The Torch - FSU College of Education Magazine, Spring 2023

THE TORCH

EDITOR-IN-CHIEF

Joshua Duke

CONTRIBUTORS

Joshua Duke

Kelli Gemmer

PHOTOGRAPHY

Chloe Harden

LAYOUT & DESIGN

Colton Flynn

FROM THE DEAN

Greetings from the FSU College of Education!

This issue of the Torch is a special one. In this issue, you will learn about the many ways the College of Education supports veterans and active military members. We have had a number of students, faculty, staff and alumni serve in the military, and we thank them for their service.

In many ways, Florida State University wouldn’t exist without veterans. After World War II, veterans returning home flocked to universities to take advantage of the G.I. Bill, filling up classrooms. Florida, like many states, needed to meet this sudden demand. At the time, Tallahassee was home to the Florida State College for Women, but this sudden demand forced the college to shift to coeducational status.

FSU is now renowned for its veteran support. In the most recent U.S. News and World Report rankings, FSU was named the #27 best college for veterans, and our Student Veterans Center is a great model institution for connecting veterans with services, organizations, and information.

Veterans are well-equipped to excel in the classroom. Throughout their training, they learn how to be resourceful leaders, quick thinkers, and adaptable students. Many of the stories contained in this issue of The Torch demonstrate these attributes, and we’re so proud of our alumni who represent both their college and their military service proudly.

This issue also contains a special look at The Collegiate School at FSU Panama City. This new laboratory school will serve the Panama City area and particularly the military families stationed at Tyndall Air Force Base. With the opening of The Collegiate School, I am extremely proud that the College of Education will now be associated with three laboratory schools. Together, we’re truly working to bring great education to the entire state of Florida while conducting important research in a classroom setting.

I hope you enjoy this issue of the Torch. We have a lot of exciting things happening at the College, so please keep in touch! If you have news you would like to share, you can email education.communications@fsu.edu.

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DAMON P. S. ANDREW, PhD, FNAK, FNAKHE Dean and Professor College of Education Florida

DEAN

Damon P. S. Andrew

UPWARDS

COLLEGIATE

ONWARDS AND THE

AT FSU

Tyndall AFB Air Park recovery after Hurricane Michael Rendering of the Collegiate School at FSU Panama City

ONWARDS

UPWARDS

COLLEGIATE SCHOOL PANAMA CITY

By Joshua Duke

Aftermath of Hurricane Michael in Panama City

On October 10, 2018, Hurricane Michael made its historic landfall, forever changing the landscape of the Florida Panhandle. The first Category 5 to hit Florida since Hurricane Andrew in 1992, Michael caused unprecedented levels of devastation throughout the region, wiping whole towns off the map. In the aftermath of the storm, communities struggled to find a sense of normalcy.

Air Force committed to rebuilding and improving the base. This decision was a huge relief to the region, which sees nearly a third of its economic activity revolve around Tyndall. The rebuilding of Tyndall Air Force Base promises to make it more important than ever, especially since the base is being modernized and will house the newest generation of military aircraft, the F-35 Lightning II.

There is a resilience to the area, and as the individuals who call Panama City home soldier on, it became clear that the men and women who serve our country needed and deserved additional support. With that in mind, Florida State University and community leaders came together in 2020 to begin a conversation about creating a new school to serve military families. Three years later, The Collegiate School at Florida State University is set to welcome students and provide a great education to the children of military servicemembers.

A DREAM TAKES FLIGHT

One of the seriously damaged locations was Tyndall Air Force Base, located near Panama City. The base has existed in some capacity since 1941, predating the establishment of the actual U.S. Air Force by six years, but Hurricane Michael left its fate in doubt. The high winds of the storm and devastating path of destruction caused billions of dollars’ worth of damages to the base, which is home to thousands of Air Force personnel and their families. The community worried that with the extensive damage, the military might consider closing the base. Five years later, much of the region still sports scars from Hurricane Michael. Swaths of highway stretch across the landscape with fallen trees partially cleared on either side. Even now blue tarps cling to roofs of houses. Small towns that were struggling before Michael have shrunk even more as people moved on instead of trying to rebuild. But like many wounds, some parts of the area became stronger after such intense pain. Tyndall Air Force Base is one such instance. Even though Hurricane Michael damaged nearly every building, the

