The Torch - FSU College of Education, Health, and Human Sciences Magazine, Fall 2023

FALL

FROM THE DEAN

Happy fall, everyone!

The Torch is our biannual magazine, spotlighting the very best work from the faculty, students, and alumni of the FSU College of Education, Health, and Human Sciences. Realizing that we may have many first-time readers since this is the first issue after the College’s expansion, I wanted to briefly introduce myself as the Dean of the College of Education, Health, and Human Sciences.

Every year since becoming a dean at Florida State University in 2018, I have looked forward to the fall semester. With students, faculty, and staff all returning to campus, fall always brings a rejuvenating energy that makes me appreciate the FSU community of which I am a proud part.

This fall, however, the atmosphere is positively electric—and it’s not just because of the buzz around the football team! Instead, I feel the energy filling the hallways and classrooms of our new College. For the past year in my capacity as both interim dean and dean of the two former colleges, I have had the privilege of working with all the faculty and staff. Now that the expansion is finalized, I am watching faculty get to know one another and brainstorm new ways to collaborate, I see staff helping each other out and making the College an even better place to work and learn, and I’m hearing from more and more excited alumni every day.

The College of Education, Health, and Human Sciences is already shaping up to be a very special place, and I can say confidently that the best is yet to come. By many accounts, we are the second largest college at FSU—we’re second in terms of number of faculty, graduate students, and living alumni. I’ll also add we’re number one on campus in a very important category: scholarship support. We anticipate awarding over a million dollars in scholarships to our students this year.

I’m proud that we’re already a clear leader on campus in supporting our students. It goes along with my vision of making CEHHS the most student-centered college on campus. Our College is home to more students than ever before, and so much of what we do is for them. I want to make sure that we never lose sight of that focus as we progress further into our new chapter.

The other area of concentration that I hope we become a leader in is engagement. Already, we’re seeing our College have more reach than ever before, and as our community settles and learns what we can do together, I know we will create even more impact on campus, in Florida, and around the world. A big part of this engagement will stem from collaborative projects and innovation, and we are poised to set the standard at FSU in both respects.

In this special issue of The Torch, you’ll see how we have already begun making an impact as the College of Education, Health, and Human Sciences. We also lay out our vision for what’s in store for our new College and spotlight some of the major projects and institutions that are now a part of our community. You’ll find all this and much more.

As always, I encourage you to stay in touch, especially with all the changes happening at the College. You can always send us updates, comments, questions, and more by emailing cehhs@fsu.edu. I look forward to hearing from you.

Sincerely,

DAMON P. S. ANDREW, PhD, FNAK, FNAKHE Dean and Professor College of Education, Health, and Human Sciences Florida State University

EDITOR-IN-CHIEF

MAXIMIZING HUMAN POTENTIAL

EMPOWERING THERAPISTS, STRENGTHENING CONNECTIONS

Inside FSU’s Center for Couple and Family Therapy

MAKING NEW PARTNERSHIPS

Gregory J. Harris, Associate Dean for Strategic Partnerships and Community Engagement

WHERE GREAT MINDS COLLIDE Collaborative Collision

UNRAVELING THE THREADS OF HUMAN PERFORMANCE

ISSM and FSU’s sport psychology program are leaders in their fields

UNDERSTANDING THE EFFECTS TO STOP THE CAUSE Bullying research and interventions at FSU

STUDENT SPOTLIGHTS

John Michael Dominguez & Julia Monkarsh

BRAIN FUEL

Child development and teaching healthy nutrition

ALUMNI IGNITE REMARKABLE GROWTH IN THE FIGHT AGAINST CANCER

IN MEMORIAM

Phyllis Lucille Richards & Franklin Dewey Veal Jr.

FACULTY ACHIEVEMENTS

SCHOLARSHIP RECIPIENTS & DONORS

When people ask me why interdisciplinary studies matter, I think back to my time as a graduate student. Back then, there was a great deal of conversation around the game of tennis, my favorite sport. Goran Ivanišević had just done the unthinkable and won the 2001 men’s Wimbledon singles title carried by his blazing fast serves. Commentators of the sport began to worry that the game of tennis would no longer be engaging to spectators as professionals began to serve the tennis ball faster and faster, resulting in more aces— when the opponent fails to even make contact with the ball. While certainly an impressive feat, aces hardly make for entertaining spectacle, and so the top minds began to think of ways to change the game.

To give opponents time to react, a number of theories were tested to slow the game down, from decreasing the ball pressure to adding a new marking to the

By Damon Andrew

court, thus extending the distance of the serve. Ultimately, the International Tennis Federation (ITF) sanctioned tennis balls that were 6% larger, which would increase the air resistance of the ball.

Around the same time, I began work on a study to examine the effect of ball size on the biomechanics of tennis players. My team and I researched how the change in ball size impacted reaction time, racquet vibration, and muscular activation at ball impact with the new oversized tennis balls. We discovered a great deal of information that could help inform the ITF about the implications of their decision to consider oversized tennis balls; however, all of that became a moot point as professionals and manufacturers alike turned on the idea.

For manufacturers, the problems became quickly apparent. The oversized tennis balls required costly retooling of the manufacturing process, resulting in millions upon millions of dollars of extra expenses. While a 6% increase might not seem like

a big change, consider how finely tuned modern manufacturing processes work. A 6% increase meant that manufacturers had to create new molds, new assembly lines, even new ball cans and boxes that could hold the finished product.

At the same time, professionals considered the larger tennis balls to be an ineffective solution. Amateur players, on the other hand, wanted to serve the ball as fast as they could. Any attempt to slow their game down was met with a tepid response. All this resulted in the oversized tennis ball to be one of the largest and costliest manufacturing flops in the history of any sport. It took three years of grant-funded research for my team and I to derive our conclusions for our studies, but it would have taken only three hours for a marketing researcher to realize the oversized tennis ball was bound to fail. While I would have been out of some grant funding, it would have been better for the sport as a whole if that conversation had happened.

INTERDISCIPLINARY VISION

I say all of this to hammer the point home that conversations, collaboration, and interdisciplinary work can yield profound results in unique ways. With six departments now under the College, our faculty members are working in a diverse range of disciplines, and yet we are united in a common goal to help maximize human potential. As such, I cannot wait to see the discoveries our faculty make as they engage in conversations with their peers and explore the most pressing problems facing our society. Even if they don’t conduct formal interdisciplinary research, I know that everyday conversations with new colleagues could spur insightful ways of looking at research and teaching. The College’s primary research areas of education, health, and human sciences encapsulate a nearly exhaustive breadth of the human experience. Over the summer, as we began the process of expanding the College, I took a close look at the work of our faculty members and discovered nine subject areas where our faculty could easily collaborate since they were already engaging in common research. These include:

• Physical activity, health, and wellbeing

• Mindfulness and mental health

• Aging and longevity

• Adolescent health and education disparities

• Family, environments, and student success

• Technology, health, and education

• Education-based human development

• Sport and exercise performance

• Health policy and disease prevention

Over time, I anticipate even more interdisciplinary bridges and collaborations will develop. Some of these might even emerge in surprising ways that no one could imagine today. All it takes is one conversation, one right question, one exchange of ideas, and suddenly, our faculty could see things in a completely new light.

ONWARDS AND UPWARDS, TOGETHER

This is not simple wishful thinking; instead, I believe it is our mandate. By most metrics, we are the second largest College on FSU’s campus, an institution that has itself rapidly risen through the ranks to become one of the top universities not just in the Southeast, but in the entire United States. Our College is poised for greatness, and our expansion has provided the infrastructure and support we need to take our research to the next level. I have no doubt that our faculty, staff, and students will lead the way as leaders on FSU’s campus.

Of course, as important as interdisciplinary research is to the future of not just the College but FSU as a whole, I also know that our faculty members are deep thinkers and motivated researchers. Our College has both breadth and depth, and many of our faculty members are well-respected experts in their fields.

It has only been a few months since we began the process of expanding the College, but I will end my thoughts with this observation. Ahead of the fall semester, we hold an annual All-College meeting. As we concluded our business, I took a moment to look around. What I saw was a room full of energetic individuals as new colleagues took a moment to meet one another, and what I heard were the sounds of excited conversation. As a dean there are no sights or sounds as encouraging. ■

2023 All-College Annual Meeting

Empowering Therapists, Strengthening Connections

INSIDE FSU’S CENTER FOR COUPLE AND FAMILY THERAPY

By Melissa Powell

Nestled on the corner of West Jefferson and South Copeland streets is a quaint blue house that’s home to a unique intersection of research, teaching, training, and learning. It’s where doctoral students hone their skills and provide high-quality counseling to Florida State students and the Tallahassee community.

The FSU Center for Couple and Family Therapy (CCFT), affectionately known as “the clinic,” provides low-cost counseling services through the College of Education, Health, and Human Sciences’ Marriage and Family Therapy program. The program has been offering its services in some capacity for more than 40 years, making it one of the oldest accredited couple and family therapy programs in the country.

With a waitlist of clients spanning more than eight weeks out, its services are quite popular.

The therapists at CCFT are highly qualified doctoral students in the marriage and family therapy program. Students enter the program with 500 client contact hours from their master’s education, preparing them to transition seamlessly into seeing clients at the CCFT to continue their training.

Common perceptions of marriage and family therapy often focus solely on couples and relationships, but marriage and family therapists and the CCFT alike see a diverse clientele ranging from children to older adults, and from individuals to entire families.

Kristen Greene, director of the CCFT since 2015 and an alumna of the program, explains, “I think because we’re marriage and family therapists, there’s always been a misconception that we only deal with couples and divorce, or relationship issues, and that isn’t the case.”

While similar to mental health counselors, marriage and family therapists are trained to view clients within the context of their relationships, recognizing the interconnectedness of individuals and their environments. In addition to partners and spouses, some clients bring a parent, child, sibling, or even friends and roommates to sessions as part of their therapy.

“We’re systems thinkers, which means when an individual client comes into your office, you’re very aware that they’re part of a larger system,” Greene said. “They have a family, work, and friends, so we look at it from that systemic lens.”

The robust learning environment at CCFT enables doctoral students to welcome clients from all walks of life. On average, more than half of the CCFT’s clients are students from FSU, Tallahassee Community College, and Florida A&M University. The rest are community members.

“In general, a lot of individual college students are coming into the clinic and a lot of them thought that wasn’t a place they could go because of the name of it,” said Dania Tawfiq, a marriage and family therapy doctoral student. But clients’ relationships inform their well-being just as much as the individual factors of their mental health, she says. “And that also becomes a thing that we look for in terms of wanting progress and change for individual clients – how do we see improvements in their relationships?”

In addition to therapists who specialize in premarital counseling, couple therapy, work- and school-related stress, communication and conflict resolution skill-building, grief, loss, and others, the clinic has doctoral students seeking certification in play therapy for children and parent-child interaction therapy.

Greene’s voice exudes passion as she speaks about the impact of CCFT’s offerings. “We do so much here in such a tiny little space that it always amazes me,” she reflects. The clinic’s services also branch into specialized areas such as victim advocacy. As the primary referral for FSU’s Victim Advocate Program, CCFT provides a safe haven for survivors of sexual assault and other crimes, offering both individual and group trauma support that’s free for FSU students through the Victim Advocate Program. Some therapists at CCFT have a special research focus, or want to focus on a certain clinical population, but they’re also encouraged to be as diverse as possible, added Greene. “The level of supervision they can get here is not going to be like anything else they can get outside a university training clinic, so this is the time to try different treatment modalities and experience different types of presenting problems.”

A MULTIFACETED LEARNING ENVIRONMENT

In addition to doctoral students, CCFT’s dynamic learning environment is a melting pot of undergraduate and master’s students. While FSU doesn’t have a marriage and family therapy master’s program, many master’s students from the college’s clinical mental health counseling program conduct their

practicum and internship hours at CCFT. The clinic’s success stories include Tawfiq, a clinical mental health counseling graduate who entered the marriage and family therapy program due to CCFT’s influence.

“I was at the point in my master’s where I needed an internship site to gain clinical skills. Kristy [Greene] came to one of our classes and gave a talk on the CCFT, and I felt like it was the perfect fit for me,” said Tawfiq, who earned her master’s degree in 2020. “It was then that I fell in love with marriage and family therapy as a profession. I decided to keep going for the doctorate and it was really the best decision I’ve made for myself in terms of my career path.”

Undergraduate students can also apply to do their practicum or Directed Individual Study (DIS) hours at the clinic, said Greene. “It creates this whole multifaceted learning environment because our front desk is staffed by undergraduate students who are interested in the mental health field, and it’s a thorough and competitive interview process to select those students,” she said. “They get the opportunity to sit in on some of the supervision sessions and practicum classes with the graduate students to help them figure out if they want to pursue this.”

As doctoral students fine-tune their skills, they receive specialized guidance from more experienced peers and faculty supervisors. Doctoral students are often paired one-on-one with master’s students to provide guidance and gain supervisory experience.

Dr. Kristen Greene, an alumna of FSU’s MFT program, has served as director of CCFT since 2015.

“When I was in my master’s program [at University of Holy Cross] and met the clinic director there, I knew almost immediately that’s who I want to be when I grow up... I’ve got the clinical portion, the teaching I get to do, the administration portion, I feel like I have the best of all of it.”

“You’re assigned to a student who’s had more experience than you to really shepherd you into identifying who you are as a clinician,” said Tawfiq. “The goal is to help you figure out who you are and nurture it along the way while also learning all the skills you need. It’s something that’s really valued here.”

BEHIND THE SCENES: SUPERVISION AND TRAINING

CCFT’s commitment to student growth is evident in its innovative supervision practices.

All rooms are equipped with state-of-the-art audio and visual recording equipment, allowing therapists to receive real-time supervision, rewatch their sessions, and learn from their peers. Faculty at the clinic supervise live sessions and watch sessions with other doctoral students as a learning opportunity. Therapists can also seek feedback or assistance with challenging cases and review their own sessions alongside their supervisor.

“In terms of learning to do something, it’s oftentimes just through your own eyes or through feedback from another person. But at the clinic, you get this weird experience of watching yourself do something,” said Tawfiq. “Trying to adapt a new skill is wild; it has you thinking of yourself in a new way. I remember looking at sessions of myself and thinking, ‘I can’t believe I was so quiet, I felt so talkative when I was in there.’ It’s just really cool to have a bird’s eye view and learn from yourself.”

While the experience may be odd at first for therapists and clients, Assistant Director of CCFT Spencer Youngberg notes that once sessions begin, the awareness of cameras and recording equipment quickly leaves their minds.

“I tell a lot of students, ‘I know this can be a little nerve wracking to do therapy in front of other people and have us watch you, but you will miss this, I promise you.’ Just being able to turn to somebody or find somebody walking down the hall and say, ‘Hey, can you chat for a second?’ is so great,” said Youngberg.

