Newsletter

September 2025

Gifted and talented program a win-win for MAP interns and young students attending

SEW sees its highest enrollment number since before the COVID-19 pandemic

For more than 25 years, the Summer Enrichment Workshop (SEW) has provided a space in Tuscaloosa where young gifted and talented students can take part in enriching lessons and activities during the summer.

The annual program, sponsored by the Multiple Abilities Program (MAP) in the Department of Special Education, takes place for three weeks during the summer, from 8 a.m. to noon every weekday, and accepts children going into kindergarten through those going into sixth grade.

SEW offers its students exciting hands-on experiences in a plethora of different subjects, allowing the children to choose the subjects they are most interested in and eager to learn about.

“Since sometimes summer programs tend to focus on remediation and those sorts of things, it was very innovative to start offering something like this for the gifted kids to do, too,” said SEW Director Sharron Maughn, who is also a MAP instructor.

With 165 students this summer, the program saw the largest number of children in attendance since prior to the COVID-19 pandemic, Maughn said.

“We get very good feedback from parents. They seem excited because their kids want to come every morning,” she added. “During the summer, it can be hard to get up and be there, but at 7:30, these kids want to come. We’ve had several parents say, ‘This is the one thing that my kid is willing to get up and do!’”

With a variety of course topics that change every year, there is bound to be something that interests every student. This summer’s lesson themes included space, weather, the human brain, the farm, robotics, kitchen science, art as well as famous artists, France, Egypt, advertising, crime scene investigating and forensics science, and even Harry Potter.

Laboratory for Innovative Technology in Education (LITE) Director Dr. James Hardin brought virtual reality headsets one day, letting students in the Egypt and weather groups take turns seeing what it would look like as a storm is approaching or to walk around in ancient Egypt.

“We had a child a couple of years ago make the statement that ‘at SEW, you are learning – but it’s fun!’” Maughn said laughing. “This is a chance for the kids to dive deep into topics they are actually interested in. I doubt students get to dig deep into Harry Potter when they’re in the classroom, so those kinds of things… the kids love it.”

(SEW) is one of my favorite things that we do during the year at MAP.  To me, it really is the time when we see our interns go from students to teachers.
— Sharron Maughn, Summer Enrichment Workshop director

All SEW lessons are led by MAP interns who spent the entire spring semester preparing their topic that they will be teaching to SEW students that summer. Once the interns have chosen their topic, they are assigned grade levels, working with a partner who will be teaching the same topic to a different age group.

As the MAP interns work with SEW’s gifted and talented students during the summer, they will have supervisors who observe, can provide them with tips and assist them along the way. These supervisors are all current public-school teachers, and most of them are also former MAP students who know how the SEW program operates and have had the same experience as the MAP interns they are advising.

“The supervisors thoroughly enjoy coming in because they have empathy with these interns. They know what it’s like to have to have four hours of engaging activities prepared for kids to do – kids who a lot of times are smarter than we are and know a whole lot more about these topics since they are so interested in it,” Maughn said. “So, it can be exhausting. It can be tiring. But that is such good experience for our interns to get before they go in and complete their placements. They have the supervisors to assist them if needed then observe their teaching and give them some tough feedback. Then they have the chance to work and improve.”

She admitted she considers this year to be one of the program’s best in terms of planning, supervisors, topics – all the way around.

“I keep thinking, ‘How are we going to top that for next year?’ And that’s the problem!” she laughed. “We are excited for next year, but this year went really well. Everybody enjoys being involved. It’s a job, but we have so much fun. We really do enjoy the whole three weeks, and if you can go to work and have fun, what more can you ask? That is a good thing.”

Working with the SEW program, being able to see the MAP interns practice their teaching skills and working with one another to ensure the kids are all intrigued and excited is like having the best of both worlds, Maughn said.

“(SEW) is one of my favorite things that we do during the year at MAP.  To me, it really is the time when we see our interns go from students to teachers. They say, ‘OK, this is my responsibility.’ Three weeks is a short amount of time, but from that first week to the third, they grow so much, and when they come back to us, they are far more mature. We always feel at the end that they can teach any of the kids who come into their classrooms. This is a great program, and it's a win-win all the way around.”

Time of day that we sleep is critical to cardiovascular health but may also play part in effectiveness of exercise

We all know that exercise and rest are imperative for our mental, emotional and physical health. But what if when we exercise and sleep is more crucial to our health than we realize, especially when it comes to our heart health?

Associate Professor of Exercise Science Dr. Hayley MacDonald and her doctoral student Grant Malone are currently working on a study that aims to investigate the effects of exercise timing and chronotype, or a person’s preference for the timing of sleep and activity, on cardiovascular health. This study, part of Malone’s dissertation, is part of a larger initiative called the “Cardiovascular Health, Exercise, Circadian Rhythm & Sleep” Study or “CHECRS.”

“The more we study it, the more we see that individuals have very different responses to exercise. Not everyone responds the way you think they should,” MacDonald said. For example, some individuals are considered “super responders” (have a very favorable response to exercise) while others may see very little change if any at all, she added. “I’m one of many researchers trying to figure out what factors influence individual responses to exercise and how to optimize cardiovascular health outcomes.”

With a background in cardiovascular physiology, specifically among individuals with hypertension and heightened cardiometabolic risk, MacDonald has more recently focused her work on better understanding the relationships amongst cardiovascular health, exercise and chronotype (circadian rhythm and sleep). Chronotype is typically categorized as morning, evening or intermediate, where morning chronotypes naturally wake up and fall asleep earlier than evening chronotypes, exhibiting activity early in the day compared to evening chronotypes.

The importance of circadian rhythm is becoming increasingly apparent as there is a growing body of literature supporting that circadian disruptions, or mismatches between the body’s internal clock and external environment, are associated with physiological dysfunction, she said

A more specialized extension of MacDonald's work is examining this phenomenon among people who work high-stress professions, such as firefighters or police officers, where late nights and shift work are typically common.

