Hendrix College Committee on Engaged Learning is pleased to announce the
recipients of Odyssey grants for the October 2019 cycle. Since 2005, the
Committee on Engaged Learning has awarded $4,335,706.71 in competitive Odyssey
grants to support projects by Hendrix students and faculty. In that time, more
than 3,000 students have participated in funded projects. In this cycle, 14
projects received $30,548 in grants.
Amy Cabrera ’21 Promoting Literacy in Arkansas Category: Service to the World Supervisor: Rev. J.J. Whitney, Chaplain’s Office
Kelly Gray ’20 Bringing My Environmental Knowledge Home to Malaysia Category: Service to the World Supervisor: Jenn Dearolf, Biology
Jane Henderson ’20 Research about Prejudice Reduction and Contextual Bible Study Category: Undergraduate Research Supervisor: Leslie Zorwick, Psychology
Russell Jackson ’23 Belizean Culture and the Developments of the Iguana Squad Category: Global Awareness Supervisor: Thad McCracken, Athletics
Helen Jeon ’22 and Monica Martinez ’22 Understanding Immigration from New York to Arkansas Category: Special Projects Supervisor: Peg Falls-Corbitt, Philosophy
Elizabeth Jones ’21 Arkansas Jewish Archive Internship Category: Professional & Leadership Development Supervisor: Sasha Pfau, History
Ashley Juniewicz ’23 Missouri Ambassadors of Music Category: Artistic Creativity Supervisor: Andrew Morgan, Music
Violet Pirtle ’20, Kyle O’Connor ’20, and Austin Jared ’20 Philosophy in Philadelphia Category: Special Projects Supervisor: James Dow, Philosophy
Theresa Thomas ’22 Surgery, Scrubs, and Pasta in Italy Category: Special Projects Supervisor: J.J. Whitney, Chaplain’s Office
Parker Work ’20 Hendrix Tennis Graphic Design Category: Special Projects Supervisor: Craig Kirchgessner, Athletics
Makaila Wright ’20 Conway Regional Physical Therapy Internship Category: Professional & Leadership Development Supervisor: Laura MacDonald, Biology
Prof. Melissa Gill Puertografico: SCI Conference 2020 Category: Special Projects
Dr. Mark Goadrich Solving Real-World Problems with Tools from Mathematics and Computer Science Category: Special Projects
Prof. Matthew Lopas Art Major Trip to the College Art Association Conference in Chicago Category: Special Projects
A private liberal arts college in Conway, Arkansas, Hendrix College consistently earns recognition as one of the country’s leading liberal arts institutions, and is featured in Colleges That Change Lives: 40 Schools That Will Change the Way You Think About Colleges. Its academic quality and rigor, innovation, and value have established Hendrix as a fixture in numerous college guides, lists, and rankings. Founded in 1876, Hendrix has been affiliated with the United Methodist Church since 1884. To learn more, visit www.hendrix.edu.
Angry mobs, cheering and jeering. Passionate pleas
for change. Tears.
No, it’s not college football. It’s Dr. Allison Shutt’s HIST201: Doing History course, where students learn as they play Reacting to the Past (RTTP) role-playing games — including Rousseau, Burke, and Revolution in France 1791 about the French Revolution and The Threshold of Democracy: Athens in 403 BCE about the origins of Western democracy.
Though the contexts are
different, the big questions are similar.
“Students learn about politics in crisis as they face fundamental
issues about government and society,” said Shutt, who began
incorporating RTTP into her teaching about four years ago.
The games include all the elements of a rigorous Hendrix class — challenging texts, big ideas, and ethical complexity — and also immerse students in novel situations that compel them to test the ideas they’ve read about and discussed and apply them to changing (and often unpredictable) events.
Role-playing is a useful way for people to learn other historical mentalities than their own, according to Connor Johnson, a junior history major and religious studies minor from Detroit, Michigan.
In the games, students are assigned character roles with specific
goals and must communicate, collaborate, and compete effectively to advance
their objectives. In the process, students become intellectually and
emotionally animated. They debate, they compromise, and they scheme. They think
on their feet. They pull out their texts and read relevant passages to their
colleagues to explain their actions and bolster their legitimacy. They get
loud. They learn.
For senior Mary Nail, a history major with a lifelong passion for
theatre, a role-playing history course was a natural fit.