HOME AWAY FROM HOME

The clinic’s physical environment also plays a pivotal role in fostering comfort and connection. With a living room feel, it creates an inviting atmosphere that puts both therapists and clients at ease.

“It truly was born from an old house. We get comments from clients all the time about how homey, quiet, and calm it is,” said Youngberg. “They gutted the building, put new flooring and furniture in, even redid all the trim. Dr. Greene has worked hard to make the space inviting, and I think it helps tremendously for people to feel comfortable.”

The warmth of the clinic and sense of community among therapists adds an extra layer of support, empowering students to navigate the emotional challenges of their roles.

“It’s so cathartic to go back into the common area and sit with the other therapists because there are times when you lead a session and you just feel heavy, or maybe you feel super excited because things went well. It’s hard to exist alone with those feelings,” said Tawfiq.

Navigating the emotional terrain of therapy, particularly in a fastpaced academic setting, poses its share of challenges. Greene acknowledges the emotional toll that therapists may experience while balancing their clinical work with academic commitments. “Our therapists are coming in to see clients, and then they’re going to class or vice versa, and it can be a lot especially if they have a more difficult or emotional session,” she explained.

“We have always tried to help our therapists transition, and it’s something we really try to balance.”

And balancing those elements is something the clinic does well, says Tawfiq. “It can be super stressful to deal with everything in the program, like classes and research and teaching,” she said. “But then you go into the clinic and it just feels lighter. The environment is different, the connection with your coworkers

Dania Tawfiq, an alumna of the college’s clinical mental health master’s program, has been a therapist at CCFT since 2020.

“Moving forward, my dream is to be involved in helping the generations of therapists that come after me, especially since my experience at CCFT as a supervisee was so positive, then when I transitioned into being a supervisor I fell in love with it even more.”

feels different. It has really been an important aspect of my grad experience to have this home away from home.”

A BRIGHT FUTURE AHEAD

The clinic’s success and integration of various student populations and disciplines sets the stage for multifaceted growth.

“The clinic is just a really, really cool place and a great thing to have in the community,” said Youngberg. “We’re always thinking, how can we hold on to all these wonderful things it does and expand it to fit some other areas of need? Being cross-disciplinary is important, so can we grow and do more with our students and programs in a way that would be sustainable?

“The next step is continuing to see as many people as we can on our waitlist and moving things forward because there’s a need and a real want there.”

With each session and client who walks through its doors, the CCFT cements its place as a vital and affordable resource for students, the university, and the greater Tallahassee community. ■

To learn more about CCFT and watch the video feature, visit cehhs.fsu.edu/ccft.

Dr. Spencer Youngberg completed FSU’s MFT program in 2020, including a clinical assistantship. He stayed at CCFT to serve as the clinic’s assistant director and teaching faculty at FSU.

As the clinic has grown, it has been able to incorporate different specializations including art therapy. When clients enter CCFT, they’re greeted by a hand-painted mural designed by an art therapist. “When clients were waiting for their sessions, they could come up and paint. It was a paint-by-numbers type situation so anyone could jump in. Our therapists could do it too, and it really helped balance the emotional work of being a therapist,” said Greene.

“CCFT provides a unique space where the clinical aspects, teaching, supervision, and research all overlap. It’s been a huge part of my development as a professional and I’ve truly loved it.”

Making New Partnerships

GREGORY J. HARRIS, ASSOCIATE DEAN FOR STRATEGIC PARTNERSHIPS AND COMMUNITY ENGAGEMENT

By Joshua Duke

Dr. Gregory J. Harris has made it his life to build connections. Even his academic background connects disciplines; his many degrees and certificates focus on the interdisciplinary nature of human development and have provided him with a unique perspective throughout his impressive career. In many ways, his background made him the perfect candidate for his next chapter as the Associate Dean for Strategic Partnerships and Community Engagement for the College of Education, Health, and Human Sciences.

The Associate Dean for Strategic Partnerships and Community Engagement has been a position long in the making. Initially conceived in the strategic plan for the College of Education, this new associate dean position represents the College’s priorities to connect with communities near and far. The COVID-19 pandemic delayed the creation of this position, but now with the College’s expansion, it became clearer than ever that the time was right, says Damon Andrew, dean of the College.

“We started the conversation about this associate dean position back when we were only considering the needs of the College of Education, and even then, we knew we wanted to deepen our connections with the local community, as well as our in-state and out-of-state partners,” says Andrew. “However, with the expansion of the College, I think we are poised to do even more than foster these connections; I think we can set the standard for how colleges at FSU partner and engage, and I believe Greg is the person to do it.”

Harris will serve on the Dean’s Leadership Team, where his years of experience will help guide the overall direction of the College. As the first Associate Dean for Strategic Partnerships and Community Engagement, he will also have the task of setting precedent for the position, as well as long term goals.

A LIFE OF PARTNERSHIPS

This new beginning for both Harris and the College is yet another exciting chapter in his life. “I am most excited about the potential synergy and collaboration of all the disciplines that comprise the expanded College, and its likelihood of enriching the academic lives and futures of our faculty and students,” says Harris.

Despite being a familiar face on FSU’s campus, Harris sees his career as bridging the space between academia and the community. “My career started out with one foot in the university as an adjunct and the other in the community through nonprofit organizations. I worked directly with stakeholders in the community, very common folk from the community, my neighbors, all the way up to folks in the sheriff’s office and on school boards, so I’ve been building partnerships all my career,” says Harris.

That career has spanned four decades in Tallahassee. He arrived in 1983 as a freshman at FSU, and two major developments shaped his life as he began his studies. Sadly, Harris’s mother passed away during his sophomore year. Harris says that her

passing made him consider where he would call home after he finished his undergraduate degree; originally, his plan was to return to his hometown of St. Petersburg and attend the University of South Florida for graduate studies. With her unfortunate passing, he did not feel the call to return home.

Then, the second event changed his definition of home. Around the same time of his mother’s passing, he met the woman who would later become his wife, Toletha. Toletha—or Ms. Tee as she is affectionately known—studied finance, and the two met through mutual friends and hit it off quickly. Suddenly, Tallahassee felt a lot like home.

NEVER BORED

After graduating from FSU, Harris earned his master’s of social science at Florida A&M University where he would later work. His role at FAMU included teaching in the Department of Sociology and Criminal Justice. Eventually, he became the co-director and later a director of the Juvenile Justice Institute.

At the same time, Harris deepened his relationship with FSU, where he would often return as a visiting lecturer. In between his professional obligations, he would also volunteer with local organizations. With all of these activities, it is even more impressive that Harris finished his Ph.D. at FSU in 2009 and later earned a master’s in criminal justice from Boston University.

Harris jokes that he has always had two or three jobs at the same time. “I’ve never been afraid of hard work or challenges or doing multiple things,” Harris says. “Actually, I get bored if I’m only doing one thing.”

As he grew older, his responsibilities increased, and eventually he became an Associate Teaching Professor and an Associate Dean for Academic Affairs in the College of Health and Human Sciences, a position he held from 2011 until 2023. At FSU, he focused his research on family dynamics and interactions, as well as inequities in the psycho-social health of ethnically diverse families. His particular interest concerns mid-life to older

Harris and Tyneal Haywood at the 2023 ElevatED Torch Awards

populations. Additionally, he studies a variety of topics in the context of family and community, such as substance abuse, mental health, stress, and disease prevention.

Harris remarks that the work he and his colleagues have done over the years in the department of Human Development and Family Science encompasses the whole span of a human life. “I really don’t think you can talk about who people are, their development, unless you understand the developmental process and all the different factors that are involved in the growth of a person,” he says. His interest in families gives him a different perspective as he interacts with people around him. “When I’m speaking to you, I’m giving you a little bit of my parents, I’m giving you a little bit of my background, my siblings. You are meeting my family through me, and vice versa.”

While conducting his research and teaching certainly comprised a significant portion of his daily routine, Harris made it a priority to help ensure students achieved their academic goals at FSU. He served as the Director of the Center for Academic Advising and Student Success in the College of Health and Human Sciences, and in his role, he worked directly with FSU students.

On top of all of these roles, Harris also spent time working with nonprofits. In particular, he offered evaluation services and grant writing skills to a variety of state, federal, and private foundations. When he wasn’t doing any of the aforementioned responsibilities, he was working on his most recent textbooks, A Handbook on

Aging: A Multidisciplinary Perspective with Critical Readings, which he edited, and Family Stress, Coping, and Resilience: Challenges and Experiences of Modern Families.

BRINGING IT ALL TOGETHER

Throughout all of these years and the many hats he has worn, Harris has made connections throughout the community, the state, and his field of research. While he never anticipated calling Tallahassee his home, the roots he has grown here have stretched to nearly all parts of the community. Indeed, it is not uncommon for Harris to walk into a room and exchange friendly words with individuals from the area.

His interpersonal skills, his interest in people, his ties to the community, his desire to grow and help others do the same, his tireless work ethic, and his commitment to education—all of these attributes will serve him in his new role. Indeed, the precedents that he will set as the College of Education, Health, and Human Sciences’ first Associate Dean for Strategic Partnerships and Community Engagement will be undeniably high just by virtue of being set by someone with such a robust background. For now, Harris is ready for this next chapter in his career and to be a part of something new. “I know that this position will allow me to talk with people from a variety of backgrounds, and then find out that magic connection that will help expand our new College. That’s really what I’m excited about.” ■

Harris speaking at the 2023 Honors & Awards Ceremony

Where Great Minds COLLIDE

COLLABORATIVE COLLISION

By Joshua Duke

Many months before the College of Education, Health, and Human Sciences began its expansion, faculty members took part in a longstanding FSU tradition of interdisciplinary work at the annual Collaborative Collision. The annual event, which started in 2016, invites faculty members from across campus to consider solutions to major problems facing society. In 2021, former College of Education Associate Dean of Research Bob Reiser and Evangeline Ciupek worked with former Collaborative Collision Assistant Director Mike Mitchell to launch Collaborative Collision 2.0, reaffirming the University’s stance on interdisciplinary research. This year’s theme was Florida and faculty members from the College of Education, Health, and Human Sciences took home top prizes.

A GAME OF HEALTH

Kani Diop-Lo, a teaching faculty member in the department of Human Development

and Family Science, was involved with a team focused on Health Literacy and Education; the project was titled “Playing for Better Health: Leveraging Entertainment and Education to Improve Health Literacy in the Digital Age.” The project was named an Accelerator Finalist and received $25,000 in funding to create a pilot project.

Diop-Lo joined faculty members from the College of Communication & Information, the College of Arts & Sciences, College of Nursing, and the College of Medicine, as well as colleagues from the Department of Educational Psychology and Learning Systems and the Department of Health, Nutrition, and Food Sciences. They wanted to address Low Health Literacy (LHL) in disadvantaged areas of the Florida Big Bend area. Previous research has shown that LHL is an indicator for preventable emergency department visits, so Diop-Lo and her team wanted to create an intervention to educate individuals.

Ultimately, they hope to focus on LHL and pregnancy to reduce maternal mortality rates in Florida.

With the $25,000 received from Collaborative Collision, the team will be creating a board game that will help educate individuals while having fun. Once this proof of concept is in place, Diop-Lo says they hope to scale the project by creating a statewide plan and reach more counties, state departments, and colleges. “We might as well think big!” she says.

Dr. Kani Diop-Lo

A HUB FOR STEM EDUCATION

Vanessa Dennen also is thinking big when it comes to her Collaborative Collision project. Her team won the top prize, taking home $97,521 for their project, “FSU CHOOSE: Collaborative Hub for Outreach Opportunities in STEM Education.” The team views science, technology, engineering, and mathematics (STEM) careers as the future for Florida, and the purpose of their project is to increase participation in these fields through FSU. The ultimate goal is to make FSU a national leader in STEM outreach. To accomplish these lofty goals, the team plans to coordinate with faculty members at FSU as well as educators in North Florida K-12 schools.

became interested in working with former dean of the College of Communication and Information and current professor of the iSchool, Larry Dennis. The two worked together on the last two projects. Dennen cites Collaborative Collision as the catalyst that brought them together, and despite winning the major prize only once, she says that receiving the seed grant felt like a major prize as well.

A WINNING FORMULA

Dennen believes that the Collaborative Collision process inspires faculty to work together. It starts with faculty mixers, where those faculty members who are interested in participating introduce themselves, their interests, and their areas of expertise. Dennen describes this as a “real-time group brainstorm,” and from this step, project areas are formed. From there, faculty members can choose to participate in these project areas, thus forming the collaborative teams.

However, there’s more to this formula than just throwing together a group of experts. The Collaborative Collision team then

provides coaches, who meet with the teams on a weekly basis. The coaches guide teams into creating tangible projects. As these projects form, Collaborative Collision narrows the teams, who refine their ideas further. At this stage, faculty members decide what they would do with funding, how they will roll out their ideas, and what role everyone will play on their team. The final step is a question-andanswer session with judges, then the prize money is distributed, which in many ways is just the beginning for these projects.

COMMUNICATION IS KEY

What separates the top teams from the others? Assistant Director of Collaborative Collision, Mike Mitchell, says communication. “You have to be patient and really make sure that you and your collaborators are speaking the same language.” He would know, as he served as the assistant director of Collaborative Collision since the very beginning of the program until 2023. To facilitate better dialogue, Collaborative Collision centers conversations not on a particular academic discipline or research area, but on the challenge itself. “I think this approach has been very effective,” says Mitchell.

Dennen, who is a professor in the Instructional Systems & Learning Technologies program, has gone through Collaborative Collision three times, and each time has been a positive experience. Her previous projects did not take home the top prize, but she reflects on the power of Collaborative Collision in her previous project. “Although we didn’t win, we were encouraged to apply for a seed grant, and we got that, which was just about $100,000.”

Now, as part of the winning team, Dennen reflects on her entire journey. For instance, through Collaborative Collision, she

Dr. Vanessa Dennen

Effective communication extends far beyond formal meetings, however. Mitchell has noticed that the most successful teams often engage in informal interactions with colleagues. “Team meetings are great and necessary, but it’s the more casual conversations over lunch or coffee or even the few minutes before or after a meeting where you really get to know people and get comfortable with them.” Becoming comfortable with a team helps conversation flow more easily, and in such an interdisciplinary setting, Mitchell sees a powerful connection between communication and effective collaboration.

THE POWER OF TEAMS

As a specialized teaching faculty member, Diop-Lo is not expected to concentrate on

research; however, she felt so passionate about helping hard-to-reach populations that she signed up for Collaborative Collision anyways. To her, this experience was a chance to “rekindle the flame,” and at the first networking event, she became excited at the diversity and wealth of knowledge found in the room. “Right there, I knew I was in the right environment with like-minded colleagues ready to collaborate and tackle our challenge.”