We assume these individuals would fall under the evening chronotype, preferring to wake up later and go to sleep later, she said, but that’s not necessarily the case. For those who fall under the morning chronotype, shift work could be particularly detrimental because of the major misalignments with their preferred wake-sleep cycles.

“We know shift work throws the body’s internal clock in disarray … and that has devastating implications for cardiovascular and metabolic health, essentially, all the major systems involved in how the body is regulated.”

Studies suggest that those who align more as evening chronotypes exhibit poorer cardiovascular and metabolic health profiles. In fact, the American Heart Association added sleep to its Life’s Essential 8 checklist a few years ago, recommending that adults need seven to nine hours of sleep each night for optimal cardiovascular health.

“And while sleep duration is only one aspect of sleep health, a lack of sleep or disrupted sleep affects every system of the body,” MacDonald continued. “How sleep timing and sleep quality aligns with our internal circadian rhythm and our external environment is likely key to understanding when and how these misalignments occur.”

For example, much of our population maintains a standard 8- or 9-to-5 schedule, but that may not align with one’s chronotype. The terms “early bird” and “night owl” are often used to describe a person’s preference for waking and sleeping habits, but perhaps it is more complex than that.

“We are in this world where it’s one-size-fits-all in terms of when we expect people to feel 'energized' to work and be productive, and that could really be misaligned with people’s individual circadian rhythm,” MacDonald said.

If we agree that a person’s chronotype influences cardiovascular health and that it also influences energy levels and productivity, she continued, then perhaps we can extend that ideology to being physically active and exercise, identifying when an individual’s internal clock is most primed to exercise.

“This brings me back to the well-documented variability in how one responds to exercise, across a broad range of health outcomes could another potential factor be that we are not considering the timing of exercise?” MacDonald proposed. “If we have an evening chronotype come into the laboratory in the morning, we have them exercise, and then measure their physiological responses throughout the day, it might be that we see blunted or minimal cardiovascular benefit because this is an additional stressor, and the timing is misaligned with when their body is most 'primed' to exercise.”

There are a handful of ways to figure out someone’s chronotype: validated questionnaires and 24-hour ambulatory circadian monitoring (ACM), which is the most accurate but also the most expensive and time-consuming.

Malone’s study has two parts, the first is to classify individuals as morning, intermediate or evening chronotypes using questionnaires, the less expensive and less invasive techniques. Next, participants will wear ACM devices that measure their physical activity, core temperature and light exposure for seven consecutive days (including sleep) to, hopefully, confirm their chronotype, previously measured via questionnaires.

In the second part of the study, participants will be asked to complete a series of lab visits, which includes two experimental sessions where they will perform the same exercise routine at different times of the day: In the morning from 6-7 a.m. and on a different day in the evening from 6-7 p.m.

MacDonald and Malone hypothesize that one’s physiological responses to exercise will differ by exercise timing and that these differences will be contingent on chronotype. Specifically, MacDonald said she thinks they may observe blunted or less favorable responses for evening chronotypes following the morning exercise session and likewise for the morning chronotypes following exercise in the evening.

“(If our hypotheses are supported with the study results,) that would provide some pretty interesting information to explore on a larger scale. It could be hugely important in terms of exercise prescription and optimizing cardiovascular health benefits,” she said. “Not only do you want people to feel good and energized when they exercise, but you also want exercise to elicit a beneficial effect. If we can continue to chip away at this very complex picture and provide additional insight toward individually tailoring exercise prescription, perhaps by considering something as simple as one’s chronotype, I think that would be pretty cool.”

MacDonald’s other graduate students are busy working on their own studies as well.

Garrett Reuben, who started working on his doctorate this fall at the University of Wisconsin-Madison, is working to publish his master’s thesis research that investigated the influence of chronotype on cardiovascular, metabolic, and sleep health. There were noticeable differences in physical activity patterns, quality of dietary intake and sleep health, specifically greater sleep debt, which is an indicator of circadian misalignment.

“With classes during the week, students who aligned more with the evening chronotype, took advantage of the weekend, staying up later and sleeping longer. Essentially, their schedules Monday through Friday were much different from their weekends, when they could spend their 'free time' doing what they wanted, and importantly, when they wanted,” MacDonald said.

“Collectively, these were young and healthy college-aged students, so we didn’t find drastic differences in cardiovascular health markers, but we did observe differences in key health behaviors – sleep, physical activity, and diet – all of which contribute to changes in cardiovascular health,” she said. “This begs the question, are these the early behavioral differences, that overtime, manifest and progress to the marked health differences we see in chronotypes with middle-aged and older adults?”

If true, then with Malone’s study, we hope to better understand the interaction between chronotype and exercise timing so exercise can be more precisely prescribed to prevent and treat elevated cardiovascular risk among evening chronotypes, she continued.

Erica Schaefer, a former research fellow at the U.S. Army Research Institute of Environmental Medicine (USARIEM) and now second-year graduate student, recently received the Doctoral Student Research Grant from the National Strength and Conditioning Association Foundation for her dissertation work studying women tactical athletes, a demographic we know very little about, MacDonald said. These tactical occupations include women currently serving in the military, law enforcement, correctional officers, firefighters and emergency medical service workers.

Schaefer’s study, “Assessing Total Health, PErformance, and Nutritional Attributes in Female Tactical Athletes: the ATHENA Study,” seeks to characterize the overall health and lifestyle of women in these tactical professions, the physiological, psychological and occupation-specific demands they face as well as the key attributes that are predictive of readiness and performance.

Schafer’s long-term goal for this line of research is to contribute to the development of evidence-based sex-specific interventions, policies and training programs that enhance the success and health of tactical women.

Clinical assistant professor presents largest qualitative study in Alabama history

Clinical Assistant Professor of Counselor Education Dr. Matthew McKenzie presented to a packed room at the Bryant Conference Center the 2025 VitAL Conference on findings from 11 months of original research on first responders’ mental health.