“It’s just such a different approach to learning history,” said Nail, who also took the class last year and is a student mentor this fall. “Almost all other history courses at Hendrix (and most other institutions) take form in either a discussion- or lecture-based class structure, so learning history through such a hands-on way that students really get to take ownership of is so unique.
“I chose to
be a mentor because I enjoyed the course so much as a student,” Nail said.
“Now I’m able to
help guide students and give strategy advice, [but] it can sometimes be difficult to hold my tongue when
there are parts of the game that they need to figure out for themselves.”
“I want them to develop their own problem-solving skills, but I also want to warn them of potential consequences,” she said. “I enjoy encouraging them because I do not think they realize their strengths and I want to bring that out of them.”
For the most part, beyond a
little advice and encouragement from mentors and the professor,
students are on their own.
“What is so magical is that the students are in control of the
class once the game begins,” Shutt said. “From my point of view as an instructor,
I am there to watch students work things out. The best thing I can do is stay
out of their way and let them figure it out … and they do! It’s a very
different learning experience for them, and it’s a very different teaching
experience for me.”
“It’s definitely something I’ve never really experienced in other
courses, but it happens so naturally in Doing History,” Nail said. “Most often,
students tend to forget that Dr. Shutt is even in the room. Students really
like to take ownership of the class.”
“It felt weird at first,” said Rader Francis, another of the student mentors. “But after the
first game session we didn’t hesitate on what to do to start the class each day,
or on where to take it.”
The course draws a different kind of student — from quiet and thoughtful to more outgoing students, from history majors to non-majors, from gamers to non-gamers. There is no pre-requisite, so first-year students can take the course too.
One obvious difference from more lecture-intensive courses is the amount one is expected to talk with other students.
“The whole experience is a lot more participatory than the typical reading- or lecture-style course,” said Johnson.
Some students take the class to improve their public speaking skills.
“It has been
rewarding to see people develop into more confident students,” she said. “I enjoy
encouraging them because I do not think they realize their strengths and I want
to bring that out of them.”
There is a high level of student engagement, emotionally and intellectually, said Shutt, adding that she especially enjoys seeing shy students come to life when they are put into a role.
“I wasn’t expecting to be so invested in my character and the game, especially because the first character I played was a Royalist in the French Revolution,” Nail said. “Students definitely become very connected to their characters.”
“The students were way more engaged with the material,” Francis said. “Everybody wanted to be knowledgeable so they wouldn’t lose the game.”
Though fun, the games are
embedded in rigorous scholarship. Solid preparation is the key to winning the game.
“If students are playing well, they’re reading outside of class,” Shutt said.
“Though there is a large amount of work outside of class and core-text reading — Rousseau and Plato are some dense dudes — what I love about Doing History is that the homework never feels like work,” Nail said. “Students spend multiple hours every week outside of class meeting with their groups, but they are having so much fun scheming and strategizing to get ahead in the game that they never really complain about the work.”
Role-playing games can require a greater investment in understanding the historical content and a competitive nature, said student mentor Megan Bellfield.
“In order to do well in each session, you must know the values of each faction and how that affects the government,” she said. “I enjoy a little competition, and I think that helped drive me to be more engaged.”
Role-playing also allows students to stumble and struggle in order to have a deeper understanding of historical context, said Bellfield.
Hendrix alumnus Dr. Nick Proctor ’90, a history professor
at Simpson College, a liberal arts institution in Iowa, is also a proponent of using games in teaching.
Proctor will return to his alma mater in March 2020 to work with Shutt and her students, running a simulation another history game-in-development for a course Shutt is developing on game design.
The course is part of Shutt’s work under the College’s James and Emily Bost Odyssey Professorship, a three-year award she received last year.
Donors got to hear about the impact of their giving
directly from the students at the 2019 Scholarship Awards Celebration on
Nov. 13. The event honored the achievements of over 130 students who
have earned endowed and annual scholarships and the generous
philanthropy of alumni and friends who created the awards.
Melanie Beehler reflected on Lyon’s tradition of
philanthropy, describing how it is instilled in every class of new
students through the annual Service Day.
“Students leave their cozy beds and choose to make a
difference,” she said. “We understand the importance and fulfillment
that helping others can bestow upon ourselves.”
She said donors make that tradition possible through their own commitment to philanthropy.
“You see potential in the future generation,” Beehler said.
“Know that Lyon College would not stand how it is today without those
before us, but also without each of you.”