A team of dedicated educators have helped make The Collegiate School a reality. Dean Randy Hanna of FSU Panama City campus and Dean Damon Andrew of the FSU College of Education have long advocated for this new lab school, seeing the importance of providing military families with exceptional education. Debbi Whitaker was then tasked with being the school’s first director. Additionally, Dr. Elizabeth Crowe, assistant dean at Florida State University Panama City, and Gillian Gregory, program director of FSU Schools, both have worked hard to make The Collegiate School a reality. With the team assembled, it was time to lay out the vision for the new school. Before the idea of The Collegiate School could take off, though, there were some significant roadblocks to overcome. A state statue limited the number of lab schools a university could have, and with FSU already home to two, this rule needed to change before the conversation could proceed. Crowe credits significant work from FSU administration to find a compromise, and eventually the Florida Legislature passed a change to make an exception to this limitation if the lab school served military families.

Video featuring Debbi Whitaker: bit.ly/fsutcs-video

The next challenge was funding. There, the team sought to turn another dark chapter in Florida’s history into a promise for the future: the Triumph Gulf Coast grant program, which was established after the BP oil spill to revitalize the Florida panhandle. Through this program, the team secured the initial grant money to start the school.

SERVING THOSE WHO SERVE

The persistence in making The Collegiate School a reality stems from a strong desire to help military families in the area. “After Hurricane Michael, all of the efforts of the community went into trying to make sure Tyndall would be rebuilt, because it’s such an economic part of the community and the future of our community,” said Crowe.

Based on enrollment trends, Crowe believes the area will continue to see an increase in students, due in large part to the servicemembers stationed at Tyndall. “Part of the rebuild is that it’s the base of the future, so we’re going to see K-12 increases in enrollment, and as Tyndall becomes a really desirable base to live, they’re going to want to attract the best and brightest servicemen and women, who will, of course, come with children.”

2023’s projected enrollment estimates over 3,500 additional students in the Panama City area from 2020. However, Crowe states that The Collegiate School will do more than just address this influx of students; it will also address the relatively low rate of post-secondary attainment. In fact, Crowe says that she envisions The Collegiate School addressing this issue in surrounding counties as well.

“You could easily live in Gulf County and be working at the Air Force base,” said Crowe. “So one of our goals from a community perspective is to help increase the number of individuals here in Bay County who have post-secondary degrees and/or career training that will help them be gainfully employed especially after exiting high school.”

AD ASTRA

Beyond just the preparation, Crowe explained that The Collegiate School will help inspire students to dream big. “We want kids and students in high school to

have college and career aspirations. We feel like that starts early on in high school; it’s not something you wait until 11th or 12th grade to try and instill in students.”

A major benefit of The Collegiate School is that students will have opportunities to earn college credit hours while they complete their high school education. “Being in a collegiate environment is a big deal if you’re a first-generation college student,” said school director Debbi Whitaker. She says she knows from experience, as she was the first person to attend college in her family.

Whitaker also believes that the school’s structure will help guide students. Too frequently, schools assume “that kids know how to get in our doors here at FSU, but that’s not the way it feels when you’re the first college student in your family,” Whitaker said. “It’s a path that you have to navigate, and so we feel like getting kids on campus consistently and being part of the FSU culture of learning and exploration will help them see themselves as college students in the future.”

MULTIROLE EDUCATION

Another objective of the school is to let students explore potential futures. “We don’t think everyone has to go to college to be successful, obviously, but we do want them to have career ideas,” said Crowe. The school will offer certifications along with collegiate studies. “That means I can be working towards being a college student, and I can be working on industry certifications that will allow me to be very skilled in my trade or in my career path.”

“Many of the students in Bay County we believe can achieve great things if great things are offered for them to achieve,” added Whitaker. “We want to have individualized plans for all of our students. We know not every student is the same, and so why then should their high school experience and their college experience be the same?”