Working with others outside of an academic discipline or even a college can prove challenging, but Dennen sees this as essential to approach research from different perspectives. “I think that

collaboration is a great way of approaching things because it’s easy to get locked into your own little box of your line of research. Collaborative Collision projects push you out of that and make you think about how your skills and interest set play in entirely different contexts.”

Mitchell agrees with Dennen. Complicated societal problems can stretch beyond the expertise of a single discipline. “A lot of those challenges are highly complex with lots of different causes and effects, none of which can be addressed in isolation without impacting the others,” he says.

The experience of collaborating is one that should be encouraged and is a rewarding experience all on its own. “Even if you think that you don’t have the right kind of expertise, it just might turn out that you have some valuable expertise for that team.” Her advice to those interested in collaboration is to “have an open mind, plan on meeting new people, and learn about the work that they do. And I think that through collaboration, you will learn about the work that you do in new ways as well.” ■

The FSU-CHOOSE Team answers questions during the Q&A

The Health Literacy and Education Team receives their finalist award

Unraveling the Threads of HUMAN PERFORMANCE

ISSM AND FSU’S SPORT PSYCHOLOGY PROGRAM ARE LEADERS IN THEIR FIELDS

By Melissa Powell

PERFORMANCE

There are countless threads woven into the complex fabric of human performance. Each one impacts our ability to excel in sport, physical activity and our day-to-day lives. Sleep, chronic disease, motivation, nutrition, injuries, concentration, rest, temperature and environment, mental health—the list goes on.

Faculty and students at the College of Education, Health, and Human Sciences embrace this complexity, diving into innovative research on diverse populations, and exploring practical applications to elevate human performance and wellbeing. They’re even bringing their expertise to the community through involvement with outreach testing and student practicums.

Take the FSU Institute of Sports Sciences and Medicine (ISSM), for example. Located on campus in the McIntosh Track and Field Building, ISSM is a state-of-the-art research institute dedicated to optimizing health and human performance.

ISSM’S INCLUSIVE APPROACH TO HUMAN PERFORMANCE

Under Health, Nutrition, and Food Sciences Professor Michael Ormsbee’s leadership, ISSM excels in sports science, exercise and nutrition research. And ISSM’s pursuits extend even further beyond athleticism and sports.

“The focus has always been a pretty large umbrella of human performance,” Ormsbee shares. The institute’s inclusive approach encompasses everyone from elite athletes to the general population and those seeking to improve their overall health.

Over the years, ISSM and its affiliates have conducted research with tactical athletes (e.g., firefighters), those with chronic conditions, FSU’s student athletes, and older adults to name just a few.

“Performance isn’t limited to athletes. We all need to perform in life and at work. So, while our populations vary, our end goal is similar,” said Ormsbee, who has been director of ISSM since January 2022.

Ormsbee has worked closely with the institute since it was established in 2010 with founding partners Tallahassee Orthopedic Clinic, FSU Athletics, the FSU College of Medicine and Nike. Since then, ISSM has evolved from a warehouse to a full research lab equipped to assess movement data and fall risk, measure body composition, aid with recovery and injury rehabilitation, and plenty more. It even includes a biochemistry laboratory that can test blood, urine or saliva for metabolic and hormonal changes.

As part of its continuous growth, ISSM is building a research-based weight room to accommodate exercise training studies and clinical trials.

“I’m just one of the lucky ones that absolutely loves what I do,” Ormsbee said. “Imagine being able to find answers to any question you have about something you love and doing that every day. That’s how it started for me. My initial research questions were just things I saw and wanted to know more about.”

One line of research Ormsbee and ISSM are most known for is eating before bed, also known as pre-sleep feeding. In general, snacking before bed hasn’t typically been recommended, but Ormsbee and his research teams have found that consuming protein-filled snacks like protein shakes or cottage cheese about 30 minutes before bed has a positive effect on muscle quality, metabolism and overall health.

“That research was born out of just looking at other athletes and active people eating late at night and not having any problems with it,” he said. “That was the initial seed of a question that launched a whole line of research. It’s just a neat position to be in where we can be a leader, do something no one else has done, and try to make these pathways to advance the field.”

ISSM’s research impact is amplified through its expansive interdisciplinary collaborations.

AN ECOSYSTEM OF COLLABORATIONS

A sampling of ongoing projects at ISSM include psychological-based studies measuring stress response to different scenarios; Parkinson’s and Multiple Sclerosis research with the FSU College of Medicine and FSU’s Program in Neuroscience; collaborations with the FSU College of Nursing to analyze biomarkers in the blood; and work with Robert Hickner, Linda Grizzard Owens Professor in the Department of Health, Nutrition, and Food Sciences.

Hickner and Ormsbee’s latest research seeks to discover how resistance training like weightlifting (as opposed to endurance training like running on a treadmill) might affect fat metabolism in postmenopausal women classified as obese. The study is funded by the National Institutes of Health. In addition to federal funding, studies at ISSM have been funded consistently across the past 14 years through industry partners, supplement companies, or organizations like the National Strength and Conditioning Association.

At any given moment, there’s a lot of different projects going on, added Ormsbee. “As far as deciding what to take on, I’ll always go with what will advance the work my team is most interested in, and where we can have the biggest impact. That’s why expanding is so important, and bringing in more researchers who can grow the areas we don’t have expertise in currently.”

ISSM has more than 15 official affiliates including Meredith McQuerry, the Carol E. Avery Associate Professor at FSU’s Jim Moran College of Entrepreneurship, and director of the ThermaNOLE Comfort Lab® and Textile Testing Lab. Her research focuses, in part, on assessing the effect of functional performance apparel and protective clothing on human performance during physical activity.

“Meredith has been a fantastic friend and collaborator who does turnout suit design and textile testing work with firefighters specifically,” said Ormsbee. “So, what design features can you add in for better mobility or protection? And then the physical performance side where you test firefighters wearing it.”

McQuerry has been a long-time ISSM affiliate working to improve functional design and engineer a better performing suit. The collaboration has complemented ISSM’s work on heat tolerance and heat stress. The ISSM team is testing a supplement to mitigate heat stress on cyclists in the ThermaNOLE Comfort Lab® heat chamber, and in the future, firefighters during live burn training in Tallahassee.

ISSM has also collaborated on countless projects with FSU Athletics. The effort is spearheaded by Assistant Director of Sport Performance Elisa Angeles, who also serves as associate director of athletics research. Together, Angeles and Ormsbee have collaborated on past and present projects to assess athletes’ health and performance. Angeles and an ISSM team recently conducted a study on early

detection of COVID-19 in female athletes using wearable technology, as well as a study on pre-sleep feeding, sleep quality, and markers of recovery in NCAA Division I female soccer players.

“We’re also working on expanding our reach in orthopedics and sports medicine by working with Tallahassee Orthopedic Clinic affiliates,” said Ormsbee. “We have all the necessary infrastructure to handle that work; we just need personnel with that specialty because if we do it, we want to do it well.”

With the hire of Assistant Professor and FSU alumnus Kyle Smith this fall, the institute is also building an exercise immunology laboratory.

“The blend of human performance and immunology works quite well, and it’s a newer burgeoning field,” said Smith, who is a registered dietitian. His research focuses on enhancing immune function through modifications in exercise and diet. “It works well with what Mike is already doing with a lot of the feeding supplementation studies.”

Smith completed his master’s in exercise physiology at FSU. He studied gut health in athletes for his thesis while working at ISSM.

“I loved my experience here as a student, and ever since I left, I’ve been wanting to come back,” he added. “I know Mike has been really focused on enhancing ISSM as a whole and turning it into a comprehensive sports science facility that looks at different aspects of research, and it’s super exciting to see that happening and to be involved.”

While collaborations continue to bring new dimensions to ISSM research, its dedication to growth extends beyond academia and into outreach testing.

BRINGING WORLD-CLASS TESTING TO THE COMMUNITY

ISSM’s outreach testing program is now re-open to the public. It began in 2016 and was reopened in 2022 to assess overall health and improve athletic performance of the general public.

The facility offers body composition measurements, lactate threshold tests, cholesterol panels and blood sugar analysis, and fuel utilization assessments, among other services. ISSM also has an anti-gravity treadmill ideal for running and exercising with less body weight and stress on joints.

“A big component of ISSM is outreach,” said Ormsbee. “People can come in, use our facility, pay for services, and get world-class testing and advice.” The facility is set up more like an athletics or performance training facility than a pure academic facility, which is often exciting to clients who walk in the door, he added. “You feel like you’re a part of FSU in a different way.”

ISSM also offers group services for local athletics teams, gyms, fitness organizations, and running clubs.

“We’ve had a range of athletes, young and old, come through for testing,” said Kieran Paterson, master’s student and student outreach coordinator for ISSM. “We’ve had a great turnout of local triathletes, and we’re setting up partnerships with local high school athletic departments and sports clubs. I even met with an 82-yearold more recently to discuss where we can help her in her search for longevity and healthy aging.”

Students like Paterson are vital to ISSM’s success both in its outreach efforts as well as research, said Ormsbee.

“Without a doubt, nothing we do could exist without the help of students,” said Ormsbee. “From the very first day stepping on campus, I’ve had graduate students help with every single project we do.”

ISSM typically has several doctoral students contributing to research and outreach each semester in addition to a handful of master’s students, interns, postdoctoral fellows, a slew of volunteers and undergraduate students, and even international visiting scholars.

Through student involvement, collaboration, outreach, and interdisciplinary research, ISSM continues to grow its presence toward becoming a top authority in sport science, human performance, nutrition and sports medicine.

“The mission has always been consistent,” said Ormsbee. “And that’s to be the leader of this field and set a global example for integrating research in athletics medicine, sports sciences, and nutrition.”

To learn more about ISSM and its outreach testing services, visit issm.fsu.edu.

Dr. Michael Ormsbee Dr. Robert Hickner Dr. Kyle Smith Kieran Paterson

PEAK PERFORMANCE AND ENJOYMENT: THE DYNAMIC DUO OF SPORT PSYCHOLOGY

While physical training, exercise and nutrition is integral, the mind also wields unparalleled influence over human performance. Sport psychology explores the intricacies of goal setting, concentration, motivation, relaxation, and more. Those mental skills help people perform consistently and foster resilience, both in sports and exercise as well as in day-to-day activities and at work.

But it’s about more than just performing at your best. It’s about enjoying it too, says FSU Sport Psychology Professor David Eccles.

THE 24-HOUR CHALLENGE

“However much you want to be a skilled performer, you can’t spend 24 hours a day practicing,” Eccles said. “It’s been proposed that in terms of high-quality deliberate practice, you have four good hours in any 24 hours. The remainder of the time, you need to be engaged in more restful activities and sleep; otherwise, you begin to overtrain.”

Deliberate practice goes beyond merely attending practice, but having clear and specific goals, seeking out feedback, sustaining focused effort, and prioritizing areas of weakness.

Whether in physical activities like lifting weights and improving at a sport, or even in mental pursuits such as learning and studying, rest is often deemed critical – as critical as training and practicing itself, says Eccles.

But there’s a gap in research on what exactly it means to be resting, and how athletes can effectively achieve restfulness. “There’s sleep, and there’s plenty of focus on physical recovery modalities like ice baths after training, massaging and stretching, but mentally, how should you spend your free time outside of training and competition?”

Caviedes became interested in sport psychology through her own experience with mental rest and recovery as a catalyst for better performance as a college student.

She studied in Hawaii for a semester as a sophomore and quickly noted the cultural differences. “It was very outdoorsy and focused on hiking, getting out in nature, and being active,” she said. “It was shocking to experience the effects it had on my own performance as a student and overall happiness. It made me realize I wanted to help people do simple things to make their life more enjoyable and perform better. It wasn’t until then that I thought or even knew about the field of sport psychology.”

The proverbial Google search brought Caviedes to sport psychology, and eventually to FSU to pursue her master’s, which she received in 2021. Now pursuing her Ph.D., she works with Eccles to explore the psychology of rest and its influence on performance. Her current research is focused on using resting interventions to prevent burnout and keep athletes motivated.

Much of Caviedes’ current research was informed by work with local athletic teams and individual athletes during her student practicums.

“The percentage of the population who engage in sports at all is extremely small. We’re interested in making sports more enjoyable and encouraging others to find enjoyment in it.”

As sport psychologists work to create enjoyable and healthy sporting environments, avoiding burnout is often at the center of the discussion. Eccles’ research focuses largely on balancing deliberate practice and rest, and understanding what contributes to athletes feeling mentally rested.

Eccles’ research team within FSU’s Sport Psychology program has been interviewing NFL players to better define what “rest” means to athletes and what obstacles they face in feeling rested. The research even spans into college athletics with researchers talking to NCAA Division I coaches about their perceptions of rest and its level of priority.

“What we do when we’re away from our work or when we’re away from our sport is equally as important as what we’re doing when we’re practicing,” said doctoral student Gabriela Caviedes.

Dr. David Eccles

Gabriela Caviedes

FROM RESEARCH TO PRACTICE

Both master’s and Ph.D. students in FSU’s Sport Psychology program complete student practicums. They work hands-on as mental performance consultants with local athletes, coaches and teams under the supervision of veteran doctoral candidates and Brian Foster, teaching faculty in the Department of Educational Psychology and Learning Systems.

The college has established a relationship with more than 30 active sites in the Tallahassee area spanning community colleges, high school and college athletic departments, club teams and more. One student is even working with professional racecar drivers.

“It’s a great setup. Although we’re a research focused program, we get these applied opportunities and it’s been one of the biggest learning points for me to rotate through all these different sports,” said Caviedes, who has worked with collegiate tennis, softball, cheer, and dance teams to find ways to make the most of their personal time, rest, and keep their routine fresh to help avoid burnout. She has also worked closely with athletes and coaches on team dynamics and communication, a popular focus for college teams.

What’s piqued her interest most, she says, is the importance and difficulty of balancing daily demands with sport demands. For collegiate student-athletes especially, time management is paramount as they juggle classes, travel, practice and competition alongside their personal lives. “Even when they have their rest days or off days, they’re still watching film or doing community service,” she added.

“It takes self-discipline and, ironically, a little bit of effort to be good at taking time to have a period of lower effort,” Eccles said of rest.

For some, this means spending time with friends and people who aren’t involved in their sport, going to new places away from

their training facility, or watching TV unrelated to their sport. Similar strategies are often applied to avoiding burnout in jobs.