Jason Smith dreamed of attending Lyon College in high school, but the $40,000 needed for tuition was a barrier for his family.
“With an annual family income floating around $10,000 at
the time… the cost of attending seemed out of reach,” said Jason Smith.
“I was in tears the night before I was supposed to move onto campus
because there was no way to pay for the costs.”
He said the scholarships and financial aid from individuals and institutions allowed him to fulfill his dream of attending Lyon.
“I would be hard-pressed to adequately explain how much scholarship aid has meant in my life personally, but thank you.”
Smith asked that donors continue to support and sponsor
scholarships for the many young adults searching for purpose and meaning
“Your aid is helping them answer those most sincere of
personal callings,” he said. “Myself and all those who have received
your help and support have much that we may never be able to repay.”
“I hope I may someday return this helping hand to another.”
Nelson Barnett, representing the Barnett Family
scholarship, said his family has always had a great deal of affinity for
the College because his parents both graduated from Lyon, then Arkansas
College, and met while they were students.
“Because of their relationship to Arkansas College, they
were very interested in scholarship and in education,” he said. “I want
to congratulate all of you.”
“The fact you’re here means you’re interested in going to a
good school and will be successful when you graduate from Lyon and move
on to your career. Thank you for allowing us to come here and celebrate
Dr. Orin Levine, who leads Global Delivery Programs for the Bill and
Melinda Gates Foundation, will visit the Hendrix College campus Monday, Nov.
18, to interact with students, share about the work of the Foundation, and
discuss potential career paths with undergraduates.
Following a series of
student-focused meetings on campus, Dr. Levine will deliver a public talk at 4 p.m.
Monday afternoon in Worsham Student Performance Hall. It includes time for students to ask questions about his
career and learn about the work of the Gates Foundation in fighting disease
across the globe.
“Dr. Levine’s visit will
help students understand the many and varied career path options in the
sciences, not to mention the global impact of the Gates Foundation,” said Leigh
Lassiter-Counts ’01, director of the Office of Career Services at Hendrix.
“And, his visit ties in perfectly with the mission of the Hendrix College STEM
The College’s STEM Scholars
program is funded by a National Science Foundation S-STEM grant and provides
scholarships, support, and research opportunities to talented Pell-eligible
students as they prepare for careers as professional scientists.
“It’s truly an amazing
opportunity to have Dr. Levine visit Hendrix College,” said Dr. Laura MacDonald
’09 assistant professor of biology. “His work truly aligns with the mission we
have at Hendrix, which is to prepare students to be engaged citizens in ways
that transcend fields of study. I’m
thrilled that he will be able to visit with my class on epidemics and also
share his career progression with the Hendrix College STEM Scholars. The work
that he does is so interdisciplinary — he embodies what it means to be a
scientist solving global problems.”
An epidemiologist and a
former professor at the Johns Hopkins University’s Bloomberg School of Public
Health, Dr. Levine began his work with the Gates Foundation began in 2012. In
addition to leading Global Delivery Programs, he serves as the Gates Foundation’s
focal point for engagement with the Gavi Alliance, whose mission is saving
children’s lives by increasing access to immunization in poor countries.
Before joining the
foundation’s Global Development Program, Dr. Levine was a Professor of
International Health, and Executive Director of the International Vaccine
Access Center (IVAC) at the Johns Hopkins University’s Bloomberg School of
Public Health. He has also served as a Steering Committee Member of the Decade
of Vaccines Collaboration and Co-Chair of its Global Access Working Group, as
well as President, Committee on Global Health, American Society of Tropical
Medicine & Hygiene.
Dr. Levine graduated with a
Bachelor’s degree from Gettysburg College and received a Ph.D. in epidemiology
from The Johns Hopkins Bloomberg School of Public Health.
This opportunity is
presented by the Hendrix College Office of Career Services and the Department
of Biology and Health Sciences.
The American Studies Institute will host bestselling author Stephen
M.R. Covey and New England Patriots and New Orleans Saints tight end
Benjamin Watson for the spring presentations of its Distinguished
Stephen M.R. Covey will present his lecture “The Speed of Trust”
Thursday, Feb. 20. A graduate of Harvard’s MBA program, Covey co-founded
and currently leads FranklinCovey’s Global Speed of Trust Practice. He
serves on numerous boards, including the Government Leadership Advisory
Council, and has been recognized with the lifetime achievement award for
the “Top Thought Leaders in Trust” from the advocacy group Trust Across
America/Trust Around the World.