This flexibility of education exists at the heart of The Collegiate School. The school plans to offer three different pathways for students to achieve success throughout

Veterans Hall at FSU Panama City

their lives. The first path is designed for students who wish to attend a university. “We know that we have some kids in Bay County who not only know what college they want to go to, but what their major is going to be and how many classes they need to have in high school,” said Whitaker. “They’re ready to go.”

The next group takes a different approach: they know that they don’t want to go to college and are interested in exploring technical professions. For this group, Whitaker says that “we want to embed some of this career training into their high school experience, so that if they’re 18 and they’ve graduated high school and don’t plan on going to college, we can get them into a great paying job.”

Whitaker expects this type of job growth to accelerate in the area. “We believe in the next four to five years that there are going to be a lot of job opportunities not only at Tyndall, but also in some other industries that our local business development associates are trying to bring into our area.”

The third pathway is a combination of the two, giving students an opportunity to explore both college and technical education. Whitaker acknowledges that not every student knows what they want to do, and so this pathway is ideal for exploration.

TIME TO SOAR

Whatever path students choose, Whitaker believes that The Collegiate School is “a win-win in so many different ways for so many students and families. We’re very excited about the support that we’ve had from Florida State University’s College of

Education, the support we have from our community, and the excitement that we’ve already received from families and students.”

As she reflects on the journey to opening the school, Whitaker marvels at the community’s resiliency, despite the great challenges facing the region. “We’ve learned how to come together despite all of our differences, whether that’s economic differences, religious, political differences— we all really banded together in a way that we had really not done before Hurricane Michael.”

Despite the devastation and sorrow caused by the hurricane, Whitaker says that the rebuilding process has revealed new ways of moving forward. “We don’t have to do things the way they’ve always been done. We’re open now to a freshness of ideas.” In the past, Whitaker says, things were done, and they would end up “‘okay,’ but I think we’re realizing that ‘okay’ is not good enough anymore.”

With The Collegiate School, she sees an opportunity to build a brighter future for the region and the generations to come. The hope is to maintain what has made the area so special—the Bay County roots, as Whitaker calls it. For a community as resilient as this one, there is no doubt that the sky is the limit for the students attending The Collegiate School.

The Collegiate School at FSU Panama City will welcome its first class of students for the 2023-24 school year, and applications to enroll at the school are open now. Learn more at tcs.fsu.edu ■

FROM THE TO THE CLASSROOM

ASSISTANT PROFESSOR DANIEL MORAGUEZ, ELPS

By Kelli Gemmer

Dr. Daniel Moraguez knew he was always college bound. What he didn’t know was the path he’d take to get there and where that path would lead him. Moraguez joined the United States Marine Corps after high school to help pay for college, travel the world, get experience, and gain maturity. “I knew that the Marine Corps was going to help me out in college, and I think it’s still the best four years of my life,” he said.

Although Moraguez knew his track involved college, he had never known anybody that had gone to college, so he was unsure how to get there. In the back of his mind, he recalled a childhood memory where he and his brother would watch the sitcom “Gomer Pyle, U.S.M.C.” and say, “Let’s go into the Marine Corps together.” So at 17 years old, he visited a Marine Corps recruiting office, and the rest is history.

While in the Marine Corps, Moraguez earned several awards and recognition including a meritorious promotion, accommodation medals, and service medals. As a firstgeneration Hispanic/Latinx American whose parents emigrated from Cuba, Moraguez said he felt the need to

conduct himself in a way that pushed him to go above and beyond. “I always try to work hard and make sure that when people say my name, they’re saying it in a positive light.” He still applies this thinking to his work ethic today. Since his teenage years, Moraguez thought he wanted to be a lawyer. So after receiving his undergraduate degree, he worked in a law office, took the LSAT, and applied to law schools. When he was accepted into a law school he wanted to attend, Moraguez had an epiphany of sorts, thinking, “Is this really what I want to do? Is this where I’m going to find fulfillment?”