The presentation "The Lived Experiences with Mental Health Amongst First Responders: A Phenomenological Inquiry into Alabama Firefighters" represented the largest qualitative study to date in Alabama. McKenzie worked on this research with his colleague Dr. David Albright.

"It was a privilege to represent our college and contribute to advancing mental health support for those who serve our communities," McKenzie said. "A meaningful highlight was being introduced to (baseball legend) Darryl Strawberry, whose journey of resilience added depth and inspiration to the event."

Each year, the VitAL Annual Conference hosts professionals, advocates and changemakers from across the state, allowing them to share knowledge, inspire action and strengthen their collective impact.

How to protect yourself from football ticket scams targeting students

As The University of Alabama football team rolls on this season, scammers are active, targeting students looking to buy tickets.

Individuals posing as UA students are joining GroupMe chats, creating new groups, or using platforms like Snapchat to advertise fake student football tickets. Some even claim to be part of “safe and reliable” groups — but these claims are false.

These scammers typically request payment through apps like Venmo, CashApp or Apple Pay. These methods are difficult to trace and often non-refundable. Once payment is made, the scammer blocks the buyer and disappears, leaving the victim without tickets and potentially exposing their personal information.

🔗 Read the full article at UA News Center

McLure Library reopens, debuting space for new Laboratory for Innovative Technology in Education

With the reopening of the newly renovated McLure Library comes the introduction to the Laboratory for Innovative Technology in Education, or LITE, a new initiative within the College of Education.

Directed by Clinical Associate Professor, Technology Applications & Assessment Systems Dr. James Hardin, LITE is designed to empower our pre-service educators, faculty and staff by providing access to cutting-edge instructional technology, pedagogical tools and collaborative spaces. Its mission is to support pre-service educators in creating transformative learning environments that foster student engagement, creativity, and achievement.

LITE invites you to explore the lab, collaborate with its team and integrate these resources into your teaching and research. Whether interested in hosting workshops, testing new tools, or mentoring students in tech-enhanced pedagogy, LITE is here to support your goals.

If you would like to schedule a tour or learn more about how LITE can support your work, please reach out to Dr. Hardin at jhardin@ua.edu.

🔗 Read more about the McLure Library renovation at UA News Center

BAMA-STOP initiative creates safer schools by helping them implement behavior threat assessment policies

The BAMA-STOP School Violence program is nearing the end of its $1.2 million effort to reduce violence in West Alabama educational settings with a final group of 10 schools for the 2025-26 school year.

The grant – a partnership between West Alabama school districts and The University of Alabama with funding provided by the U.S. Department of Justice – is creating safer, improved school climates through a holistic family-school-community approach that incorporates behavior threat assessment (BTA) into the schools.

“The concept of behavior threat assessment is one that is discussed (in the state), but it’s not necessarily something that Alabama K-12 schools have started to implement or require until recently,” said Dr. Daniela Susnara, Shelby Institute for Policy and Leadership program director.

Instead of relying on zero-tolerance policies involving severe disciplinary action, BTA assesses the violence risk and works to identify and question individuals who have threatened to harm someone then implements interventions to eliminate or reduce risks of that threat being carried out.

Susnara noted that for the first time she could recall a discussion on behavior threat analysis took place during this summer’s Alabama State Department of Education 2025 MEGA Conference, a testament to how important an issue BTA has become, particularly in recent years.

“(In Year 1 of BAMA-STOP,) we had only one school that knew what behavior threat assessment was or had any behavior threat assessment worked into their processes and policies, so we essentially started from the ground floor,” she said.

Now, seven schools – six high schools and one middle school – in Fayette County and Lamar County have successfully implemented the program and are incorporating the school safety policies that their BTA teams developed throughout the program. This year, BAMA-STOP includes 10 schools from across four West Alabama counties: Greene, Perry, Pickens and Sumter.

“Now that Year 1 is done, we’re revamping what Year 2 is going to look like,” Susnara said. “… It will be bigger, but now that we have the first year under our belt and saw how well it went, we’re very excited.”

Creating BTA teams allows each school to take a proactive approach, determining and addressing potential threats as opposed to potentially creating conflict through zero-tolerance policies. These teams are comprised of a diverse group of staff members, including administrators, counselors and social workers, teachers as well as school resource officers (SROs).

Once schools have assembled their BTA teams, the team members will accomplish the following: identifying prohibited or concerning behaviors, determining the threshold for law enforcement intervention, creating a threat reporting system if one is not in place, outlining a threat assessment procedure, conducting interviews of students, and, lastly, advising intervention as well as risk management options.

Like the pilot schools from Year 1, this year’s BTA teams will meet for comprehensive training and scaffolded workshop sessions throughout the school year, led by the BAMA-STOP team in conjunction with leading experts in field of threat assessment. The program will also provide support to these schools as they evaluate and update their safety practices.

“In our very first session, (Dr. Liza Wilson) concluded it by asking everyone, ‘Why are you at the table? Why are you here right now?’ That still sticks with me,” said Karyn Bowen, BAMA-STOP program coordinator with the Shelby Institute for Policy and Leadership. “I think that mirrors both our team and these school teams that are being brought together. Everyone has a different set of skills they are bringing, and I think our grant team does a good job of letting everybody's skill set shine where it needs to shine, and… we try and put that to our school teams as well.”

The BAMA-STOP team received feedback from the principals, counselors and SROs of the pilot schools on how they can improve the program’s sessions, Susnara and Bowen said. One of the key takeaways was the importance of the inclusion of law enforcement and SROs.

“One of the standouts was that having a law enforcement officer speak (on his threat assessment experiences) not only gave credibility to the importance of school safety but that the SROs in the room felt like they had a voice by that person speaking to them,” said Dr. Holly Morgan, Co-PI of the grant and UA/UWA Regional Inservice Center director. “The teachers, counselors and administrators who weren’t necessarily trained on safety when they graduated also appreciated hearing those specifics.”