A New York Times and No.1 Wall Street Journal bestselling author,
Covey has taught trust and leadership in 52 countries to business,
government, education, healthcare, military and NGO organizations. Covey
is the son of Stephen R. Covey, the author of this year’s Harding Read,
“The 7 Habits of Highly Effective People.”
Benjamin Watson will present his lecture “Under Our Skin” Tuesday,
April 21. An NFL veteran, Watson has been a key playmaker for the New
England Patriots, the Cleveland Browns and the Baltimore Ravens. He has
been recognized as one of CNN’s Extraordinary People, a Walter Payton
Man of the Year finalist and has received the Bart Starr Award. In
addition to his commitment on the field, Benjamin and his wife Kirsten
established “One More,” a nonprofit dedicated to impacting the lives of
those in need by providing enrichment opportunities and promoting
education through charitable initiatives and partnerships.
These events are free and open to the public. Both presentations will
take place at 7:30 p.m. in Benson Auditorium on Harding’s campus. For
more information, visit harding.edu/asi or call 501-279-4497. For other
Harding events and free and low cost services available to the
community, visit harding.edu/community.
According to a press release, the Arkansas Colleges of Health
Education signed a memorandum of understanding with the Seoul, South
Korea, hospital. The two organizations hope to provide “cultural
learning exchanges” between their doctors.
ACHE President Brian Kim, born in South Korea, helped create the
partnership. The release says he developed relationships with many
hospitals in his previous role at the American Osteopathic Association.
Kim was hired in July
to handle the day-to-day activities of ARCOM, oversee its current
academic programs, and help develop the school’s future programs.
“As ARCOM develops its osteopathic medical education curriculum for
students to practice locally, we want them to have not only national but
(a) global perspective for patient care,” Kim said in the release. “It
will broaden our students’ abilities to approach their patients with
mind, body, and spirit medicine, which will ultimately help us fulfill
our mission to educate competent, caring, and compassionate physicians
to practice in Arkansas.”
ARCOM prides itself on partnerships with other medical institutions.
ACHE CEO Kyle Parker said at the beginning of this year the school
works with Baptist Health, Mercy Health, all the major hospitals in the
state of Arkansas, Unity Health clinics in Arkansas, as well as several
hospitals in Oklahoma for rotations and residency program placements.
Working with other medical facilities, whether down the street or
across the world, is intended to give students a well-rounded education
to properly serve those who are often overlooked because of their
background, Parker said at the time. This is yet another chance to do
ARCOM plans to select students to complete a two-week clinical
rotation in Seoul to study nontraditional, non-Western medical
techniques. Second-year students will have the opportunity to shadow
physicians, while third- and fourth-year students will work alongside
the Jaseng doctors.
Jaseng is a network of hospitals in South Korea known for its
noninvasive treatments, particularly of joint and spinal disorders. It
marries holistic healing techniques, such as acupuncture and “cupping,”
with modern science and technology to provide quality patient care. It
has multiple facilities stateside in Southern California.
Plans for students to visit Seoul are tentatively scheduled for June 2020, depending on the ability to raise funds for the trip.
“We want our students to look at more than just conventional
approaches,” Kim said in the release. “This opportunity presents our
students with another tool in their medical bag, with a broader depth of
experience that they will translate into a more compassionate approach
to serving the underserved.”
Partnering with the hospital will also provide for the two
institutions to learn from each other. ARCOM faculty will present
lectures on research project and medical techniques while in Seoul, and
doctors from Jaseng will come to Fort Smith to share their work.
“I wish I could really tell you what it means to this city,” Mayor
George McGill said at ACHE’s five-year celebration in April. “It’s
incredible, and it’s the one thing I talk about very often — the impact
this medical school and all its bold vision has meant to Fort Smith and
all of the River Valley. We’re very blessed to have you here.”
The perfect graduate school program can be just down the road, or, in Sarajane Armstrong’s case, just across the ocean.
After graduating from Lyon College with a degree in
elementary education in 2018, Armstrong completed her first year of
teaching and started to look into master’s programs. She was not sure
what she wanted to study.
“When I couldn’t find a major I liked in the states, I decided to search abroad,” she said.
Armstrong finally found the M.Ed. in children’s literature
and literacies at the University of Glasgow in Scotland. The program
appealed to her because her favorite course at Lyon had been children’s
literature, and she had developed a love of traveling on her Nichols Trip to London and Oxford.