Growing up, Moraguez explained that his teachers were very important to him, and he related to their connections with students. “I always thought that I would be a good teacher.” So he decided to let fate decide where his next path would lead. “I applied for this alternate certification route in New York City. I’m like, ‘If I get it, it’s meant to be; I’ll become a teacher.’ I got it.”

Through this program, Moraguez was able to start teaching while earning his Master of Science in Education from the City College of New York. He taught in New York City public schools for six years before moving to Taiwan to teach at the Taipei American School. “This is where I eventually started thinking about leadership and developing leaders as a way to address the educational issues that I saw, and what I saw was inequity,” he said. He then decided that his next chapter would be to return to school to earn his Ph.D. in Administration & Supervision from the University of Virginia.

RETURNING TO FLORIDA

Born and raised in Florida, the opportunity to return to the state was very appealing to Moraguez. Last year, he joined the Florida State University College of Education as an assistant professor in the Educational Leadership & Policy Studies (ELPS) program. “FSU checks so many boxes,” said Moraguez. “The program here has great leadership and is very successful. They’re amazing at getting our students to pass the certification exams, and they put great leaders in schools. And in the next five years, we’re going to make it even better.”

Military Combat Training (MCT) at Camp Geiger, NC

Moraguez’s research focuses on leadership for equity and social justice in K-12 schools, principal preparation, leadership for multi-language learners, and instructional technologies. He sees technology as an equalizer for teacher and leader training, particularly when few programs have the resources or funding for extensive practicum programs. As a researcher at the University of Virginia, Moraguez studied the effects of interactive learning tools such as immersive, AI-enhanced digital simulations on leadership decision-making and self-efficacy.

At FSU, he is designing a study on simulated learning to enhance leadership preparedness, particularly around equity and social justice competencies. The simulated learning program would be in addition to existing pedagogies and provide supplemental formative assessment opportunities for learning and development as well as immediate student feedback. It includes two types of simulations: choose-your-own-adventure style digital simulations and mixed reality simulations.

“I think that simulations provide an opportunity to give aspiring leaders a lot of practice that is reality-based, and that gives them the ability to rehearse those decision making-points,” Moraguez said. It also allows aspiring leaders to learn from their mistakes and build on their skills without real-life implications, he adds.

Moraguez’s favorite part of the ELPS program is that it’s very student-centered and in alignment with what students must do to become certified and step into school buildings. For Moraguez, he brings several different voices to the program and the college: an immigrant voice, a firstgeneration voice, a Hispanic/Latino voice, and a military veteran voice. “I think all of that comes together and creates this unique perspective.”

LEADING WITH RESPECT

Like his career path, Moraguez’s idea of a good leader has evolved. “For a long time, I used to think that a leader leads from the front, and I picked that up in the military,” he said. “If you’re going into battle, the leader is in the front, and everybody follows. You don’t leave anyone behind.”

While he thinks all of that applies to key leadership attributes, Moraguez looks at leadership a little differently today. He no longer feels that the leader necessarily has to lead from the front. “Sometimes you lead in a circle where everybody is equal, and you facilitate and give opportunities where there is space for people to take up that space and to shine. “

However, the most important characteristic of a good leader to Moraguez is someone who builds trust and respect. This trait is particularly true in educational settings. “When your students, parents, and teachers know that you care, they’re more willing to collaborate,” he said. Moraguez also sees a good leader as someone that genuinely cares, who knows everybody by name, and whom parents feel comfortable enough to approach. “Ultimately, it’s about looking out for student needs.”