“The first key is actually switching off, and the second is helping student-athletes find a quiet zone, especially if they have roommates” added Caviedes. “One of the primary components of being rested is having a low cognitive load where you don’t have to think hard about anything. And to find that, you need a relaxing environment and low stimulation.” That can be a quiet room in a house, or a walk outside, she says.

AN ALUMNI PERSPECTIVE

Many students use practicums as a springboard toward becoming a Certified Mental Performance Consultant (CMPC) through the Association for Applied Sport Psychology. Certification is important for those who want to work directly with clients and take their research into the field. Whether through published journals, other writings, or consulting, bridging the gap from research to practice is a priority says two-time FSU Sport Psychology graduate and CMPC certified consultant Anna Ward (M.S. ’15, Ph.D. ’22).

“Our goal as practitioners is to recommend mental strategies and tools from standard protocols and well-researched interventions that we know work,” said Ward, who cites working with youth gymnasts and FSU Cheerleading as her favorite experiences in FSU’s Sport Psychology program.

As a relatively young academic field, sport psychology continues to receive more and more interested applicants. Ward, who is now a lecturer at Boston University, focuses on making sure students and aspiring practitioners are well-equipped to soon spearhead the field’s growth. Her current research explores supervision practices in sport psychology, student experiences, professional development for

practitioners, and multicultural competencies to improve outcomes among athletes, clients, and sport psychologists alike.

“I think we’re seeing this growing trend of what’s to come in the field. Everything started in sport, and I think we’ll always stay there, but then we added exercise because the same principles and psychological outcomes can be applied as we look more at mental health, wellbeing and exercise,” Ward said. “Then we moved into other areas working with military populations, musical performers, highstress occupations and business, so we’re really seeing a trend of adding on more domains under the general umbrella of performance psychology.”

As FSU faculty, students and alumni continue to make their mark on the growing field, the mission remains simple: empower people to perform at their bestand enjoy doing it. ■

Dr. Anna Ward

Understanding the EFFECTS to Stop the CAUSE

BULLYING RESEARCH AND INTERVENTIONS AT FSU

By Joshua Duke

Everyone knows a bully. Whether a classmate, a family member, a coworker, or some angry person in the comments section of an article, we have all dealt with bullies at some point or another. We might not understand why bullies exist—pop culture examples paint pictures of kids with troubled personal lives, while other instances present bullies with no rhyme or reason other than a desire to hurt others—but we understand it is harmful, and many of us have accepted that bullying is a part of life.

But just how harmful is bullying? And why should we have to live with bullies, particularly our children, who have enough on their plates between schoolwork, friend groups, extracurricular activities, and simply growing up? These are the questions on the minds of two faculty members in the College of Education, Health, and Human Sciences: associate professor in the department of Human Development and Family Science, Heidi Gazelle, and the Michael and Jean Shahnasarian Endowed Associate Professor in the department of Educational Psychology and Learning Systems, Lyndsay Jenkins.

To these researchers, it is not enough to simply accept the status quo. Gazelle has spent much of her career looking into the long-term effects of victimization on children and their development. Through her research, she has contributed to the body of work explaining just how destructive bullying can be. Jenkins, on the other hand, has devoted her studies to creating interventions for peer victimization. Her latest project seeks to create a new type of intervention that can be used by professionals to help children.

DEEPER ISSUES

The Centers for Disease Control and Prevention recently estimated that between 1 in 5 and 1 in 4 children will experience bullying, or what Gazelle and Jenkins refer to as peer victimization. Peer victimization refers to a variety of actions that can harm the recipient, such as physical aggression, verbal aggression or teasing, attempts to

hurt someone’s relationships or exclude them from relationships or groups, and spreading rumors, and does not have to include a power imbalance or involve repeated acts of aggression. Peer victimization can cause emotional and sometimes physical harm, and this harm can lead to long-term challenges to healthy development.

Gazelle is interested in children who are at high risk for experiencing peer victimization—socially withdrawn children. Socially withdrawn children engage in interaction at lower rates than their peers. While social withdrawal is not a clinical diagnosis, it predicts clinical levels of social anxiety for some children, Gazelle explains. “It doesn’t mean that they never engage, but often, when they engage in social interaction, they’re shy,” says Gazelle. “They may be awkward. They may appear immature relative to other children the same age.”

Gazelle is interested in the relation between social withdrawal and peer victimization. “We see differences in withdrawn children—some are more victimized than others. We would expect especially those children who get excluded and have limited peer interactions to fare worse.

“We know, based on a large body of research about how children develop under normal circumstances, that children learn a lot from interacting with other children,” Gazelle continues. “And those interactions—and especially interactions with friends—are very important in teaching children to understand other people’s perspectives.”

Children who are socially withdrawn and seldom interact with other children typically fall behind in their ability to understand others’ perspectives. “Understanding others’ perspectives is key to social skill, so they will not be as socially skillful as their agemates,” says Gazelle. This pattern of development can escalate over time. “The more they’re excluded, the more that exclusion will interfere with their development, so it’s a vicious cycle.”

Dr. Heidi Gazelle

Dr. Lyndsay Jenkins

INFLUENCES ON SOCIAL WITHDRAWAL

Peer victimization is not the only influence on whether a child will be socially withdrawn. Another major influence is a child’s relationship with their parents. “Children who are insecurely attached with their parents, which means that they aren’t confident that their parents will be there when they need them, are more likely to be anxious withdrawn.” If a child feels like they cannot trust their parents, they may also feel like they cannot rely on others, such as their friends.

A child’s classroom can also impact their social skills. “We have some evidence that, when a classroom climate is positive and supportive, that especially vulnerable children may fare better with their peer relationships.” This influence is difficult to research, as children move from classroom to classroom over the years, but the evidence also points to this as a protective factor.

Currently, Gazelle directs a longitudinal study funded by a National Institutes of Health grant that has followed a cohort of children from third through seventh grade who are now in young adulthood. Studies like these will help researchers understand the impact of childhood social withdrawal

and its long-term effects on everything from mental health to forming romantic relationships.

A NEW KIND OF INTERVENTION

As Gazelle seeks to understand more about peer victimization and social withdrawal, Lyndsay Jenkins has embarked on a new project to provide schools with the tools to help reduce bullying and peer victimization. She and her team have started the Interventions for Victimized Youth (IVY). Just like the plant, IVY seeks to take hold wherever it is planted, even in the toughest environments, with the end goal to help targets of peer victimization thrive.

IVY aims to provide research-based interventions. While interventions and research have gone into great lengths to curtail bullying, Jenkins says that IVY grew to fill a void for a comprehensive, prepackaged intervention plan. “There’s really nothing that is readily available for counselors of psychologists to pick up and just use as a program that they could offer to kids who’ve been victimized,” Jenkins says.

Jenkins believes that the value of such an intervention could help schools and networks that are strained for resources

From left to right: Lyndsay Jenkins, Madison Woodall, Kate Mirah, Annika Simpson, Edgardo Mejias Vazquez

make a difference in the lives of children who have been victimized. IVY plans to package all the services and materials needed to provide support, all of which are based on extensive research.

The first version of IVY has already undergone a pilot study with students. This initial program included five middle school students, and their feedback helped revise the project. At the same time, a generous donation from alumnus Peter Scanlan (M.S. ’71, Ph.D. ’79) allowed Jenkins to hire two graduate assistants and a postdoc to continue refining the program. Thanks to this increase in personnel, Jenkins plans to increase the pilot testing from five children to 50.

Schools have long sought to reduce overall levels of bullying, with the hope that this reduction would improve the lives of students. School counselors and school psychologists are more important than ever and are making great strides; however, where Jenkins believes IVY can help is when students get referred to a counselor after being victimized. “Schools have gotten pretty good at reducing bullying or understanding how bad it is, but there was still a gap in what they do for the kids who are victimized.” Jenkins says that schools now refer students who are victimized to counseling, but “there are not many resources available for school counselors and psychologists about how to help them.”

Supporting counselors and psychologists is essential. “I think there’s always going to be some level of bullying out there, so providing resources for the folks that would be directly supporting students I think is really important.”

BULLYING EVOLVED

Jenkins believes that bullying has changed over the last 10 years, and schools and counselors have to adapt accordingly. For instance, Jenkins says that research indicates that cyber bullying can be even more detrimental than face-to-face bullying due to the prevalence of smartphones and social media among adolescents. Cyber bullying can take place anywhere, anytime, and victims cannot get away from it the

way they could from physical or face-toface bullying.

While Jenkins and her team included cyberbullying as part of the intervention material, student feedback from the IVY pilot study recommended increasing the focus even more on this kind of peer victimization. “They made the point that no one just goes around and shoves kids into the lockers anymore because adults are smart enough to know that if they stand in the hallway, they’ll catch those kids,” Jenkins says.

Cyberbullying can be much harder to monitor, especially since school districts typically advise school personnel not to follow or friend students on social media, and parents may not be able to monitor all of a child’s activity on their smartphone. The other challenge with cyberbullying is that it can be anonymous and shared widely.

As IVY evolves, Jenkins hopes it takes root locally to provide care for victimized students in Leon County; however, she also hopes it could spread to school districts, counselors, and psychologists around the country. She and her team will continue to refine and document how IVY works so that it can be adapted to a variety of environments.

THE FSU DIFFERENCE

In recent years, schools have placed an increased focus on the mental health of students. Despite this, schools often struggle to get the resources their students need. Projects like IVY can help address this shortfall, but Jenkins also points out that partnerships with local universities can make a difference. Graduate students from the FSU Counseling Psychology and School Psychology doctoral program often work at Florida State University Schools and in Leon County schools, gaining experience necessary to start their professional careers. At the same time, researchers like Gazelle continue to look at how peer victimization affects development, which can help faculty like Jenkins devise new interventions.

While bullying might not ever go away, collaborations and partnerships—both within FSU departments and between the university and its surrounding school districts—can make a real difference in the lives of students. ■

To learn more about Dr. Gazelle’s long-term study of children, visit cehhs.fsu.edu/youth-wellness

To learn more about IVY, visit cehhs.fsu.edu/ivy

IVY handbooks for leaders and students

When did you first discover your passion for educational leadership?

I started my teaching career during the 2015-2016 school year. That first year, I was in third grade self-contained and started the year out with 13 students. I was excited to start the year and went through many typical first year teacher stresses; however, something I enjoyed the most was looking at the data of my students, and brainstorming ideas to improve our students’ achievement. As the years went on, I noticed that thinking of the school holistically was becoming my normal mindset in the success of my teaching career. In March of 2020, my son was born, and becoming a parent changed my perception of my goals and dreams, and it pushed me to travel this road to educational leadership.

Tell us a little bit about your experience in the program so far.

FSU created a strong educational leadership program. It has increased my pedagogy in education and has opened the door for me to other leadership opportunities in my school.

What made you choose FSU for your degree?

I wanted to attend FSU for undergrad; however, I did not have the financial support to attend. I got a bachelor’s in education from the University of South Florida, and I was able to commute from home to campus. During my senior year, one of my professors approached me about continuing my education for a master’s in educational leadership. I said no at the time, stating that I was done with being a student and wanted to start my career. She went on to say that if I changed my mind later in life, FSU has an online program for educational leadership, and it should be something I considered especially if I had children by then. When I finally decided to apply, I remembered this conversation and went to the FSU website first.

What would you like to do after finishing the program?

My plan after finishing the program is to apply for the Future Leaders Academy in Hillsborough County and eventually become a principal. I have also thought of returning to FSU to earn an Ed.D in Learning Designs and Performance technology, but with the birth of my second son this might be postponed for a while.

What is your favorite part of the educational leadership program?

Honestly, my favorite part of the educational leadership program is a person, Dr. Christopher Small. Dr. Small is an amazing professor and has been a wonderful support person during this grueling program. With it being online, there are already some difficulties that a student would not normally face if they attended in person. Dr. Small was always understanding, kind, and provided the tools that were necessary to be successful. Another reason Dr. Small is so amazing is that he pushes his students to be the best and

cultivates learning that holistically considers situations that could arise in the real world. His classes had many readings and assignments but with valid reasons. Many of the readings and assignments I completed in his classes I found myself implementing in my classroom immediately. There are not enough words that I could write to thank Dr. Small, but without his support and mentorship I would not be where I am today.

What advice would you give someone interested in studying educational leadership at FSU?

TAKE THE LEAP! Realistically, with how involved the life of an educator is, especially with a family, it is one of the many reasons that completing the program online should pique our interest. I can honestly say that this program was fantastic; I learned so much information that I can implement before going into leadership, and they definitely prepared me for taking the FELE [Florida Educational Leadership Examination]. Not to mention, when I spoke to other students in educational leadership programs at other schools or administrators, I found that I had more information on administration processes than they did. Needless to say, FSU does a fantastic job at preparing you for educational leadership and is by far the best program for this degree. ■

Dominguez and Dr. Chris Small

When did you first discover your passion for sport management?

Growing up, I played almost every sport and cheered the loudest at every sports game. To be honest, I even had my twin sister quiz me on the Tampa Bay Lightning’s roster on the way to school every morning. With this in mind, I truly discovered my passion for sport management during my senior year of high school, as I was fortunate enough to shadow the Tampa Bay Lightning game day operations and media department. This impactful experience left a lasting impression on me, as the fast-paced sports atmosphere was an opportunity I strived for in the future.

Tell us a little bit about your experience in the program so far.

When I first got into the sport management major, I was enthralled with Florida State University athletics and outside sport management opportunities. As a staff sportswriter for FSView, I publish weekly sport articles consisting of game recaps, previews, and athlete features by conducting student-athlete, coaches, and SID [student information director] interviews at press conferences. As a Florida State University Football Operations Recruiting intern, I worked with the Directors and GM of the FSU Football On-Campus Recruitment department to assist with operations, recruiting events, and recruit visits for players. In addition to this experience, I have developed the ability to multi-task while working in a diverse fast-paced environment through Seminole Productions, a professional live sports broadcasting and special event production department at Florida State University. I assist in producing live content and in-game hosting for the ACC Network by helping with camera, graphics, video shading, broadcast, and clips for SVE [sports venue entertainment] board shows. As a SEMINOLES.COM reporting intern, I created human-interest features that highlight Florida State Athletes. As a Florida State tennis PA, I am responsible for announcing Florida State women’s tennis matches. Outside of Florida State, I was an ambassador for the NHL All-Star Game where I assisted NHL players with media relations, red carpet check-ins, and their event schedule. Also, I was a PR intern for BenKennedyRacing (NASCAR K&N Pro Series team) which consisted of interviewing drivers, drafting press releases, and running all promotional social media outlets. In addition to this experience, I will be interning under the player operations role at the US Open this August.

What made you choose FSU for your degree?