“I got my first taste of life abroad, and I was hooked,”
she said, laughing. “It was just a plus that I would end up in the
United Kingdom again.”
Living abroad for graduate school was a stressful decision.
“I am very close with my family and didn’t want to leave
them,” Armstrong said, “but I knew that if I didn’t come here I would
The process required a lot of research and planning to get
everything in order, such as her travel visa and international health
insurance. She received support from her friend Laura Spell, ’17, who
studied abroad at Durham University in England, and Assistant Professor
of Elementary Education Karin Brown.
“They both gave me great advice and encouragement through
my application process. [Brown] always told me I can do anything I set
my mind to.”
The stress was all worth it once she arrived in Glasgow.
“The atmosphere is similar to Lyon,” Armstrong said. “My professors are really nice and always there to answer questions.”
The children’s literature program allows her to set her own
study schedule. There are tasks to complete, but none of the work is
“It gives me a lot of room to focus on learning rather than
worrying about finishing a bunch of graded assignments throughout the
One of her favorite spots on campus is the library of children’s books in the St. Andrew’s Building.
“It’s very hidden away and cozy. There is a wall of windows where you can look out as you read. It’s a pretty magical place!”
Living in a new country has also been exciting for
Armstrong. Going from small towns to the big city of Glasgow was an
adjustment, but the community has been very welcoming.
“The saying here is ‘People make Glasgow.’ It reminds me a
lot of Arkansas in that regard. I haven’t really felt the culture shock
that people talk about.”
She has enjoyed exploring her new home and making friends
from all over the world. The city center has shops with kilts and
bagpipers on the street that remind her of Lyon, and she gets to walk
through the beautiful Kelvingrove Park on her way to class each morning.
“I still haven’t gotten used to it. I hope it never gets old,” she said.
Though she hasn’t decided on a career yet, Armstrong’s
major will allow her to pursue work in education, publishing, or library
She is paying her experience forward by being an e-mentor for her master’s program.
“It’s a platform for students to showcase their lives at
university for people who may be interested in the programs we study.
I’ve created a public Instagram and Twitter, and I post about the books
I’m reading for my course as well as pictures from my travels.”
She advises other students thinking about studying abroad to research programs thoroughly and apply early.
“Don’t wait until you decide that you definitely want to
go,” Armstrong said. “And always reach out to someone who has gone
through the process if you’re unsure of something.”
Hendrix College has named Hot Springs native Logan Horton as the
College’s inaugural varsity esports head coach. Horton will officially begin
his role in January 2020.
Horton comes to Hendrix from
Lake Hamilton High School, where he taught Advanced Placement history and
coached an after-school esports program that served 60 students and generated
over $200,000 in scholarship opportunities. An alumnus of Henderson State
University, Horton will complete his master’s degree in media management from
Arkansas State University in the spring.
A former competitive and
sponsored esports player, Horton’s teaching and esports coaching career began
in 2017 at the Academies of West Memphis, focusing on the games League of
Legends, Super Smash Bros, and Hearthstone. He has continued to work in the
esports community, advising clubs and teams on fundraisers, tournaments,
organizational strategies, and player retention, and he is a prolific speaker
in the media and at conferences about the growing esports community.
“I have been fortunate
enough to discover the power of education, the motivation of esports, and the
effects of healthy relationships, and I have been given incredible
opportunities to reach students through esports,” he said. “Esports
reaches all ages, races, and education levels. Esports is a fantastic and
effective tool to engage students in and out of the classroom, encouraging
learning, life skills, and teamwork.”
The opportunity to
participate in esports is a significant factor in students’ college selection,
“It’s a major factor for a lot
of students, especially if they can continue doing what they love,” he said.
“They want that opportunity, and if they want to be professional competitive
gamers, college is the next step toward that goal.”
Far from feeding a 24/7
gaming addiction, esports culture emphasizes life away from the screen, Horton
Horton feels esports is
well-suited to and will integrate very well with Hendrix culture, the College’s
“Unto the whole person” motto, its ethos of engaged learning, and its Statement
“I strongly identify with
the College’s dedication to the development of the students inside and outside
of the classroom,” he said. “I see the great potential at Hendrix. Esports
takes individuals of incredible intelligence and challenges them to work as a
team. I plan to test these distinguished players with teamwork, skill, and
rigor as we work to develop a competitive, fun, and winning program.