Top, from left: Dr. Liza Wilson and Dr. Holly Morgan; bottom: Dr. Daniela Susnara and Karyn Bowen

Top, from left: Dr. Liza Wilson and Dr. Holly Morgan; bottom: Dr. Daniela Susnara and Karyn Bowen

This is something BAMA-STOP aims to accomplish and expand on more this year as representatives from the Alabama Association of School Resource Officers plan to attend one or more of the sessions.

“We are excited about this partnership and bringing that group in to give some firsthand accounts of why BTA and mental health (awareness) is so important as well as to why our SROs need to be in the room and part of these teams,” Bowen said.

Susnara echoed that sentiment, stressing how important it is to bring those who deal with BTA daily into these sessions.

“It allows the participants to see that we recognize we need to have more voices in the room, and that we are not the only voices that they need to hear,” she said. “There are experts we want to make sure are included.”

These sessions also allow the schools to collaborate with one another and for their team members to have discussions and learn about the different perspectives coming from each school district. Morgan said some of the feedback they received from Year 1 administrators, teachers and counselors showed how much they valued the time they could plan as a team and having all these individuals in one room, bringing their knowledge and perspectives to the table.

“Each school is unique, so this was a tremendous opportunity for them to collaborate (with other districts) and to take back what we discussed and shared with them and give it that perspective of their community,” said Dr. Liza Wilson, UA Professor Emerita and one of the program’s Co-PIs. “One of the goals of these school safety action plans they develop is to bring in the community, to tailor the plans not only to their school’s needs but to the community’s needs as well.”

The schools also have the chance to apply to receive additional funding to help them implement and improve their school safety projects.

“Being able to award some of those funds based on what the (pilot) schools needed and wanted to strengthen or further advance and giving them the autonomy to decide how to use them was probably my favorite part of the program,” Susnara said.

This year’s schools had their first workshop session Sept. 10 in Livingston and will work on implementing their school safety projects in Fall 2026.

Susnara and the other BAMA-STOP team members look to the future with high hopes for another successful year.

“I think it’s the different skillsets that everyone brings to the table that makes the project go well,” she said. “We have worked with one another for a long time, and I think that makes it easy for the teams to be collaborative, too, because that is how we approach everything.”

Bowen made a callback to Wilson’s comments to the pilot schools’ BTA teams during their first workshop session.

“(Dr. Wilson saying) ‘Why are you at this table? You're here for a reason, and let's reflect on that.’ That perfectly encompasses the journey that we are on with this program.”

Students attend statewide leadership program in Montgomery

Students Heaven Thomas, Margaret Flowers and Isabella Nguyen attended the 34th Annual Emerging Leaders School, hosted in Montgomery by the Alabama Education Association (AEA), from June 11-14. The three were selected to attend through their positions on the Student Alabama Education Association (SAEA) State Board. Thomas and Flowers are also College of Education Ambassadors.

Over the weeklong program, Thomas, Flowers and Nguyen gained a deeper understanding of how to create positive change within the education system by engaging in leadership workshops and collaborating with peers from across Alabama.

The Emerging Leaders School, a statewide leadership program held in conjunction with the AEA Leadership Conference, is designed to prepare aspiring educators to become the next generation of education leaders — whether in local, state or national leadership — through advocacy, organizing and professional development training.

New U.ASCEND program aims to elevate first-year student experience

This fall, the College of Education proudly launches U.ASCEND, a student-centered initiative designed to enhance the undergraduate experience. Funded by the 2024-25 Rising Tide Grant Program, U.ASCEND is a commitment to helping first-year students thrive, connect, and grow within a community that values excellence, equity, and engagement.

The spark for U.ASCEND came during our college-wide retreat on May 8, 2024, where faculty and staff gathered to explore the future of student success. Out of those visioning conversations, we adopted one of the challenges: How do we transform undergraduate education in tangible, measurable ways? U.ASCEND is our response.

U.ASCEND (short for You Ascend) is a co-curricular experience tailored for first time freshmen in the College of Education. It is designed to help students grow not only academically, but also personally, socially, and professionally, laying the foundation for lifelong learning and leadership.

Whether students are preparing for classrooms, research labs, or athletic careers, U.ASCEND provides a structured path to success through intentional challenges, reflective activities, and real-time progress tracking that aligns with nationally recognized NACE competencies.

Through U.ASCEND, students will:

  • Build 21st-century skills like communication, collaboration, and digital literacy
  • Cultivate wellness habits that support personal and academic success
  • Strengthen their sense of belonging and identity within the College
  • Begin shaping their professional journeys from day one

U.ASCEND is intentionally designed to align with one of Dean Joyce Alexander’s commitments of “ensuring a transformational learning experience for undergraduate students,” the initiative’s central focus.

The initiative scaffolds student growth through progressive, tiered experiences that begin in the first year, empowering students to build core competencies, reflect on their development, and form meaningful connections with peers and mentors. Wellness, emotional intelligence, and self-care are not add-ons; they are woven into the fabric of the experience, helping students cultivate resilience and balance as they transition into college life and beyond.

Director of College Academic Student Services Dr. Carlton McHargh is principal investigator for the Rising Tide Grant, but lead administrator is College Student Success Coordinator Latrell Arrington. U.ASCEND is the product of collaboration among a diverse, dedicated team: Lynn Heard, Christy Gordon, Elizabeth Wyatt, Epiphany Wells, Tara Hagler, Honorine Ntoh Yuh, Hannah Jackson, and Jannatul Ferdous Himu. The team was also guided by insights from UA alumnus and Clinical Assistant Professor of Counselor Education Dr. Demetrius Barksdale, whose work with the Business LEAD initiative helped shape our direction.

As we prepare for the full rollout, we invite all faculty, staff, and student support personnel to get on board. Whether you serve in the classroom, through academic advising, student services, mentorship programs, or in co-curricular spaces, your role is vital. Your support, encouragement, and guidance will be instrumental in helping our students rise, reflect, and thrive. Together, we can cultivate a culture where every student has the guidance, tools, relationships, and community they need to ascend.

Are You Ready to ASCEND?