When I toured Florida State University in the spring of my junior year of high school, I automatically fell in love with the campus and could see myself thriving for the next four years. In addition, the sport management program is ranked number one in the nation and that was a hard program to pass on as it provides resources that are unmatched across the country.

What would you like to do after graduation?

I plan to continue my education and pursue a master’s in Sport Management.

What is your favorite part of the sport management program?

My favorite part of the sport management program is the support from each professor as they all share the same passion for sports and truly want the best for each student. I genuinely feel I can come to any professor in confidence with any questions or advice.

What advice would you give someone interested in studying sport management at FSU?

My advice would be to put yourself out there and apply for every position, attend every meeting, and show up even when you aren’t asked to because that is what sets you apart from the rest. All of my experiences have given me a better understanding of how the sports industry operates and have allowed me to keep building upon my skills.

Anything else you would like to share?

The sports industry offers hundreds of career paths; therefore, you may not know which avenue you want to dive into in college. Invest in talking to individuals that are already working in the sports world in order to build your network and enhance your communication skills. To continue, work a couple internships so you can see what you excel in while also learning about yourself as an individual. ■

BRAIN FUEL

CHILD DEVELOPMENT AND TEACHING HEALTHY NUTRITION

By Joshua Duke

My family has a running joke that whenever we get together, we have two conversations: “What are we eating?” and “What are we eating next?” I’m sure we’re not the only ones; food is so much more than just a necessity. It’s a cornerstone of culture, a mechanism to bring people together, a pleasurable experience in its own right, and a common denominator in a time too often marked by division.

The great thing about food—and can you tell that I fancy myself something of a gourmet?—is that a good meal does not need to be elaborate or expensive. No matter how good, it is a source of fuel for your body. Yes, a luxury seven course meal is like a work of art, but one

that keeps your body functioning properly, which is why, if you ask me, food is the superior art form. Have you ever tried taking a bite out of the Mona Lisa? It tastes oily!

In all seriousness, food has taken on a new dimension for me. This year, my wife and I welcomed our son into this world, and like most new parents, we want to make sure he has the very best, which includes the food he’s putting into his body. After all, the food we eat directly impacts the way we grow and develop. To learn more, I turned to Jennifer Farrell, RD, program director for the Didactic Program in Dietetics.

BUILDING HEALTHY CHOICES

Farrell specializes in child nutrition. Through her experience and practice, she has concluded that children are born with an innate desire to seek out healthy food. However, outside factors such as society and our surroundings influence natural decision-making and can interfere with a child’s development. Farrell wants to spread ways in which parents and caregivers can teach children how to make healthy food decisions.

Healthy food is one of those concepts that people often misunderstand, due in part to our diet-obsessed culture. Farrell explains that it takes a well-rounded diet to truly promote good health, especially for children. “Your body needs calories, and it gets them from three different sources: proteins, fat, and carbohydrates.” She likens these three groups to the materials needed to build a strong house.

“Then there are your micronutrients, and those are your screws, your nails, your nuts, your bolts. You’ve got to have all of it. You could be heavy on one, but if you’re missing another piece, you’re still looking at malnutrition.”

For example, Farrell says that iron is a common missing piece in a young child’s diet, especially in America. Iron enables the body’s blood to carry oxygen, and evidence suggests that an iron deficiency can decrease cognitive function in children.

In other words, the house becomes a bit more wobbly.

To address these concerns, school lunch programs have started preparing meals that promote an iron-rich diet. For even younger children, manufacturers added iron to rice cereal, which parents commonly introduce to their babies as a first solid food. Vegetables like spinach and animal products are also high in iron, but as most parents know, getting a child to eat their vegetables can be tricky for picky young eaters.

Farrell has advice for these discerning palates, and it starts with the environment. “The caregiver provides the food, they determine what they’re going to serve, when they’re going to serve it, and where they’re going to serve it.” Children can then decide how much they want to eat in this healthy meal space. The trick is to avoid encouraging—or perhaps more aptly, pressuring—a child to eat. “Instead, you just make sure that you consistently provide healthy meal options with variety, but always give them at least one thing they like.”

This plan exposes children to healthy food while removing the pressure to eat it. “Kids are going to feel free to explore. They’re going to try different foods and hopefully start to like different foods.”

Jennifer Farrell

FOOD FOR THOUGHT

On introducing new foods

“When you first introduce foods, I think one of the most concerning things is that we’re so sure that we need to get our kids to eat one more bite, one more bite. But the kids are learning! To them, food is new. It feels cool. It looks cool. It may taste cool, but they’re still getting a lot of nutrients from formula or breast milk, so as you introduce foods, again, no pressure.

Just let them make a mess. Strip them down to their diaper! I love those cute pictures of babies with their bib on and their cute little dresses, but after you get the pictures, strip them down. They’re going to eat like four spoonfuls, right? One of them is going to end up in their hair, one’s going in their ear. Then, as they get older, you keep that non-pressure. You say, ‘here’s what you’ve got to eat. Here are your options,’ and then you just keep exposing them to those healthy foods.”

On different perspectives about food

“For parents, food is money, and it’s time, and it’s love. That’s what you do—you feed people you love, and you make them your favorite foods. But kids don’t see any of that. They don’t have any connections. When they don’t want something, it’s not personal, and oftentimes it’s one of the few times during the day they can show their autonomy. They don’t control a whole lot in their life, but controlling what goes in their mouth is absolutely one of the few things. You cannot force feed a kid.

So maybe let them wear that princess dress to school that day, and then maybe they’re going to feel like they’ve got that autonomy that they can try new things. It’s hard because arguments often are about that last bite of green beans. It’s like, ‘Eat your green beans. Okay, one more bite of green beans. Just one bite! Okay, fine, just one green bean.’ And now you’ve had a whole fight, and really what did one green bean do for their nutrition?”

On the mechanics of eating

“Kids need textures. Chewing and textures help them with their development of their tongue, their tongue movement, and jaw movement.”

On kids refusing to eat

“Some days, they’re not going to eat anything, and that’s okay because their little bodies might not be going through a growth spurt, so their bodies aren’t hungry. And then in three days, they eat everything that stands still, and you can’t believe how much they’re eating. Some parents get worried, and they try and back them down, but in fact, that’s their little bodies saying they’re about to hit a growth spurt. Their hunger is nowhere near as consistent as an adult’s.”

On talking to children about healthy eating and weight

“I think it’s important to talk about healthy foods that are good for your body, but not

so much in the context of foods that are good for your weight. You can always talk about a food that does something for your body that’s not about weight. Protein is for muscles, amino acids for your neurotransmitters, iron for your blood, calcium for your bones.

Then, I think the most important conversations are the ones that aren’t had at the dinner table—as in your kids should never hear you discuss your own weight, or the fact that you can’t wear this outfit because you’re too fat, or that you need to hit the gym because you’re getting fatter. Kids hear those conversations and internalize those ideas. So, even if you’re feeling insecure, you still put on that bathing suit and you head to the beach with them. You can rephrase some of these ideas. It’s the context. You can say I’m going to the gym because I want to keep in shape. I want to live longer. I want to be able to lift more weight, run farther.”

On different body shapes and body positivity

“I think that we should always eat for health. Our actions and habits may not be reflected in our body size and shape. Somebody’s body may be a bigger body, but their diet and exercise routines may be right on. It’s very true that not every body responds the same way. Some kids, they’re going to eat healthy, and they’re going to exercise, and they’re always going to be in a bigger body. I love the body positivity

FOR PARENTS INTERESTED IN PROMOTING HEALTHY EATING, FARRELL HAS MORE ADVICE:

THOUGHT

movement and the diversity to show that kids can be all different sizes and shapes.”

On managing junk food and treats

“Food is not a reward. Granted, I’ve broken that rule myself—I’ve got two kids, and if they’re good at Publix, they sometimes get a cookie by the end. But the idea is that if you want that sweet, you go for it, and you have it. You give yourself permission to eat it and enjoy it, and then you move on, as opposed to thinking about how terrible it is the entire time you’re eating it. It’s okay to raise kids around sweets. The idea is you teach them that it’s not the healthiest option, that you shouldn’t be eating them all the time, but if you’re going to have it, go ahead and enjoy it. Research shows that parents who restrict their kids’ food— particularly with sweets—actually eat more because they want more, they know it’s going to be restricted.”

On preparing children to make healthy decisions

“If you can keep the conversation and relationship at home healthy in terms of letting kids know to listen to their bodies, if that groundwork is laid, you just have to have faith. Even if they end up eating ice cream every day for a week for lunch in middle school, you have to have faith that eventually they’re going to right that.”

GROWING THE PROFESSION

Farrell is clearly passionate about her work, especially when it comes to helping families and children understand health. This specialization grew out of her academic background. Initially, she wanted to work in a health field but was unsure exactly which. Like many students who pursue a career in health, she began her studies with biology, but after a while, she realized the classes weren’t holding her interest. She decided to change her major to physiology, and in her Science of Nutrition class, she discovered dietetics. The field of nutrition interested her so much, she decided to double major in both physiology and nutrition. At the same time, she knew she wanted to work with children, so she earned her minor in child development.

It’s a story she often shares with her Introduction to Dietetics students to illustrate the multitude of ways students can work in the health profession. And the impact of dieticians is steadily growing. Farrell says that the role of a dietician has evolved in recent years as experts weigh the role of food on a person’s overall health. Now, students who graduate from her program are finding great job opportunities everywhere, from clinical settings and hospitals to sports teams and schools. Wherever her students end up, they will help spread Farrell’s healthy outlook on food. ■

Alumni Ignite

REMARKABLE GROWTH in the Fight Against Cancer

ALUMNI RAISE THOUSANDS FOR LOCAL FAMILIES IMPACTED BY CANCER

by Melissa Powell

In early 2022, Maxwell Cusnier embarked on a journey to raise an ambitious $20,000 for local families battling blood cancers. Fast forward to last November when Cusnier and his team of FSU students shattered all expectations, announcing a grand total of more than $130,000 raised.

Under the leadership of Cusnier, a Spring 2023 exercise physiology graduate, and with the unwavering support of his executive team, the FSU and Tallahassee community raised more than six times their initial target.

The funds benefited The Leukemia & Lymphoma Society’s (LLS) national Light the Night initiative where a months-long fundraising effort culminates in a grand event. The Tallahassee chapter’s event took place on Landis Green. Survivors and local families share their stories. Walkers carry illuminated lanterns, symbolically lighting the dark world of cancer. Supporters carry red lanterns. Survivors carry white; and those honoring the memory of a loved one carry gold.

Cusnier’s lantern was gold.

“One of my closest friends had his mother pass away from cancer,” said Cusiner, who served as chapter president leading up to his recent graduation. “I’ll never forget how I felt at the funeral processions, seeing him and his family members struggling through such a tough time, and during the COVID-19 pandemic, nonetheless. I told myself I didn’t want to feel that pain ever again for a friend, family member, or anyone. I really wanted to revive this organization.”

The Tallahassee chapter was newly kickstarted after a years-long hiatus. The executive committee alone, including Cusnier and fellow CEHHS alumnus Connor Roshinski, raised nearly $12,000.

“Seeing our hard work and dedication pay off both at the event and in our fundraising totals was a tremendous moment,” said Roshinski, who served as vice president of public relations for LLS Tallahassee. “Listening to our survivors speak at the event was emotional, inspiring, and rewarding. All the long meetings, late-night phone calls, and continuous fundraising was worth every moment.”

Connor Roshinski

Maxwell Cusnier

Roshinski also carried a gold lantern at the event, honoring his grandfather. “By channeling my efforts into fundraising, I hoped to honor my grandfather’s legacy and contribute to a brighter future for other families,” he said.

Their efforts earned them the Leukemia and Lymphoma Society’s Transformation Award. The national award is given annually to the region with the highest percentage growth in funds raised within a single year. With the award, the Tallahassee chapter is one of the first volunteer-led chapters to receive funding support from the LLS.

“The biggest thing for me was just helping families realize they’re not alone,” said Cusnier.

According to LLS Campaign Development Manager Lee Scott, the chapter’s nation-leading growth impacted the fight against blood cancer in numerous ways. “The increased funding provided the capability to assist more families who are currently battling these diseases in the North Florida community,” Scott said.

The funds also help further research into cures and treatments, which will have a worldwide impact, he added. “LLS and the families that are a part of our organization could not be more thankful and proud of the students at FSU.”

Cusnier emphasized the importance of each executive team member’s role in the fundraising effort. “Every individual piece and contribution was vital. We truly shared the same vision and followed that for seven, eight months, and we wouldn’t have been able to do what we did without everyone doing their part.” The buy-in from the university community, particularly fraternity and sorority life, was especially impactful, he notes.

“The hardest part was building momentum and getting everyone on board,” he said. “At a big university, it’s natural for separation to occur and people tend to fall into smaller cliques. To have something where so many people came together for a common cause was truly a blessing and I’m so proud of it.”

Reflecting on the transformative experience, Cusnier said, “We all grew so much together. The people I met and the relationships I formed with the executive committee were a highlight for me. We truly rebuilt it from the ground up, and to see what we’re capable of is insanely rewarding.” Student leaders and participants shared with Cusnier how the experience helped develop skills in public speaking, confidence, teamwork and communication, all while making a profound impact on local families.

Cusnier and Roshinski’s future plans are equally inspiring as the pair of recent exercise physiology alumni aspire to pursue careers in medicine. They hope to leverage the connections and perspectives gained through Light the Night to provide compassionate care to future patients.

“I really grew to understand that people have different perspectives and very different experiences in their lives,” Cusnier said. “It helped me realize that it’s important to look at every patient individually.”

Looking ahead, the Tallahassee chapter of Light the Night is determined to continue its growth and impact. With a solid foundation in place and a network of supporters eager to contribute, Cusnier hopes to see fundraising goals shattered for years to come.

The 2023 Light the Night event is slated for Tuesday, November 7, 2023, on Landis Green. FSU student and biology major Julia Rezende has taken over as chapter president. ■

IN MEMORIAM

Phyllis Lucille Richards

A VISIONARY IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT

Phyllis Lucille Richards (March 30, 1920 – April 18, 2023) was a lifelong leader and researcher in early childhood education and child development. She was among a small group of national leaders who championed best practices for multifaceted development of young children both at home and in school. Dr. Richards was also a proud alumna of FSU’s Human Development and Family Science Ph.D. program.

Her life’s path took her from Flint, Michigan, where she was born, to Toledo, Ohio, and to the bustling streets of Chicago in 1937. She earned her bachelor’s in psychology and a master’s in education from The University of Chicago, later joining the faculty at the University of Texas at Austin (UT) in 1948. She retired from UT in 1987 as a Professor Emeritus.