Another leadership quality that Moraguez learned in the Marine Corps is flexibility. “The Marine Corps motto is semper fidelis, or always faithful, but they would often tell us semper gumby: always flexible. That’s something I still say.” One thing Moraguez won’t be flexible on? Arriving late anywhere. “In the military, if you’re not 15 minutes early, you’re late. I will always arrive early to an appointment. In class, I’ll be the first one there. In a meeting, I’ll be the first one there.” So if you’re meeting with Moraguez or attending his class, don’t be surprised when he’s the first one in the room. It’s a testament to his devotion to his work and the people he impacts each and every day in his profession. ■

Moraguez heading to Camp Johnson, NC for 3 months of military occupational specialty (MOS) training

Skyhigh Skyhigh CAREER

LT. COL. MATT HORNER, UNITED STATES AIR FORCE ACADEMY SPORT MANAGEMENT PH.D. ‘17

By Kelli Gemmer

The impact of FSU College of Education alumni reaches far and wide as graduates influence the future through their careers. For Sport Management alumnus Lt Col Matt Horner, that impact is training over 4,000 United States Air Force Academy (USAFA) cadets each year.

“My absolute favorite part of what I do now is interacting with cadets,” said Horner, who describes the cadets as wonderful people of very high caliber. Horner is the Associate Athletic Director and Department Head of the Department of Physical Education at the United States Air Force Academy (USAFA). In this role, he leads all department operations to provide cadets with a rigorous, world-class physical education and fitness program. This includes administering and assessing areas related to physical education, fitness testing, and athletic programs and providing coaching for intensive programs for physical conditioning.

Horner also adjuncts as an instructor in the Department of Management, where he teaches organizational behavior and leadership. “Our charge is to develop leaders of character that can serve the nation.”

COMING FULL CIRCLE

Horner has a strong military heritage, although he didn’t know that growing up. He was a competitive swimmer in high school and went on several college recruiting visits. One of those visits was to USAFA in Colorado Springs, where he is now stationed. Horner learned from a guidance counselor that the Air Force had a swim team. When he went on that specific visit, Horner felt something different. It was then that his family shared their military ties on both sides.

On his mother’s side, Horner’s grandfather served in the Polish Air Force and then the Royal Air Force, where he met Horner’s grandmother, who was in the Women’s Auxiliary Air Force during World War II. On his father’s side, everyone except for his dad served in the military in some form or fashion. “Those stories helped reinforce that option,” said Horner.

Horner giving a tour to the USAFA Superintendent and Command Chief, Lt Gen Richard Clark and CMSgt Randy Kwiatkowski

The recruiting trip also awakened a passion he hadn’t realized. “Service – just doing something that wasn’t all about me,” said Horner. “I sensed that as a 17-year-old on a recruiting trip.” In addition to his military heritage and passion for service, Horner was strongly influenced by the desire to fly. That decision to attend USAFA has turned into a 21-year career with the academy.

While he swam for four years at the academy, a new interest took flight for Horner during his undergraduate years in the Air Force: flying. For the first 10 years of hiscareer, he was a military pilot. “I flew C-17s and C-12s after pilot training, and I did all that in the Pacific,” said Horner. “I was stationed in Alaska and then Hawaii and in the Middle East and Japan as well.”

During that time, Horner received a bachelor’s degree in economics from USAFA and a Master of Business Administration (MBA) from the American Military University. In 2012, medical issues closed the door on his pilot career but sent him on a new path. Horner was able to pursue other interests that opened a new door for his career, a door that led him back to USAFA.

Horner found his home teaching in the Athletics Department at USAFA. Within a year and a half, he sought sponsorship to pursue his Ph.D., which led him to Florida State University.

A NEW OUTLOOK

Horner wasn’t a stranger to FSU. In fact, he had visited the university on one of his college recruiting trips for swimming.

“If it wasn’t the Air Force, it was going to be Florida State,” he said. “My twin sister went to Florida State. I didn’t do that in 1998, but I was able to come back as a student in 2013, which was pretty tremendous.”

With a background and career in physical education, Horner sought a program where he could find ways to leverage those skills in the Athletics Department, which was his sponsoring unit. For Horner, FSU’s Sport Management program was a great fit. “I was attracted to Florida State for a variety of reasons,” he said. “For sport management, it was a very prestigious program, and the faculty is premier.” He was also excited to get back to Florida, where he grew up.