Step 1: Download the U.ASCEND app (powered by Suitable)
Step 2: Watch our brief welcome video to get oriented
Step 3: Dive in — explore activities, take on meaningful challenges, track your growth, and earn recognition as you rise through each level of the journey.

You'll earn badges, build your transcript, and embark on a journey of rising through Foundation, Transformation, and Ascension.

2025 New Faculty

Demitrius
Barksdale

Clinical Assistant Professor of Counselor Education

Macy
Bell

Clinical Assistant Professor of Music Education

Benjamin
Boudreaux

Clinical Assistant Professor of Exercise Science

Paul
Eaton

Associate Professor of Higher Education

Clara-Christina Gerstner

Visiting Clinical Assistant Professor of Quantitative Research

Violet
Hodge

Assistant Professor of Counseling Education

Christopher
Hu

Assistant Professor of Social and Cultural Studies

Jaeho
Jeon

Assistant Professor of Elementary Literacy Education

Morgan
Lane

Clinical Assistant Professor of School Psychology

Bethany
Lewis

Clinical Assistant Professor of Elementary Education

Timothy
Lowe

Assistant Professor of Exercise Science

Russell
Lowell

Clinical Assistant Professor of Exercise Science

Matthew
McKenzie

Clinical Assistant Professor of Counselor Education

Susan
Nordstrom

Associate Professor of Qualitative Research

Eric
Partridge

Clinical Assistant Professor of Elementary Mathematics

Meredith
Rausch

Associate Professor of Counselor Education

Lauren
Rollins

Clinical Assistant Professor of Special Education

Kyunghoon
Son

Assistant Professor of Mathematics Education

April
Upshaw

Clinical Assistant Professor of Counselor Education

Wonjin
Yu

Clinical Assistant Professor of Instructional Technology

Honors & Achievements

Aguiar appointed to 2 journal editor positions

Dr. Elroy Aguiar was recently appointed as senior associate editor for the Journal of Physical Activity and Health as well as section editor for Measurement in Physical Education and Exercise Science.

Prestigious conference invites Crombie to participate

Dr. Kevin Crombie was recently asked to participate in a prestigious, invitation-only Gordon Research Conference (GRC). These events serve as an international forum for the presentation and discussion of frontier research in the biological, chemical, physical and engineering sciences and their interfaces, according to the GRC website.

Academic advisor earns her master's degree over the summer

Academic Advisor Jessica Doss earned her master's degree in Interdisciplinary Studies over the summer.

Congratulations, Jessica!

Graduate academic advisor named endowed scholarship recipient

Ed.D. student in Higher Education Administration and Graduate Academic Advisor in Curriculum and Instruction Jenna Hall was selected as a recipient of the Dr. Harold L. Bishop Endowed Scholarship.

"This award means so much to me, not only because of the support it provides, but because of who Dr. Bishop was," Hall said. "His legacy as a mentor, leader, and changemaker in Alabama education is deeply inspiring, and being selected for a scholarship named in his honor, especially as a member of the College of Education Hall of Fame, is something I am truly proud of."

Han receives Shining Light Award for his work, contributions

Dr. Hyemin Han was named the Shining Light Award winner by the Association for Moral Education (AME).

This prestigious award "recognizes exceptional mid-career individuals whose outstanding scholarly work, contributions to the field, and presence within AME enhances the organization. The award is given for a combination of service to the AME organization and scholarly contributions, in a way that parallels the criteria for the career award."

Hooper, research team present at family child care conference

UA members of the Everyday Quality research team Dr. Alison Hooper and staff member Whitney Wahl attended the National Association for Family Child Care Conference in Dallas, Texas.

The team had a table in the exhibit hall where they shared information about the project and recruited participants for research activities. They also presented two workshops: "Continuous quality improvement in family child care: Informing the Everyday Quality toolkit" and "Bridging the gap: Facilitating successful transitions from family childcare to kindergarten."

Kerch recently elected NAECTE Region 4 representative

Dr. Cailin Kerch was recently elected the National Association of Early Childhood Teacher Educators (NAECTE) Region 4 Representative as well as the UA Faculty Senate Steering Committee and the Student Life Co-Chair.

Kim, Winchester, Aguiar and Crombie receive NIOSH grant

  • Drs. Changki Kim (PI), Lee Winchester (Co-PI), Elroy Aguiar (Co-PI) and Kevin Crombie (Co-PI) received a NIOSH Pilot Research Grant through the Deep South Center for Occupational Health & Safety to support their project titled: "The Impact of Firefighter Turnout Gear and Fatigue-Inducing Tasks on Physiological Changes and Work Performance." This proposal was submitted earlier this year, and the final announcement was made in late summer. The $12,000 project currently awaits IRB approval.
  • This multidisciplinary study will examine how physiological strain and functional performance are affected by simulated firefighting tasks in full turnout gear. The findings will contribute to improving gear design and firefighter safety protocols.
  • Moyer appointed to APLDS Design Team over the summer

    Dr. Anna Moyer was appointed to the Alabama Principal Leadership Development System (APLDS) Design Team in Summer 2025.

    APLDS is the result of the Alabama School Principal Leadership and Mentoring Act (Code of Alabama Title 16, Chapter 6I), which was passed in 2023 to create and implement leadership standards, high-quality professional learning and mentoring, and an evaluation system for principals and assistant principals.

    As a member of this group, Moyer advises on topics relating to survey design, research design, and the development of evaluation systems and processes for principals and assistant principals. She also works on the guidebook subcommittee, which is responsible for creating comprehensive drafts of (a) principal and (b) assistant principal implementation and use guidebooks. This connects to Moyer's research on assistant principals' roles, development and evaluation systems.

    Parten wins NSCA doctoral student research award

    Dr. Alyssa Parten recently won the National Strength & Conditioning Association (NSCA) 2025 Student Research Award for Doctoral Student Outstanding Podium Presentation. This award is presented based on the introduction, design, scientific impact and overall knowledge and professionalism of the presenter. Her presentation was titled "Upper and lower body volume-equated resistance exercise increases post-exercise lipid oxidation in trained eumenorrheic females."

