has many partners, such as the Charles Stewart Mott Foundation, Stem Next Opportunity Fund and many other organizations. Gadsden also started a chapter of the Osher Lifelong Learning Institute (OLLI) program that consists of many classes and learning opportunities for the retired and senior group in Etowah County. The ELI program began from the efforts of Dr. Cailin Kerch, UA clinical associate professor and program coordinator of early childhood and elementary education, and Dr. Alison Hooper, associate professor of early childhood education. It was fully supported and funded by the Alabama Department of Early Childhood and donor Ozzie Newsome, former professional and Crimson Tide football player and UA alumnus. The ELI program began with three kids learning virtually in 2020 and evolved in just four short years to being full classes with a waiting list.

The UA Gadsden Center reunion was held May 4. Former students, faculty and staff joined to share their love for the center and to celebrate its 78 years of contribution to the city, county, state and region. The UA Gadsden team is thankful to the College of Education, City of Gadsden and the community for their support over the past seven decades. On June 13, the Gadsden Center closed its doors, marking the end of an era. However, the impact of the UA Gadsden Center will live on forever.

LITE settles in after moving to new space in
recently renovated McLure Library

The Laboratory for Innovative Technology in Education (LITE) moved into its new home at the recently renovated McLure Library in May, and since then it has been busy!

The lab hosted three events where LITE Director Dr. James Hardin discussed educational tech and shared state-of-the-art tools with the College's newest teacher candidates from EDU 200, the inaugural class of the College's Teach in Bama scholarship program and incoming high school freshmen in the Leaders Exploring Academic Possibilities (LEAP) program.

LITE also recently visited 13 classes at two local schools. Dr. Hardin led virtual reality (VR) activities that he designed for students at the Northport Intermediate School's summer math camp as well as those in the Summer Enrichment Workshop (SEW), hosted by the MAP students at Northridge Middle.

SEW students used VR to explore Egypt, the moon, Paris, the human brain and wild weather while summer math campers learned about fractions through VR activities!

5 THINGS TO KNOW ABOUT ADAPTED ATHLETICS

What you should know about UA’s adapted athletics program. Read the article at UA News Center.

Jackie McQueen retires from Office of Student Services after 26 years at the Capstone

Jackie McQueen's 26-year career with The University of Alabama is one that fills her with gratitude and fulfillment. On Aug. 1, she will retire from her position as administrative assistant of Student Services and Certification with the College of Education, one that she has held and enjoyed for 14 years.

When McQueen and her husband Scott first moved to Tuscaloosa with their three young boys in 1999, they both had to quickly find employment. After a short stay at Randall Reilly Publishing as a receptionist, she was contacted for an interview with the College of Arts and Sciences at The University of Alabama.

"I was thrilled to be selected as an office assistant in the Office of Student Services, and it didn’t take long (for me) to realize the University was where I wanted to stay," she said.

From there, McQueen moved up to serve as a program assistant and, eventually, the administrative assistant to the dean. After that, she transferred to Academic Affairs, where she served as administrative assistant to the vice provost. She soon received a call out of the blue from Dr. Kathy Wetzel informing her that Wetzel's assistant was retiring and that she should apply for the position. It was then that McQueen joined the College of Education.

"It did not take long to discover that I had found my office family," she said.

She has remained with the Office of Student Services in the College ever since, serving in the same position for 14 years.

"I’ve seen a few people come and go throughout that time, but I have grown to care very deeply for the people I work with, and I consider them to be more than co-workers," McQueen said. "They’re my friends, they’re my work family, and I will miss them greatly."

As far as what lies ahead for her, McQueen isn't exactly sure, but she said she knows it will be an adventure.

"I plan to offer 'JiJi Daycare' to my new grandson until he starts preschool," she said. "I also have lots of creative ideas swimming around in my head, and I’m sure I’ll stay busy creating art with my husband."

McQueen is looking forward to spending precious time with her family, especially her 91-year-old mother.

"We’re going to do some serious fishing!" she said.

Honors & Achievements

Deborah Baxter helps all PE candidates to pass edTPA

Assistant Professor of Sport Pedagogy Dr. Deborah Baxter recently assisted all PE candidates with the Department of Kinesiology in passing edTPA if they had not yet done so.

All candidates who plan to intern this fall have already passed.

JoonHo Lee chosen as 2025 NAEd/Spencer Postdoctoral Fellow

Assistant Professor of Educational Research Dr. JoonHo Lee has been named a 2025 National Academy of Education (NAEd)/Spencer Postdoctoral Fellow.

Lee was one of 25 fellows chosen for this prestigious honor from a collective of more than 270 scholars, recognized for his research project titled “Estimating Distributions and Ranks of Cluster-Specific Effect Parameters: New Bayesian Tools for Value-Added Modeling.”