“Hendrix allows for
creativity, education, and sports to thrive. I want to be a part of the
excellence that Hendrix continuously displays. The culture, experience, and
opportunities that Hendrix provides is like no other in the United States or
perhaps the world. Who would not want to be a part of the process?”
Horton hopes to see 20 or
more team members, perhaps adding more along the way, during the first season.
Students will try out for a spot on the team, Horton said. And like other
intercollegiate athletics programs, the esports team will practice five or six
days a week, working on skills, communication, teamwork, and bonding.
Horton is proposing several
popular games initially, including League of Legends, Rocket League, Super
Smash Bros, Overwatch, and Hearthstone, leaving room for more titles available
in the future.
League play is generally
seven weeks of competition, January through March, followed by championship
play. A recent national collegiate esports championship series included more
than 20 hours of live video streaming with 2,000 views from 1,000 viewers and
drew 400 attendees and 100 players. Hendrix is currently exploring conference
affiliation. Non-conference play is common in the fall.
Hendrix is on schedule to
complete its esports arena (visualize a hip and trendy computer lab), which
will be housed in repurposed space in the College’s Wellness and Athletics
The proximity to
intercollegiate athletics and its designation as a varsity program are
intentional, according to Director of Athletics Amy Weaver, who oversees the
College’s 21 National Collegiate Athletics Association (NCAA) Division III
Initially apprehensive about
esports, Weaver changed her mind after researching the explosive growth of
college esports programs and talking to young coaching staff members who were
avid esports advocates and gaming enthusiasts.
“When I saw how esports
instills the same values you get in traditional athletics — accountability,
competition, critical thinking, strategy, and teamwork — that’s what sold me on
it,” said Weaver, adding that the athletic program’s recruiting culture is a
The College worked with
Innovative Gaming Solutions in the initial planning for the new esports
Though esports is not yet
officially recognized or sanctioned by the NCAA, esports players will be held
to the standards as the College’s NCAA Division III student-athletes, including
academic performance, drug screening, and fitness requirements.
“It’s going to be set up as
if it were an NCAA DIII sport,” Weaver said. “Because, to me, how we represent
ourselves as a college program is important.”
The new program will also
provide esports spectator opportunities through live streaming and social
media, Horton said.
Weaver envisions a future of
campus watch parties for students to support their classmates competing in
While Horton and Weaver will
oversee varsity esports, Hendrix students who are interested in gaming but not
in competing at the intercollegiate level can take part in the student-led
Hendrix Gaming Club.
“Both of those levels are
important for a campus,” Horton said. “It means there are more opportunities to
participate and to be involved.”
“We are thrilled to have
Coach Horton join the Hendrix community,” said Hendrix President Bill Tsutsui.
“Esports will be a great addition to our intercollegiate athletics program, and
Coach Horton will be a great inaugural leader for this program. We are so
excited to see a new era of Warrior Esports unfold.”
For more information about Warrior Esports, contact Head Coach Logan Horton at email@example.com.
Freed, assistant professor of education/science education, has been appointed
director of the Pat Walker Teacher Education Program, University of the Ozarks
officials announced this week.
is effective immediately for Freed, who has taught at Ozarks since 2015.
“It’s an honor
to be named the director of teacher education,” Freed said. “Moving forward,
our department will continue our collaborative efforts to provide comprehensive
teacher education for Ozarks students. My hope is to continue to support the
strengths of the program while also working to meet the needs of our future
teachers in an ever-changing world.”
A native of
Michigan, Freed earned her Ph.D. in educational psychology and educational
technology from Michigan State University. She has taught school in rural
Michigan, London and Chicago, completed a fellowship in Botswana, been a
wilderness trip leader in Wyoming, and served as a study abroad program leader
in The Netherlands, France and Germany.
“I am delighted
that Dr. Freed has stepped into this role at the University and look forward to
seeing how the Pat Walker Teacher Education Program moves forward under her
leadership,” said University Provost Dr. Alyson Gill.
two pieces of research and will or has presented at two international
conferences this year. The first publication, The Journal of Sustainability
Education, examines the relationship between university students’
environmental identity, decision-making process, and behavior. She also
published a book chapter in Pedagogies and Pedagogical Challenges.
Her presentations this year are at the North American Association for
Environmental Education (NAAEE) and the Council for International Education
Exchange (CIEE) conferences.
serves as the advisor of the Ozarks Student Education Association and the