    Parten also gave multiple student presentations at the NSCA Annual Meeting and has guested on multiple podcasts recently, including the Mind Muscle Connection episode "Resistance training, fat oxidation, and female physiology with Dr. Alyssa Parten." She was also featured on the Sports Science Dudes podcast with the CEO and co-founder of the International Society of Sports Nutrition in the episode titled "Alyssa Parten PhD – The Powerlifting PhD: From Competition Platform to Research Lab."

    Wingo chosen for UA's 2025-26 Leadership U Class

    Dr. Jonathan Wingo was recently selected for the 2025-26 Class of the Leadership U program at UA. The program is part of the Office for Academic Affairs and enables the selected UA employees to prepare for greater responsibilities.

    He also graduated from The Chair Academy's Academy for Leadership and Development after completing Session 2 of the New England Leadership Development Initiative. Dr. Wingo's former student Dr. Annie Mulholland's paper titled "Influence of skin pigmentation on the accuracy and data quality of photoplethysmographic heart rate measurement during exercise" was published by the European Journal of Applied Physiology in September.

    Adapted Athletics staff and athletes on Team USA earn gold at Americas Cup, qualifying bids for Worlds 2026

    UA Sports Medicine Director and Team USA Women’s Wheelchair Basketball Athletic Trainer Alex Curry and multiple UA Adapted Athletics staff members and athletes represented Team USA at the 2025 IWBF Americas Cup in Bogota, Colombia, in August, where both the men’s and women’s teams took home gold and qualifying bids for the 2026 World Championships.

    Other Adapted Athletics staff members and athletes included UA Coach Ryan Hynes, assistant coach USA wheelchair basketball women’s team; UA Assistant Coach Lindsey Zurbrugg, USA women’s wheelchair basketball athlete; Ixhelt Gonzalez, Bailey Moody, Abby Bauleke and Elizabeth Floch, student athletes on the USA women's wheelchair basketball team; Michael Auprince, USA men’s wheelchair basketball assistant coach; and Tim Houston, student athlete on USA wheelchair basketball team.

    Faculty Success

    Grants Submitted

    • Colantonio-Yurko, K. C., & Adams, B. (Eds.). (2025). Disrupting silence: Teaching and learning about rape culture through youth texts. Peter Lang.
    • Gulf Research Program, 2025-2028. “Youth Coastal Resilience and Erosion (CoRE) Project - Place Based Youth Citizen Science, Centered on Erosion, Focused on Resilience”, subaward $355,314. PI: Angie Dixon, Dauphin Island Sea Lab. Co-PI: Emily Elliott, UA. Evaluator: Joni Lakin, UA.
    • Gulf Research Program, 2025-2028. “Citizen Science Water Data”, subaward $113,574. PI: Mona Dominguez, Auburn University. Evaluator: Joni Lakin, UA.
    • Gulf Research Program, 2025-2028. “Shaping Tomorrow's Energy Workforce Through Collaborative Curriculum Development”, PI: Hope Whiteside, co-PI: Bernadette Beavers-Forrest, Joni Lakin, Renu Dalal, Elizabeth Petitt, Jaber Abu Qahouq.
    • National Science Foundation, 2026-2030. “ECORE: GROWTH in AL (Growing Research Opportunities and Workforce Training Hubs)”, subaward $1,180,000. PI: Virginia Davis, Auburn University. co-PI: Joni Lakin, UA.
    • Federal Highway Administration, 2025-2026. “Advanced Transportation Systems Engineering and Technology Curriculum Development Initiative”, $184,622. PI: Hope Whiteside, co-PIs: Joni Lakin, Bernadette Beavers-Forrest, Shannon Davidson, Jaber Abu Qahouq.

    Grants Awarded

    • Alison Hooper (PI), JoonHo Lee (Co-PI), “Alabama First Class Pre-K Funding and Access Study.” Alabama Department of Early Childhood Education. ($133,410) Submitted August 2025.
    • Joni Lakin (PI), Hope Whiteside (co-PI). “The University of Alabama Regional Invention Convention,” $50,000. Alabama STEM Council, 2025-2026.
    • Jennifer Spencer, Auburn University (PI). Joni Lakin, Amanda Cramer (UA Personnel). Code Explorers, $66,000 subaward. Alabama State Department of Education.
    • Altindis (PI), N., Gurbuz, S., Z., Crawford, C., ($1,270,294): Sensing for Data Science: A Web-based Interactive Learning Platform for Next Generation Secondary Education. National Science Foundation (NSF 22-585). Start Date: 9-15-2025 End Date: 08-31-2029.
    • Changki Kim (PI), Lee Winchester (Co-PI), Elroy Aguiar (Co-PI), Kevin Crombie (Co-PI). "The Impact of Firefighter Turnout Gear and Fatigue-Inducing Tasks on Physiological Changes and Work Performance." Deep South Center for Occupational Health & Safety. ($12,000 NIOSH Pilot Research Grant)