Many of today’s leading education researchers have received this competitive and distinguished award over the years for their projects addressing pressing issues concerning the history, theory or practice of education at national as well as international levels, according to the NAEd website.

Emily Lund wins two 2025 American Psychological Association honors

Associate Professor of Rehabilitation Counseling Dr. Emily Lund has been selected as the recipient of two different 2025 American Psychological Association awards.

Lund was named the 2025 American Psychological Association Distinguished Contributions to the Advancement of Disability Issues in Psychology Award winner as well as the winner of the Early Career Education Award for their numerous contributions to the field of psychology and rehabilitation psychology.

The Distinguished Contributions to the Advancement of Disability Issues in Psychology Award recognizes individuals whose work benefits the psychological functioning or well-being of those with disabilities by promoting inclusion, advancing knowledge and research, and participating in advocacy.

The Early Career Education Award was created to honor early career psychologists who have demonstrated impact and provided outstanding service, advocacy, scholarly contributions, education, and/or practice.

Lund will accept both honors during the APA 2025 Convention in Denver, Co., Aug. 7-9.

Sara McDaniel recognized by the National Center on PBIS

The National Center on Positive Behavioral Interventions and Supports (PBIS) spotlighted Dr. Sara McDaniel, director of our Center for Interconnected Behavioral and Mental Health Systems, and her mission to influence change in the classroom and beyond:

From the classroom to the state level, Dr. McDaniel’s journey is nothing short of inspiring. As the state PBIS coordinator for Alabama, she’s on a mission to transform schools — and it all started with a deep passion for helping students who needed it most.

McDaniel began her career in 2002 in Atlanta, Ga., where she worked with elementary students for six years with emotional and behavioral disorders. That early experience inspired a powerful thought: by pursuing a PhD, she could expand her impact far beyond a single classroom.

Fast-forward to today, and McDaniel is making that dream a reality. As director of the Center for Interconnected Behavioral and Mental Health Systems (CIBMHS), she’s at the forefront of statewide PBIS initiatives that are reshaping educational outcomes.

Margaret Stran named an Honors Capstone Design Fellow

The UA Honors College and University Honors Program recently announced that Adapted Athletics Associate Director Dr. Margaret Stran and nine other fellows have been selected for the Spring 2025 Honors Capstone Design Fellowship.

Each fellow will receive a summer stipend to develop a section of UH 401 Senior Capstone: Signature Work for the fall. Courses that receive approval are taught as UH 401 sections the following two years.

Student & Alumni News

Harper Feery earns Allison Anne Bronner Award for her volunteer service

Elementary education student Harper Feery will receive the Allison Anne Bronner Award for her excellent volunteer service for the RISE Program on July 24.

She began connecting with RISE during her placement for CEE 491 with support from the Office of Clinical Experiences and has also been working hard, taking on extra courses to further progress in the elementary education program.

Erica Schafer awarded doctoral student research grant for new study

Doctoral student Erica Schafer, along with her co-principal investigators and mentors Dr. Hayley MacDonald, Dr. Tunde Szivak (Merrimack College), and Dr. Catherine Saenz (The Ohio State University), was recently awarded the Doctoral Student Research Grant from the National Strength and Conditioning Association Foundation.

This award will fund her study titled "Assessing Total Health, PErformance, and Nutritional Attributes in Female Tactical Athletes: the ATHENA Study." The ATHENA Study aims to characterize the occupational health of women in tactical professions — military, law enforcement, firefighting and EMS work — and to explore relationships between health metrics, physical performance and readiness in this population.

Journal publishes new manuscript by UA Kinesiology alumni and faculty

Former kinesiology students Caden Williams, M.A., and Katherine Sullivan, Ph.D. and Department of Kinesiology faculty have a new research manuscript that was published in the Journal of Functional Morphology and Kinesiology.

The article "Using Force Plates to Monitor the Recovery of Vertical Jump Performance After Strenuous Exercise: A Systematic Review and Meta-Analysis" was also the combined efforts of Drs. Changki Kim, Lee Winchester, and Michael Fedewa, who was the senior author.

Caden is currently a sports science specialist with University of Georgia Football in the Department of Sports Medicine, and Dr. Sullivan is an assistant professor of teaching in exercise and sport science at Wayne State University.

2025 UA Service Recognition Celebration

35 YEAR HONOREES

Tami Barron

25 YEAR HONOREES

Rebecca Ballard

15 YEAR HONOREES

Lisa Fitzgerald
Elizabeth Wade

10 YEAR HONOREES

Stephen Abernathy
Lynette Campos
R.J. Thurman

5 YEAR HONOREES

Elizabeth Bailey
Macey Booth
Jenna Hall
Gary Jenkins

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