Dr. Richards worked vigorously to help establish the Head Start program in Texas and neighboring states. The program’s services support children’s growth by focusing on early learning and development, health, and family well-being. She served as board member and officer for the National Association for Education of Young Children (NAEYC), helping lead the way toward making NAEYC a major voice for young children and their families.

Throughout her professional life she lent her expertise to numerous local, state and international agencies as a consultant. She held office in professional organizations and community agencies, and even initiated child life specialist programs at both the Austin Children’s Hospital and Scottish Rite Children’s Hospital outside Dallas.

In November of 2000, Dr. Richards joined the Westcott Legacy Society by documenting that Florida State University was a beneficiary of her estate. Dr. Richards chose to continue her work of supporting young children and their families by creating a scholarship for graduate students here in the College of Education, Health, and Human Sciences.

The Phyllis L. Richards Endowed Graduate Scholarship in Child Development will support graduate students in human development and family science, prioritizing academic excellence while considering financial need as a secondary criterion. ■

To learn more about her scholarship or how to document your estate commitments to FSU, contact Assistant Dean for Development Kevin Derryberry at (850) 228-5021.

Franklin Dewey Veal Jr.

A ‘JOYFUL TRICKSTER’ WITH A PASSION FOR EDUCATION

Franklin Dewey Veal Jr. (August 23, 1930 –September 10, 2023), known simply as Frank to most but as Uncle Dewey to family, was a man who had a remarkable impact on the lives of those around him. Born in Troy, Alabama, and later residing in Montgomery and Pell City, his life was characterized by a unique blend of humor, compassion, and a deep commitment to his family as a caregiver to several siblings who predeceased him, education, and charitable causes.

Veal had a knack for spreading joy and laughter wherever he went. His niece, Sue Veal Carlton, described him as “a fun person” who loved to play tricks and had a hearty laugh. One of the quirkiest stories about Veal was his time spent raising turkeys and walking them on a leash around his neighborhood – a testament to his playful spirit.

But beneath the humor was a man who believed in precision and exactness, likely influenced by his military service. When it came to his charitable endeavors and the memorial scholarship endowment he established at the FSU College of Education, Health, and Human Sciences in honor of his brother Will, Veal was clear about his intentions. He wanted to make a meaningful difference in the lives of others.

He succeeded admirably.

The son of a schoolteacher and a tenant farmer, Veal and his six siblings had a modest upbringing, but Carlton notes that education held a special place in Veal’s heart. He served as an education specialist in the U.S. Air Force, earning a bachelor’s degree and two master’s degrees while in service. “The only reason he didn’t finish his Ph.D. is because he didn’t want to write the paper,” Carlton said with a laugh. Veal often delivered inspiring speeches at citizenship ceremonies, emphasizing the importance of the flag and the values it represented. “A patriot and a southern gentleman,” as Carlton describes him.

His contributions to the Air Force Communication and Education Association (a global organization comprised of members from all military branches and the corporate world with a focus on education) and his efforts to promote STEM education in

Alabama showcased his commitment to learning and teaching. One of Veal’s most notable contributions was his investment in robotics programs for schools. He worked tirelessly to provide proper equipment and training to nine underserved schools in Montgomery County, helping students explore the world of robotics. He donated to schools in St. Clair County, where his retirement home was located, to support STEMrelated programs. He even reached out to help service members suffering from PTSD at the Warrior Ranch outside Columbus, Georgia. His $100,000 donation to the Red Cross after Hurricane Ian showed his dedication to helping those in need. But Veal’s giving spirit extended even further. He donated funds toward 3D printers for a school in Grant, Alabama, providing students with valuable skills for jobs straight out of high school. He ensured that students with dyslexia in southern Kentucky had access to a summer program, and even supported a farm-to-table initiative which taught valuable life skills to grow produce and get it to market. Veal’s niece, Carlton, summed it up perfectly, saying, “He spread his money far and wide. He never expected to have any money at all. That’s not the way he grew up. But he knew how to save, and he knew how to find the need, serve it, and make it count.”

Veal’s hope was simple yet profound: to empower individuals through education. He believed that knowledge had the power to transform lives, and he dedicated himself to that cause.

In 2019, Veal established the Dr. Willis Dekalb Veal Memorial Scholarship Endowment at CEHHS through a whole life insurance policy earned through his service in the U.S. Air Force. It was a tribute to his beloved brother who earned his master’s (’68) and doctorate in education leadership (’76) from FSU and taught American history, government, and economics at Florida State University Schools and at the College. Through this endowment, he ensured that future generations of students would have the opportunity to follow in his brother’s footsteps, armed with ethics, a sense of humor, and a passion for teaching. ■

FACULTY Achievements

DR. MOTOKO AKIBA, Professor of Educational Leadership & Policy Studies, published “Do Teachers Feel Valued in Society? Occupational Value of the Teaching Profession in OECD Countries” in AERA Open.

DR. CAMERON BEATTY, Associate Professor of Higher Education, delivered the opening keynote titled “Committing to Anti-Racist Practices in Leadership Education Research, Teaching, and Practice” for the Leadership Educators Institute (LEI). A partnership between NASPA, ACPA-College Student Educators International, and the National Clearinghouse for Leadership Programs (NCLP), LEI provides a unique opportunity for all professional levels within the field to engage in critical dialogue to promote positive sustainable change on their campuses.

He was also invited to join the Diversity Scholars Network with the National Center for Institutional Diversity at the University of Michigan.

Additionally, he co-edited a book titled Engaging Black Men in College Through Leadership Learning with Dr. Jesse Ford (Ph.D. ‘20).

DR. SONIA CABELL, Associate Professor of Reading Education/Language Arts, was the keynote speaker for Ready at Five’s School Readiness Symposium. Her keynote speech was titled “Key practices in literacy learning for young children.”

She also presented another talk with a team titled “Literacy learning for infants, toddlers, and preschoolers: Key practices for educators” at the National Association for the Education of Young Children.

She published “Looking to Research for Literacy Success” for ASCD.

Her research was also featured in EdWeek in the article “ What is Background Knowledge, and How Does It Fit into the Science of Reading? ”

She presented at SXSW EDU conference with journalist Emily Hanford titled “Democratizing early literacy through innovation”.

Her book, Literacy Learning for Infants, Toddlers, & Preschoolers, won the Smart Book Award from Academics’ Choice.

DR. MING CUI, Professor of Human Development and Family Science, received a Fulbright Specialist Award to visit the Federal Rural University of Rio de Janeiro (UFRRJ) in Brazil. She worked with faculty and graduate students from the UFRRJ’s Graduate Program in Social Sciences during the summer 2023 semester.

DR. SHENGLI DONG, Associate Professor of Clinical Mental Health Counseling, published “Examining psychosocial factors associated with receiving workplace accommodations among people with disabilities” in Work, “Cultural Partner Program: Enhancing intercultural interactions and transition outcomes for international graduate level students” in the Journal of Underrepresented & Minority Progress, and “Psychosocial and demographic factors associated with requesting and not requesting accommodations among employees with multiple sclerosis” in the Journal of Applied Rehabilitation Counseling.

He also published “Racial Identity and Mindfulness as Predictors of Posttraumatic Growth in Black Adults Experiencing Race-Based Trauma” in the International Journal for the Advancement of Counseling

DR. WALT ECTON, Assistant Professor in the Department of Educational Leadership & Policy Studies, was interviewed by the Florida Chamber of Commerce for the Future of Work Florida podcast .

He was also interviewed by EducationWeek for the article “How Career Prep Programs Went From ‘Dumping Ground’ to Top Priority ”

DR. FRANK FINCHAM, Eminent Scholar and Director of the Family Institute, received the William C. Bier Award from Division 36, the Society for the Psychology of Religion and Spirituality within the American Psychological Association. The award recognizes his outstanding contribution to findings on religious and allied issues.

DR. HEIDI GAZELLE, Associate Professor of Human Development and Family Science, chaired two conference symposia at the 2023 biennial meeting of the Society for Research in Child Development. They were titled “Child and Adolescent Social Withdrawal and Subsequent Adult Psychosocial Adjustment, Health, and Intergenerational Transfer of Risk” and “Peer Exclusion Among Children and Adolescents: Multi-level Mechanisms and Risk for Depression.”

DR. ROBERT HICKNER, the Linda Grizzard Owens Professor in the department of Health, Nutrition, and Food Sciences, received $271,607 in funding over four years from Louisiana State University and the National Institutes of Health for his project “Effects of daily low oxygen exposure on weight status, body composition, and metabolic health.” The project seeks to determine the effects of daily low oxygen exposure, as compared to normal oxygen exposure, on weight status, body composition, and metabolic health in adults who are overweight or obese.

DR. AMAL IBOURK, Assistant Professor of Science Education, was featured in the Wakulla News for her work through her NSF CAREER Grant.

DR. ITHEL JONES, Professor of Early Childhood Education, received the Eastern Educational Research Association (EERA) 2022 Senior Scholar Award. The Eastern Educational Research Association Senior Scholar Award recognizes an EERA scholar for the following: outstanding theoretical and/or applied research that contributes to the professional body of knowledge about

education; and demonstrated excellence in teaching, advising, and/or mentoring.

DR. THOMAS LEDERMANN, Professor in the Department of Human Development and Family Science, and Dr. Bryant Howren of the FSU College of Medicine received $240,799 from the Veterans Administration Office of Rural Health — Veterans Rural Health Resource Center-GNV to support year two of their project “Supporting Physical & Mental Health in Rural Veterans with Heart Failure.”

DR. DANIEL MACHIN, Assistant Professor in the Department of Health, Nutrition, and Food Sciences, and graduate students co-authored “High-Salt Diet Augments Systolic Blood Pressure and Induces Arterial Dysfunction in Outbred, Genetically Diverse Mice,” published by the American Journal of Physiology-Heart and Circulatory Physiology

DR. LENORE MCWEY, Professor in the Department of Human Development and Family Science, was named editor-elect of the Journal of Marital and Family Therapy She will officially assume duties of the journal in January 2024.

DR. DANIEL MORAGUEZ, Assistant Professor in the Department of Educational Leadership & Policy Studies, received a Gansneder Award for Outstanding Dissertation at the University of Virginia’s School of Education and Human Development Doctoral Hooding Ceremony.

DR. RAVINDER NAGPAL, Assistant Professor in the Department of Health, Nutrition, and Food Sciences, is coprincipal investigator a $350,000 Florida Department of Health Ed and Ethel Moore Alzheimer’s grant. He will work with the FSU College of Medicine’s Dr. Julia Sheffler on their project, “A scalable Mediterraneanketogenic nutrition intervention to improve gut and brain health in underserved rural older adults with mild cognitive impairment.”

Dr. Nagpal also presented his ongoing U.S. Department of Agriculture-funded research at the 22nd International Union of Nutritional Sciences and International Congress of Nutrition joint meeting in

Tokyo, Japan. Additionally, he spoke at the international scientific webinar “GutImmune-Brain Axis in Neurological Disorders,” organized by the journal of Microbiome Research Reports, and was invited to give a talk titled “Gut-BiomeBrain Axis in Alzheimer’s Disease: is Sepsis the Missing Link?” at the annual meeting of the U.S. Shock Society in Portland, OR.

Dr. Nagpal also published articles in numerous publications including Frontiers in Nutrition, Nutrients, Microorganisms, Journal of Experimental Medicine , Life Sciences, Clinical Science , and Frontiers in Molecular Biosciences, among others.

DR. ANAND “SUNNY” NARAYANAN, Research Faculty in the Department of Health, Nutrition, and Food Sciences, co-chaired a workshop on space habitats through the International Astronautical Federation. He was also invited by the Space Health Inclusion Partnership Program at Texas State University to present “Space Medicine & Biology,” in addition to other speaking engagements throughout the year.

Dr. Narayanan authored the article “Gravity’s effect on biology,” published in Frontiers in Physiology. He also authored chapters for the Institute of Electrical and Electronics Engineers Standards Association’s Planet Positive 2030 initiative and compendium document. Dr. Narayanan also published a blog post on “How our Bones Adapt in Space” through the American Physiological Society.

DR. JOSHUA NEWMAN, Associate Dean for Research and Professor of Sport Management, co-edited a special issue of the journal Cultural Studies/Critical Methodologies titled “Cutting TogetherApart the Special Issue: Diffracting Knowledge through Movement, Aesthetics, and Affective Respondings” offers a new way to co-create a special issue through innovative and expressive analyses of the cultural body.

DR. MICHAEL ORMSBEE, Professor in the Department of Health, Nutrition, and Food Sciences, and Director of the Institute of Sports Sciences and Medicine, coauthored the textbook “Exercise Physiology

for Health Fitness and Performance, Sixth Edition,” published by Lippincott Williams & Wilkins.

Dr. Ormsbee also co-authored

“International Society of Sports Nutrition Position Stand: Nutritional Concerns of the Female Athlete” and “Pre-Sleep Feeding, Sleep Quality, and Markers of Recovery in Division I NCAA Female Soccer Players,” both of which were published in the Journal of the International Society of Sports Nutrition. Additionally, he co-authored “ The Effects of Betaine Supplementation on Fluid Balance and Heat Tolerance During Passive Heat Stress in Men” alongside graduate students and alumni, published in Physiological Reports

Ormsbee helped lead a research team that found that wearable technology could predict COVID-19 infection through changes in respiratory rate, heart rate variability, and resting heart rate. He also presented “Body Composition, Performance, and Health: Nutrition and Physical Activity Interventions to Accelerate Success” at the Men’s Health Summit: Clinical Solutions for Healthcare Professionals, and was featured as a guest on the Sports Science Dudes Podcast in addition to other informational outreach efforts.

Finally, Ormsbee was the principal investigator on a project funded by Milk Specialties Global titled “The Effect of Pre-sleep Milk-derived Protein to Support Sleep Quality and Recovery in Elite Female Athletes.” The project looks at whether or not milk-derived protein will affect the quality of sleep of these athletes. He was also the co-PI on a project led by doctoral student Liliana Renteria-Laskin titled “Firefighter Thermoregulatory Responses in Active Fire with Betaine Supplementation” sponsored by the National Strength and Conditioning Association.

DR. DEB OSBORN, Professor of Counseling Psychology and School Psychology, published Art Therapy and Career Counseling: Creative Strategies for Career Development Across the Lifespan. This book was co-authored Dr. Barbara

Parker-Bell from the FSU Art Therapy program.

DR. LYNN PANTON, Professor in the Department of Health, Nutrition, and Food Sciences, received the 2023 Henry J. Montoye Scholar Award. The scholar award honors and recognizes outstanding contributions to the body of knowledge related to medicine and science in sports and exercise. As the award recipient, Panton delivered the Henry J. Montoye Scholar Award Lecture at the Southeast American College of Sports Medicine Conference. Her lecture was titled “Riding the Coattails of my Students: The Importance of Resistance Training in Clinical Populations.”