    Publications

    • Adams, B. (2025). “It shouldn’t take you personally knowing a potential victim to start being a decent person”: Exploring the importance of vulnerability in critical literacy learning. In K. Colantonio-Yurko & B. Adams (Eds.), Disrupting silence: Teaching and learning about rape culture through youth texts (pp. 170-189). Peter Lang.
    • Altindis, N., & Fonger, N. (2025). A culturally inclusive mathematics learning environment framework: Supporting students’ representational fluency and covariational reasoning. Education Sciences, 15(8). https://doi.org/10.3390/educsci15080980
    • Altindis, N. (2025). Networking theories of quantitative reasoning and mathematical reasoning to explore students’ understanding of functions. The Journal of Mathematical Behavior, 80, 101276. https://doi.org/10.1016/j.jmathb.2025.101276
    • Bowe, K. A., Altindis, N., Bauer, C. F., & Aikens, M. L. (2025). Cognitive resources drawn from different STEM disciplines for interpreting a titration experiment logistic graph: A case study of student thinking. Disciplinary and Interdisciplinary Science Education Research, 7(20). https://doi.org/10.1186/s43031-025-00140-0
    • Auslander, S., Bingham, G. E., Brown, K., Tanguay, C. L., & Fuentes, D. S. (2025). Cultivating Elementary Mathematics Specialist expertise. Mathematics Teacher Education and Development, 27(1), 1-20.
    • Dilgard, C., & Hodges, T. S. (2025). Digging deeper to unpack the current trends of teachers’ morphology content and pedagogical knowledge. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-025-10672-6
    • Dilgard, C. & Hodges, T. S. (2025). The survey of teacher morphology knowledge: Measuring content and pedagogical understanding. Reading and Writing Quarterly, Advanced Online Publication. Doi: 10.1080/10573569.2025.2550030.
    • Han, H. & Paruzel-Czachura, M. (2025, in press). Rethinking measuring moral foundations in prisoners: Validity concerns and implications. North American Journal of Psychology. 27(3).
    • Hu, C. (2025). Youth using identity: The racial politics of belonging and resistance in an educational equity program. Discourse: Studies in the Cultural Politics of Education, 1-12. https://doi.org/10.1080/01596306.2025.2553755
    • Kerch, C. J., Donovan, C. A., Hardin, J., & Babalola, A. E. (2025). Exploring pre-service teachers’ self-efficacy and experiences teaching emergent bilingual children. Journal of Early Childhood Teacher Education, 1–14. https://doi.org/10.1080/10901027.2025.2540040
    • Li, J.*, Man, K., Rajeb, M., Krist, A., Lakin, J.M. (accepted). Assessing Comprehensive Spatial Ability and Specific Attributes through Higher-Order LLM. Journal of Intelligence.
    • Li, J.*, Man, K., Lakin, J.M. (2025). Enhancing spatial ability assessment: Integrating problem-solving strategies in object assembly tasks using Multimodal Joint-Hierarchical
      Cognitive Diagnosis Modeling. Journal of Intelligence, 12(3), 1-25. https://doi.org/10.3390/jintelligence13030030
    • McNeill, L., & Tomeny, K. (2025). Establishing the University of Alabama teaching academy: Insights for CTL practitioners. Journal of Centers for Teaching and Learning.
    • McWilliam, R. A. (2025). Aphorisms for Early Interventionists to Live By. Innovative Ink Publishing.
    • Parten, AL. My biggest research mistake. In: Snarr, RL. Foundations of Scientific Writing, p. 135, 2025.
    • Rightmire, Z. B., Agostinelli, P., Murrah, W., Roper, J., Roberts, M., & Sefton, J. (2025). Eight-Weeks of HIIT Improves eSport Performance Scores in Super Smash Brothers Ultimate Competitors. International Journal of Esports, 1(1)

    International, National
    or State Presentations

    • "Hello From the Other Side: Transforming Perspectives on AI and Lesson Planning." Presenters: A. Cramer, R. Butler, and J. Ponder, July 1, 2025, International Society for Technology in Education Annual Conference, San Antonio, TX.
      How can we empower future educators to use AI in effective, research-driven, and ethical ways? This session, which Dr. Cramer had the opportunity to present with Raven Butler, a UA undergrad alumna, explored the results of a collaborative action research project aimed at cultivating a generation of educators who are prepared to leverage AI to enhance learning outcomes in their future classrooms.
    • "Cultivating Connections and Confidence: Empowering Educators to Integrate Literacy and STEM." Presenters: Dr. Amanda Cramer and Dr. Cortney Dilgard. 2025 NCTE-NCTM Joint Conference, Chicago, June 18.
      The session presented the results of a mixed-methods study on integrating writing and STEM to prepare pre-service teachers for cross-curricular instruction. Participants learned strategies for combining literacy and STEM, with practical methods for elementary classrooms, and left with actionable insights to design effective, interdisciplinary lessons to build teacher confidence.
    • "Building a Strong Foundation: A Framework for Effective Instructional Coaching," Presenters: Dr. Holly Morgan, Dr. Stephanie Hulon, and Mr. William Jones. Summary: Instructional coaching is a powerful tool for enhancing teacher effectiveness and improving student outcomes. This session will explore the statewide coaching framework for Alabama including the five pillars of effective coaching, resources for supporting teacher growth and classroom success, and coaching models., July 1, 1-2:30 pm, ASCD/ISTE 2025 International Conference, San Antonio, Texas.
    • "Building a Dream Team: Joyful Strategies for Recruiting and Retaining Educators!" Presenters: Dr. Holly Morgan, Dr. Stephanie Hulon, and Mr. William Jones. Summary: In the midst of a teacher shortage, Alabama is ranked fifth in the nation for low teacher turnover. Join us to explore innovative strategies for recruiting and retaining highly effective educators. Promising practices will be shared for bridging preservice to inservice transitions, promoting talent development, and fostering a learning culture., July 2, 8-9 am, ASCD/ISTE 2025 International Conference, San Antonio, Texas.
    • "Upper and lower body volume-equated resistance exercise increases post-exercise lipid oxidation in trained eumenorrheic females." Presenter: Alyssa Parten. Co-Authors: Smith-Ryan, AE., Sanchez, KM., Heard, SA., O’Neal, EK., McAllister, MJ., Lyons, TS., & Waldman, HS. National Strength & Conditioning Association, National Conference. Kansas City, Missouri (July 2025).
    • Corinne Ellis, Michael Esco & Alyssa Parten. Menstrual cycle phase modulates post-exercise resting energy expenditure following strength-based resistance training in well-trained females. National Strength & Conditioning Association, National Conference. Kansas City, Missouri (July 2025).
    • Corinne Ellis, Michael Esco & Alyssa Parten. Interrelationships among the three powerlifting exercises in female weightlifters. National Strength & Conditioning Association, National Conference. Kansas City, Missouri (July 2025).
    • Tyler Croy, Michael Esco & Alyssa Parten. Total fat-free mass, but not segmental nor fat mass, is strongly associated with maximal strength in female weightlifters. National Strength & Conditioning Association, National Conference. Kansas City, Missouri (July 2025).
    • Michael Ward, Michael Esco & Alyssa Parten. The accuracy of a method to predict body fat percentage from body mass index in female weightlifters. National Strength & Conditioning Association, National Conference. Kansas City, Missouri (July 2025).
    • "Imagining Nonviolent Higher Education Futures." Paul Eaton and Allison Ruda. Presented at the California State University San Marcos Center for Contemplative Practices Conference [Virtual]. August, 2024.
      In this presentation, we presented work from a Spring 2025 course, offered at Sam Houston State University, which focused on using nonviolent philosophies and contemplative practices to imagine alternative higher education futures. Students in the course completed a Nonviolent Imagining Project, putting into practice ideas learned and discussed in the course.
    • Wang, Y., McKellar, S., & McNeill, L. (2025). "Motivating learners with intelligent tutoring systems: Practical applications and challenges." 2025 American Psychological Association (APA) Convention. Denver, Colorado.
    • McNeill, L., Morris, S., & Tomeny, K. (2025). "Beyond the digital clock: Reimagining faculty time to enhance online learning." Lilly Conference. Asheville, North Carolina.

    Training & Professional Development

    • Coaching Legends series, teacher professional development on STEM competitions including Future City, Invention Convention, Science and Engineering Fair, and Science Olympiad. Organized by Joni Lakin, Bernadette Beavers-Forrest, Hope Whiteside. Served about 40 middle and high school teachers.
    • Teaching Strategies GOLD Training with RISE Lead Teachers & Therapists (Cailin Kerch)
    • August opportunities, Summer opportunities. (Holly Morgan)

    Student Accolades
    & Activities

    • Students in Dr. Amanda Cramer's Summer ECE/Elementary Science Methods course were highlighted in a video by TCS for their summer school STEM lessons at TASPA.
    • Doctoral student in Curriculum & Instruction Emmanuel Babalola co-authored the publication "Exploring pre-service teachers’ self-efficacy and experiences teaching emergent bilingual children."

    Student & Alumni News

    Elementary education students begin lab placements at UA Children's Program, RISE Center

  • More than 70 of our elementary education students began their first lab placements at the UA Children's Program and the RISE Center last week. Thank you to all involved in this partnership — the College of Human Environmental Sciences, RISE Center and the UA Children's Program — for supporting our pre-service teachers.
  • Kinesiology professors, students present their work at the annual NSCA conference this summer

  • Drs. Alyssa Parten and Mike Esco (not pictured) along with several Kinesiology students made presentations at the National Strength and Conditioning Association's annual conference this summer.
  • Journal publishes Kinesiology alumna's research on skin pigmentation, PPG device accuracy

  • Mercer University Assistant Professor of Kinesiology and former UA Kinesiology doctoral student Dr. Annie Mulholland's paper titled "Influence of skin pigmentation on the accuracy and data quality of photoplethysmographic heart rate measurement during exercise" was published by the European Journal of Applied Physiology in September. Drs. Hayley MacDonald, Elroy Aguiar and Jonathan Wingo also contributed to this article.

  • If you need assistance from the COE Student Food Pantry, please apply
    👉 here 👈 for support.

    Pick-up days for Fall 2025 will be on the first Wednesday of each month!

    Have questions?
    Interested in volunteering?
    Email
    edupantry@ua.edu ✉️

    Mark Your Calendars

    OCT. 2
    Lunch with the Dean 🍽️

    ⏰ 12 p.m.
    📍 211 Carmichael Hall
    👉 Sign up to attend here!

    OCT. 6
    Blood Drive 🩸

    ⏰ 10 a.m.-4 p.m.
    📍 Nall Gallery

    OCT. 31
    Halloween Lunch &
    Costume Contest
    🎃

    ⏰ 12 p.m.
    📍 Nall Gallery

    NOV. 11
    Lunch with the Dean 🍽️

    ⏰ 12 p.m.
    📍 211 Carmichael Hall
    👉 Sign up to attend here!

    NOV. 15
    Homecoming Tailgate 🏈

    ⏰ TBA, depending on kickoff
    📍 Front lawn of Autherine Lucy Hall

    NOV. 21
    Thanksgiving Potluck

    ⏰ 12 p.m.
    📍 Nall Gallery

    NOV. 24-28
    Thanksgiving break 🍁

    Classes dismissed.

    NOV. 27-28
    Thanksgiving 🦃

    Classes dismissed, UA offices closed.

    DEC. 5
    Exercise Science
    Graduation Celebration
    🎓

    ⏰ TBA
    📍 TBA

    DEC. 6
    Holiday Party 🎄

    ⏰ 6 p.m.
    📍 The Sanctuary on 25th

    We look forward to seeing you for some live music and festive fun!

    DEC. 8
    Lunch with
    the Dean
    🍽️

    ⏰ 12 p.m.
    📍 211 Carmichael Hall
    👉 Sign up here!

    DEC. 12
    Teacher Pinning Ceremony 🌟

    ⏰ 4-6 p.m.
    📍 118 Autherine Lucy Hall 

    DEC. 22-JAN. 1
    Holiday Break ❄️

    Classes dismissed, UA offices closed.

    Student Deadlines

    OCT. 27
    Spring 2026 Registration Begins 🖱️

    Click here to view the Spring 2026 time assignments.

    OCT. 30-31
    Mid Semester Study Break 📖

    Classes dismissed.

    DEC. 5
    Classes End for Full Term & Fall 2 📚

    DEC. 8-12
    Final Exams ✏️

    For the exam schedule and other exam policies, click here.

    DEC. 13
    Fall Commencement 🎓

    Visit commencement.ua.edu for more information.

    Have an announcement or story idea?
    We want to hear from you!

    ✉️

    Articles by
    Kelcey Sexton
    Communications Specialist

    Visit the official College of Education website at education.ua.edu.