DR. MICHELLE PARVATIYAR, Assistant Professor in the Department of Health, Nutrition, and Food Sciences, was awarded the prestigious McKnight Junior Faculty Fellowship.

DR. STEVEN PFEIFFER, professor emeritus, published the book Parenting from the Heart. He was also interviewed by the editor of the Journal of Gifted Education and Creativity

DR. BETH PHILLIPS, Professor of Learning and Cognition, was named the 2022 Outstanding Reviewer from Early Childhood Research Quarterly. She has served on the editorial board of the publication for many years.

DR. QINCHUN RAO, Associate Professor in the Department of Health, Nutrition, and Food Sciences, is co-principal investigator on a $226,005 U.S. Department of Agriculture grant for a project titled, “Value Added and Innovative Food Processing of Plant Protein Based Meat Analogs.” The project is part of a larger grant totaling $750,000 in collaboration with researchers at Florida A&M University.

Dr. Rao also co-authored “Immunodetection of Finfish Residues on Food Contact Surfaces” published in Food Chemistry, and co-authored “Investigation of Antioxidant and Cytotoxicity Activities of Chocolate Fortified with Muscadine Grape Pomace” published in Foods.

DR. JENNY ROOT, Associate Professor of Special Education, served as a panelist in the Division on Autism and Developmental Disabilities showcase session titled “Equitable Access to the General Curriculum for students with Extensive Support Needs” at the Council for Exceptional Children Convention in Louisville, KY. She also presented with Special Education Ph.D. Candidate Denise Dennis (M.S. ‘14) at the Alliance for Children Summit in Tifton, GA. Their presentation, titled “Strengths-based Approaches to Supporting Individuals with Autism” focused on strengths and needs of individuals with autism and how professionals in the child welfare field can use research-based strategies to communicate with and support them.

Dr. Root was also appointed to the Organization for Autism Research’s Scientific Council. The Scientific Council oversees the annual research competitions and assists the board of directors in developing its research strategy, objectives, and priorities.

DR. GLORIA SALAZAR, Hazel K. Stiebling Professor in the Department of Health, Nutrition, and Food Sciences, is coinvestigator on a $1.8 million National Institutes of Health grant to examine the role adiponectin (an important hormone in a variety of metabolic processes) plays in the circulatory system of aging adults, and how exercise affects its influence on vascular health.

DR. PRASHANT SINGH, Associate Professor in the Department of Health, Nutrition, and Food Sciences, received the Laboratorian of the Year Award from the Florida Association for Food Protection, which recognizes outstanding commitment in utilizing and developing innovative and practical laboratory techniques to support food safety. Dr. Singh also received a Spring 2023 GAP Award from FSU’s Office of the Vice President for Research. The award will be used to help develop a more precise system for detecting Salmonella in food.

Dr. Singh presented his beef safety research, “Novel TaqMan Assays for the

Specific Detection and Simultaneous Differentiation of Virulent and Avirulent Non-O157 Shiga Toxin-Producing Escherichia Coli Strains” to the Beef Industry Food Safety Council. He also worked closely with industry representatives and gave a presentation to Invisible Sentinel, a diagnostics company and leader in food microbiology testing, about the FSU Food Safety and Diagnostics Lab and his team’s efforts to develop diagnostic assays for enhancing food safety.

Finally, he is the PI on a project funded by Florida Sea Grant’s FY 2024-2025 Biennial Applied Science Competition titled “PCR lateral flow assays for the rapid onsite authentication of economically impactful seafood species.” The overall goal of this project is to develop rapid seafood identification assays that can be used for onsite identification of commercially important seafood species in resourcelimited settings in under two hours.

DR. BRET STAUDT WILLET, Assistant Professor of Instructional Systems & Learning Technologies, received the Early Career Scholar Award from the Technology as an Agent of Change in Teaching & Learning (TACTL) special interest group (SIG) at the annual meeting of the American Educational Research Association (AERA) in Chicago, IL. He published “ Teachers without borders: professional learning spanning social media, place, and time” in the journal Learning, Media & Technology.

DR. JOSEPH WATSO, Assistant Professor in the Department of Health, Nutrition, and Food Sciences, received a First Year Assistant Professor Award from the FSU Council on Research and Creativity totaling $20,000 as well as three-year Career Development Award from the American Heart Association (AHA) totaling $231,000. The AHA grant is funding his project, “A New Time-Efficient Respiratory Training to Improve Blood Pressure and Vascular Function in Adults with Obesity.”

Dr. Watso also lead author on the article “Comparing the Effects of Low-Dose Ketamine, Fentanyl and Morphine on

Hemorrhagic Tolerance and Analgesia in Humans,” published in the National Association of EMS Physicians Prehospital Emergency Care Journal.

DR. KRISTOPHER WHITE, Teaching Faculty in the Department of Sport Management, published an article in the Journal of Issues in Intercollegiate Athletics that promotes ways forward in supporting athletic academic advisors.

DR. JASON WILLIAMS, Teaching Faculty in the Department of Health, Nutrition, and Food Sciences, was a panelist on the Florida Department of Health’s Walking for Health & Happiness webinar.

DR. ANNIE WOFFORD, Assistant Professor of Educational Leadership & Policy Studies, was awarded the Dissertation of the Year award from SIG 168: Graduate and Postdoctoral Education Across the Disciplines, a special interest group within the American Educational Research Association. She published “Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways” in AERA Open. She co-authored “‘I Found My Home There’: Women’s Engineering Identity in STEM Student Organizations” in the Journal of Student Affairs Research and Practice

DR. QUIONG WU, Assistant Professor in the Department of Human Development and Family Science, co-authored “ White and Black Parents’ Emotion Coaching Beliefs: Differential Associations with Preschooler’s Behavioral Problem Tendencies” published in the Journal of Family Psychology. Dr. Wu and doctoral students also co-authored the article “Multigenerational Homes Buffered Behavioral Problems among Children of Latinx but not White non-Latinx Mothers” published in Research on Child and Adolescent Psychopathology

DR. HANHAN XUE, Associate Professor of Sport Management, served as a co-PI on a project titled “‘Masking the Ugly Truth?’ A Sentiment Analysis of Sportswashing and 2022 Qatar World Cup” funded by the North American Society for Sport

Management. The project, which is led by FSU student Marshall Mainer, examines how social media users construct the associations with sporting events for the hosting countries with ‘tainted’ reputations.

GROUP PROJECTS, AWARDS & RECOGNITION

A group of CEHHS faculty and students presented at the annual conference of the Society for the Scientific Study of Reading in Port Douglas, Australia, including DR. SONIA CABELL, DR. BETH PHILLIPS, DR. LAURA STEACY, and DR. NICOLE PATTON TERRY

DR. SONIA CABELL and DR. NICOLE PATTON TERRY, along with Susan B. Neuman of New York University, were co-editors on a special volume of the Handbook on the Science of Early Literacy.

DR. LEQI CUI, DR. RAVINDER NAGPAL, and DR. PRASHANT SINGH received a two-year $147,900 grant from the U.S. Department of Agriculture for their proposal, “Impact of Structural Modification Techniques on Pea (Pisum Sativum L.) Protein’s Ability to Modulate Human Gut Microbiota.” The study will analyze pea protein, a plant-based protein that is emerging as a healthy diet ingredient, and how it affects the human gut microbiota with the hope of improving its functional properties and impact on gut health.

JENNIFER FARRELL and a team of faculty from the Department of Health, Nutrition, and Food Sciences organized and held the Florida Academy of Nutrition and Dietetics (FAND) Legislative Workshop at the FSU Student Union in March.

DR. KATHY GUTHRIE and DR. CAMERON BEATTY published “Centering socially just leadership: An integrated model for contextualizing leadership learning” in the Journal of Leadership Studies

Dr. Guthrie also co-authored “Exploring the influences of a leadership certificate on career readiness” and “Exploring the

influences of a leadership certificate on career readiness” with DR. SALLY WATKINS. The article was published in the Journal of Higher Education Policy and Leadership Studies.

DR. ERICA HARBATKIN (PI) and DR. WALT ECTON (co-PI) received $35,000 in funding for two years from the American Educational Research Association and National Science Foundation for their project, “CTE/Applied STEM Teacher Effectiveness and Mobility: Evidence using Florida Longitudinal Data.” The project fills a gap in an under-studied area within education research by examining evidence on the effectiveness and mobility of alternatively certified CTE teachers relative to their traditional certified counterparts.

DR. ROBERT HICKNER and DR. RAVINDER NAGPAL of the Department of Health, Nutrition, and Food Sciences are collaborating on the FSU College of Medicine’s $1.9 million grant from the U.S. Environmental Protection Agency to study the cumulative consequences of chemical and psychosocial stressors on child health. The research involves nine FSU colleges and 17 faculty researchers. As part of the grant, Dr. Hickner is co-leading a study focused on a group of families in Immokalee, Florida, where FSU researchers will gather data on air, water, surface and biological fluids to measure potential environmental toxicants, along with the exposure to adverse childhood experiences.

Dr. Hickner also co-authored “Collagen Peptides Supplementation Improves Function, Pain, and Physical and Mental Outcomes in Active Adults” with DR. MICHAEL ORMSBEE. The article was published in the Journal of the International Society of Sports Nutrition.

DR. LYNDSAY JENKINS (PI) and DR. YANYUN YANG (co-PI) received $390,845 in funding over two years from the National Institutes of Health for their project, “Developing IVY: A Virtual Intervention for Victimized Youth.” The overarching goal of this project is to finalize the development of and conduct a pilot study for a novel intervention (i.e., Intervention for Victimized

Youth (IVY)) to reduce distress and increase coping skills for targets of peer victimization.

DR. TOBY PARK-GAGHAN serves as the principal investigator on a project titled “Understanding the Postsecondary Experiences of Accelerated High School.” Co-PIs on the project are DR. CAMERON BEATTY and DR. CHRISTINE MOKHER. The project is supported by the Helios Foundation with a two-year, $200,000 award. The project seeks to gain a better understanding of the academic and social experiences of advanced, accelerated students, who are defined as Florida high school graduates who enroll in the State University System (SUS) with at least two years of college credit.

DR. LARA PEREZ-FELKNER (PI) and DR. TAMARA BERTRAND JONES received $999,919 in funding from the National Science Foundation for “Adaptation: Institutionalizing Normative Changes for Recruitment, Empowerment, Advancement,

and Systematic Equity for Women STEM Faculty (INCREASE-Women).” They are joined by co-PIs Sara Hart and Roxanne Hughes. The funding aims to support the development of a project known as FSU-INCREASE, which stands for Institutionalizing Normative Changes for Recruitment, Empowerment, Advancement and Systematic Equity for STEM Faculty.

Dr. Perez-Felkner also co-authored “Gender differences in motivational and curricular pathways towards postsecondary computing majors” with DR. CHANTRA NHIEN, and DR. SHOUPING HU, along with doctoral candidate Jinjushang Chen and FSU-trained and affiliated researchers. The article was published in Research in Higher Education.

DR. PRASHANT SINGH and DR. LEQI CUI of the Department of Health, Nutrition, and Food Sciences developed a quick and cost-effective authenticity test to identify Atlantic white shrimp to help combat food fraud, species substitution and mislabeling.

THANKS TO OUR SPONSOR

Graduate students Samuel Kwawukume and Frank Velez contributed.

Dr. Singh, along with DR. RAVINDER NAGPAL and DR. BAHRAM ARJMANDI, also co-authored, “Resistant starches from dietary pulses modulate the gut metabolome in association with microbiome in a humanized murine model of ageing,” published in Scientific Reports.

DR. QUIONG WU, DR. LENORE MCWEY and FSU doctoral students co-authored “Profiles of Perceived Resources Among Low-Income, Rural Mothers: Prospective Associations with Maternal and Child Outcomes,” published by Family Process.

Dr. Wu also co-authored “How Much Maternal Sensitivity is Adaptive: Fear temperament, High-Intensity Fear, and Preschooler’s Behavioral Problems” alongside DR. MING CUI. The article was published in the Journal of Affective Disorders

SCHOLARSHIP Recipients & Donors

AMY GUERETTE AND SANDRA LEWIS FUND FOR STUDENTS IN THE VISUAL DISABILITIES PROGRAM Ms. Darlene

Christina Almeda, Ms. Barbara Ponder

Monica Tabares

ANDERSON DARLING FAMILY ENDOWED SCHOLARSHIP FUND

Crystal Marroquin

ANDREW R. AND MARJORIE C. BUGLIONE ENDOWED SCHOLARSHIP FUND

Stacey Tabernilla

ANGEL DELL COLBORN SCHOLARSHIP FUND Mr. Russ L. Colborn

Elizabeth Kyhos

ANNA BLUNKER ENDOWMENT FOR HEALTH AND HUMAN SCIENCES

Craig Rubino

ANNE MARIE ERDMAN ENDOWED SCHOLARSHIP FUND IN HONOR OF BETTY M. WATTS Dr. Jacqueline L. Dupont

Clayton Powell

Jolene Liew

Kieran Paterson

Melanie Orta

Xiangyu Zheng

ANNE SPENCER DAVES FELLOWSHIPS FUND IN THE COLLEGE OF EDUCATION

Sharon Ndubuisi

Sukanya Chakraborty

Zhiying Li

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Saurym Quezada

ARA LEE MASHBURN FUND

Yang Li

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Laura Swinyer

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Dreama Compton

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Monica Tabares

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Jonathan Jackson

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Laura Vaughn

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Amanda Lariscy

Daniel Carchio

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Lora Thaxton

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BETTY N. GRIFFITH SCHOLARSHIP

Ava Cockey

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Chengfei Jiao Dania Tawfiq

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CLEO RAINWATER SCHOLARSHIP FUND

Marshall Mainer

COLLEGE OF EDUCATION GENERAL SCHOLARSHIP FUND

Megan Buning

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Chunya Tang

Frank Velez

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Paul Baker

Ravza Cayir

Saiful Anuar Bin Singar

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DR. KAREN LEE SINGH LATIN CLUB LEADERSHIP AWARDS ENDOWMENT

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DR. KAY PASLEY ENDOWMENT FOR EXCELLENCE

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DR. LINDA J. SMITH ENDOWED SCHOLARSHIP FOR LIFELONG LEARNING Linda J. Smith, Ph.D.

Daniella Dayani James Hernandez

DR. MILTON O. JONES SCHOLARSHIP

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DR. PHOEBE JACKSON SMITH FUND FOR THE ENGLISH EDUCATION PROGRAM Mr. Taylor Smith

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DR. RICHARD C. KUNKEL & DR. DAWN M. OSSONT SCHOLARSHIP FUND Dr. Richard C. Kunkel and Dr. Dawn M. Ossont Kunkel

Kyeongwon Kim Mary Dement Rachael Lefever

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Darius Robinson

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ELEANORE AND FRANK KANEY ENDOWED SCHOLARSHIP The Honorable Frank N. Kaney and Mrs. Eleanore I. Kaney

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ELLIS AND DOROTHY YORK ENDOWED SCHOLARSHIP FUND George F. Cohen, M.D. and Mrs. Inez E. Cohen

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ELSIE THOMAS MILLER SCHOLARSHIP FUND Mr. Chad A. Miller and Ms. Melissa S. Miller, Mr. Derek T. Miller, Mr. Roger W. Miller and Ms. Donna S. Miller, Ms. Ann W. Parramore, Mrs. Jo Shuford-Law

Ashton Garner Juan Gao

EMMA AND COSTA KITTLES

SCHOLARSHIP IN HEALTH AND HUMAN SCIENCES Ms. Costina Kittles

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ENDOWMENT FOR EXCELLENCE

FELLOWSHIPS & SCHOLARSHIPS FUND

Mr. William G. Smith, Jr. and Mrs. Paula P. Smith

Christin Domeier

Daniel Smedley

Frances MacVicar

Grant Laskin

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Liliana RenteriaLaskin

Mikayla Heath

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Thomas Bissen

Tyler Hall

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ERIKA KUBIK MEMORIAL ENDOWMENT

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FEARLESS FIVE - CLASS OF 1944 SCHOLARSHIP

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FLORENCE SMITH MCALLISTER ENDOWED FELLOWSHIP FUND Mr. Bert

Roper

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Council For The Social Studies, Inc., Dr.

Theron L. Trimble, Jr.

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FRANCES NEWTON HALL & EVELYN WICHELNS JERGER SCHOLARSHIP FUND Mr. Dean W. Jerger and Mrs. Andrea

H. Jerger

Elizabeth Kyhos

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FRANCES R. MODRALL ENDOWED SCHOLARSHIP

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FSU EXERCISE SCIENCE PHYSICIANS’, COLLEGE OF MEDICINE SCHOLARSHIP

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GABRIELLE M. ARCANGELI MEMORIAL SCHOLARSHIP Ms. Sue Arcangeli

Zoe Ring

GAGNE-BRIGGS ENDOWED FUND Ms. Ellen D. Gagné, Mr. Samuel T. Gagné

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C. Helin, Mrs. Tracey A. Winkler and Mr. Edward R. Winkler

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GILBERT R. STONE ENDOWED SCHOLARSHIP FUND Ronald F. Stone, Ph.D. and Mrs. Marcia T. Stone

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HAILEY MARIE MULLEN ENDOWED MEMORIAL SCHOLARSHIP Mr. Brian J. Mullen

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HAROLD F. COTTINGHAM MEMORIAL FUND Peter J. Scanlon, Ph.D. and Mrs. Lois A. Scanlon

Parishi Sanjiv Gandhi

HAZEL ROYALL STEPHENS O’CONNOR DILLMEIER ENDOWED FELLOWSHIP IN SPORT PSYCHOLOGY

Connor Folino

HAZEL ROYALL STEPHENS O’CONNOR DILLMEIER ENDOWED SCHOLARSHIPS IN SPORT MANAGEMENT

Alessandra Gardini

Daniel Finnane Jr

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INSTRUCTIONAL SYSTEMS STUDENT SUPPORT FUND

Bung Woo Jun

Hilal Ayan

Karabatman

Idam Kim

Jean Baptiste Mbanzabugabo

Sihan Jian Zhongyu Wang

JAKE G. HORNSTEIN ENDOWED SCHOLARSHIP Mr. Steven S. Hornstein and Mrs. Debra A. Hornstein

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JANET ROH HIRSCH SCHOLARSHIP FUND Mrs. Kimberly A. Brown and Mr. Jess R. Brown, Mr. Jeffrey T. Hirsch and Mrs. Kimberly A. Hirsch, Mr. Thomas B. Hirsch and Ms. Sandra Hirsch

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HELLEN CARO ENDOWED SCHOLARSHIP FUND

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Ashley Snyder

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Anthony Sorial

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Bethany Morse Danielle Hoffman

JEAN A. REUTLINGER & LILLIAN H. MUNN SCHOLARSHIP Mr. Craig Reutlinger and Mrs. Paula M. Reutlinger

Christin Domeier Cole Patoine Joseph Vondrasek Thomas Bissen

JEFF AND NANCY ROBISON

SCHOLARSHIP FUND Ms. Nancy M.

Stepina-Robison

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JEFFERY AGUILAR ENDOWED INTERNSHIP IN SPECIAL EDUCATION

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Aastha Bhattarai

Catherine Metcalfe

Chelsea Ale

Erik Smith

Jacob Perez

James White

Jiwon Baek

Monyae WilliamsonGourley

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Sean Burke

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JOHN W. DAVES VETERANS SUPPORT FUND

KURAS-TAYLOR MEMORIAL FUND

Colonel Alexander C. Kuras and Mrs. Eileen

M. Kuras

Stephen Danser Jr Tessa Taylor

LAVINA LAYBOLD ENDOWED SCHOLARSHIP FUND Frank E. Dorsey, CPA and Jodee A. Dorsey, Ph.D.

Sara Coniglio

LISA BARKIN GOOTMAN ENDOWED SCHOLARSHIP FUND Mr. Donald B. Barkin and Mrs. Carol S. Barkin, Dr. Craig Gootman

Hannah Allison Sally Golden

LOIS & THOMAS EDWARDS SCHOLARSHIP FOR SPECIAL EDUCATION Mr. Isaiah Edwards and Mrs. Dorothy S. Edwards, Mr. Marlon Edwards

Denise Dennis

LOUISE & HUGH HINELY ENDOWED SCHOLARSHIP FUND Mrs. Louisa H. Martin and Mr. W. Peter Martin

Jessica Griffin

MABEL JEAN MORRISON ENDOWED SCHOLARSHIP FUND

Madeleine Marion Mikayla Fisher

MARGARET K. & FRED S. LEWIS

ENDOWED SCHOLARSHIP IN SPECIAL EDUCATION Ms. Diane L. Johnson and Mr. Gerald J. Johnson

Danielle Morsching

Deidre Gilley

Hannah Allison

Sally Golden

Yuanyuan Zhao

MARK DEGRAFF & LULA HAMILTON DEGRAFF RESEARCH LOAN SCHOLARSHIP FUND IN EDUCATION

Christie Owen

George Lopez

Joshua Burns

Michele Fugate

Ricki Sauls

Victor Rodriguez

MARY GROOVER HUEY AND ANNA GROOVER CARR ENDOWED SCHOLARSHIP

Briana Hale Victoria Aranguren

MARY GWEN SMITH ENDOWMENT FUND

Alexis Collier Katlyn Anderson

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Dania Tawfiq

MAURICE L. LITTON MEMORIAL FUND

Antonio Ruiz

Ezquerro

MAY WATSON CONNOR GRADUATE SCHOLARSHIP IN CHILD DEVELOPMENT Dr. Connor M. Walters

Deziah Bermudez

Katherine Morris Nicholas Triplett

MAYME TYNER ENDOWED SCHOLARSHIP Mr. Mack Tyner, III

Ethan Tierno Lauer Taylor Spradlin

MELVIN & HELEN POPE ELEMENTARY EDUCATION SCHOLARSHIP Mrs. Mary Helen Daniel, Mr. Melvin L. Pope, Jr. and Mrs. Katharine J. Pope, Mr. Robert W. Pope

Alex Fisher

Alexander Green Allison Justice

JOSEPH C. BECKHAM ENDOWMENT FOR EDUCATION POLICY STUDIES

Professor Joseph C. Beckham

Bhushan Dahal Gabrielle Haggins

JOYCE B. AND BOB L. MILES SCHOLARSHIP

Valentina Iturriaga

KATHRYN & DAVID PLATT ENDOWED SCHOLARSHIP

Wenxiao Li

KELLY FOUNDATION SCHOLARSHIP AT FSU

Alexander Knowlton McKenzie Pantoja

MARGARET RECTOR SANDELS SCHOLARSHIP FUND

McKenna Johnston Sequoia Ernst

MARGARET SPEARMAN PARKMAN

ENDOWED SCHOLARSHIP FUND Ms. Paula Mims

Xavion Lockwood

MARIE GENEAU MEMORIAL SCHOLARSHIP/LOAN FUND Mrs. Justine G. Swenson

Mariana Talpau Joos

MARION BARCLAY ENDOWMENT FUND

Euriah Culver

Alexandra Palmeri

Anna Naughton

Lindsay VanderMeer

Maya Stump Morgan Larkins

Summer Griffin

MINA DUTY CUBBON SCHOLARSHIP FUND Mr. Mike K. Sheridan

Jaleha Lockwood

MYRTIS LANGSTON WATTS ENDOWED SCHOLARSHIP FUND Charles E. Garris

P.A. Attorney at Law

Ahavah Davis Paige Karm

NANCY DURAN THOMAS

SCHOLARSHIP IN EARLY CHILDHOOD SPECIAL EDUCATION Mr. Peter D.

Thomas and Mrs. Sharyn D. Thomas, Mr. Tod Thomas and Mrs. Frances P. Thomas

Lori Walter-Carro Yuanyuan Zhao

NANCY RUTH FOUNTAIN MORROW

ENDOWED SCHOLARSHIP FUND Ms.

Ruth J. Fountain, Mr. William R. Morrow, Jr. and Mrs. Jill E. Morrow

Caitlyn Seavers

NATHOLYN HARRIS ENDOWED SCHOLARSHIP FUND Dr. Natholyn D.

Harris

Cassidy Mosher

NOREJANE J. HENDRICKSON

SCHOLARSHIP FUND Ms. Dorothy A.

Vodicka and Mr. Donald R. Vodicka

PRUDENCE RONAN MABRY ENDOWED SCHOLARSHIP IN SPECIAL EDUCATION Mr. Charles E. Mabry

Sally Golden

R. KEITH AND PATRICIA DUGGINS SIGMON ENDOWED SCHOLARSHIP IN EDUCATION

Chelsea Brown

R. PALMER & SAVANNAH S. DAY ENDOWED SCHOLARSHIP Dr. Savannah S. Day

Dylann Lowery

THOMAS WESLEY BYRUN ENDOWED SCHOLARSHIP

Alyssa VanLinder

Cassie McGlynn Keirstan Capurso

Travis Cain

TOM AND EVELYN SMITH VLASAK ENDOWED EDUCATION SCHOLARSHIP

Alessandra Gardini

TORNILLO FAMILY SCHOLARSHIP FUND

Ashtin Hopper

George Lopez Melissa Cash

Jordan Marshall

Lexie Unhjem Yunzhi Zheng

NORMA RONAN CHAFIN ENDOWED

SCHOLARSHIP Mr. Robert W. Sheets, Jr. and Ms. Margaret M. Behr

Daniel Carchio Meghan Hale

PAMELA COBB GREEN ENDOWED SCHOLARSHIP Ms. Sally B. Rhoden

Julia Moffa

PAO-SEN CHI MEMORIAL SCHOLARSHIP ENDOWMENT Min-Hwa

Chi, Ph.D. and Mrs. Mangsun S. Huang,

Yun-Hwa P. Hsieh, Ph.D. and Mr. Yuch P.

Hsieh

Aaron Weckesser

Abigail McDougall

Addison McNeill

Annika Gluckman

Ariana Mendez

Bogdan Lazurenko

Brittany Hernandez

Brooks Schmitt

Camryn Beinlich

Christina DaSilva

Daniel Avila

Danielle Hoffman

Emma Lasure

Gabriella Mazzorana

Gwoncheol Park

Jane Eiselstein

Jayden Ennis

Jenna FitzGerald

Jingjing Cheng

Josh Murry

Joshua Ortiz

Julia Van Arsdale

Julieth Barbosa

Kara Mashburn

Kathryn Corrigan

Kathryn Hibbard

Kofi Yamoah Ponkor

Leann Brenneke

Leila Khalili

Luaye Samarah

Mostafa Sabouri

Paola Diaz Garcia

Rachel Conversi

Renn Lewis

Samantha Fish

Samuel Kwawukume

Sarah Grace Jaffe

Sarah Miller

Saurabh Kadyan

Scott Newell

Sonu Patel

Taylor Young

Timothy Griest

Tooyib Azeez

Yaqi Zhao

ROBERT L. PATRICK SCHOLARSHIP ENDOWMENT Ms. LaVerne J. Schultz

Angela Sorenson

Joangely Martinez

Taylor Spradlin

ROGASKI VISUAL DISABILITIES EDUCATION ENDOWMENT Mr. Stanley J. Rogaski and Ms. Margaret M. Rogaski

TRISH ENGLAND AND SUE NELSON ENDOWED SCHOLARSHIP

Michaela Decker

VISUAL DISABILITIES FUND

Kris Wang Marcela Lucio

W. HUGH STICKLER MEMORIAL FUND

Yang Li

Dreama Compton

Guy Maltese Jr Monica Tabares

RUTH DALES SCHOLARSHIP

Carson Outler

SKEPPLE FAMILY ENDOWED SCHOLARSHIP

Ricki Sauls

STAUNTON MILITARY ACADEMYJOHN DEAL EDUCATION SCHOLARSHIP Mr. Hunter W. Henry and Mrs. Elaine V. Henry

Ariel Jefferson

SUE NELSON AND TRISH ENGLAND ENDOWED FELLOWSHIP Ms. Suzanne C. Nelson and Ms. Patricia L. England

Lydia Radcliffe

SYLVIA SPARKIS ENDOWED MEMORIAL SCHOLARSHIP FUND Mr. Romas Sparkis and Mrs. Gabrielle Sparkis

Denise Dennis

TERRENCE & LOYAL S. LEAS ENDOWED SCHOLARSHIP IN HIGHER ED

Amy Haggard

Rose Rezaei

WALTER F. HAYES FAMILY ENDOWMENT

Aravind Kumar Bingi Nethraja Kandula

WAYNE KING ENDOWED SCHOLARSHIP

Caitlin Feinberg

WILLIAM J. AND JANE G. MONTFORD EXCELLENCE IN ACADEMICS SCHOLARSHIP Senator William J. Montford, III and Mrs. Jane G. Montford

Trevin Blount

WILLIE LE HALL JOHNSON ENDOWED SCHOLARSHIP IN EDUCATION

Madeleine Marion

Morgan White Morgan Wummer

WOOD-PARRAMORE SCHOLARSHIP FUND MS. ANN W. PARRAMORE

Emma Johnson

Mackenzie Viau

MAXIMIZING Human Potential