But what attracted him to the program early on was physical education and athletic leadership studies, which were listed as ongoing courses in the curriculum handbook. As an Associate Director who supervises 100 faculty, runs an intercollegiateboxing program which just won the 2023 National Collegiate Boxing Association Championship, and a 600,000 square foot cadet fitness center, Horner found the management piece very useful. “My focus area in the program was marketing and political economy, which is all about critical thinking.” Horner said it has proven useful in his career. “I’ve been able to more effectively access studies and research data to inform and direct decision-making.”

One of the most valuable lessons that Horner learned in the Sport Management program was intellectual curiosity and listening to other perspectives. “Having the ability to assimilate data and information from varied resources into an argument and engage is something that I developed more keenly at Florida State.” Horner said he uses this outlook every day. “It is the responsibility of me and this role that I am in right now and to be able to be competent and respectful,” he said. “To try to get better every day and connect with others where we can elevate the performance of the whole institution.”

Horner added that the environment of the FSU Sport Management program is one where individuals can flourish. “That was unbelievable; that was the true value of the program, so I’m very appreciative for that.” He added that FSU helped make him not only a better critical thinker, but a better leader, father, husband, and teammate.

LEADING THE DEPARTMENT

At USAFA, Horner interacts with the cadets through the physical education programs. His favorite touch point is with the cadets, where he can bring the unique outlook and lens he learned at Florida State to help develop these future leaders. USAFA is graduating cadets that can think critically and are capable and diverse, said Horner.

“It’s a highly regimented, rigorous intensive program, and we’re all about developing leaders of character through an intentional and integrated course of instruction,” said Horner. “We do that by simulating best practices throughout the nation and the world. My experience at Florida State is instrumental in that.”

Horner deployed to Kuwait as the Senior Duty Officer of the Air Defense Liaison Team

For Horner, physical education is instrumental for cadet development in three ways. First is developing skills and knowledge that promote health and wellness over an individual’s career and life. Second is developing specific physical capabilities, and third is developing teamwork and leadership through intercollegiate and intramural competition. Psychosocial and emotional skills are developed through athletic participation, which helps build adaptability and moral and physical courage.

“We give cadets an opportunity to lead others in that environment,” said Horner. “We give them an opportunity to succeed, and we give them opportunities to fail so that they know what that’s like, and they develop a character where they’re resilient.”

Horner also supervises nearly 100 faculty who he describes as tremendous leaders. These leaders are Olympic gold and silver medalists, world champions, and high-performing officers with deep subject matter expertise. He attributes much of his own leadership training to FSU’s Sport Management program. “I think that the program sets people up very well to be researchers and to be leaders in the

field, whether it’s sport law or marketing or sociology or organizational behavior,” he said. “The training I had at Florida State is being well utilized in a management and leadership role.”

When reflecting on his time at FSU, Horner acknowledged not only the new outlook that he had learned but the people that contributed to his growth. “I really enjoyed my time there. The department was phenomenal. The people were truly extraordinary, led by my advisor Dr. Josh Newman who challenged me everyday to think more deeply and from different perspectives to develop my intellectual and analytical skills,” he said. “It really challenged the way I made sense of everything, and I think it made me better. My experience at Florida State was absolutely transformative.” Horner added that he was blown away by the amount of veteran support at FSU. “There’s a home for veterans at Florida State.”

Horner was selected for promotion to Colonel and will assume the role of Director of Staff and Commander for the USAFA Dean of Faculty in the fall 2023. ■

Horner receiving the 2019 Outstanding Academy Educator Award from Superintendent, Lt Gen Jay Silveria

STUDENT SPOTLIGHT: FAY NOIL

PROGRAM

School Counseling Ed.S.

HOMETOWN

Greensboro, North Carolina

When did you first discover your passion for school counseling?

Although I have always had the heart to serve others, after many moves and my girls and the family navigating numerous school changes, my daughter put the bug in my ear during our last move right before her senior year of high school. During this stressful time, she looked at me one day and said, “Mom, I wish you were my school counselor.” As a result, I have often had to coordinate, initiate and advocate for our girls’ education. The soundbite from my daughter caused me to change my focus on serving students.

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

I am currently in my practicum and have the most amazing experience each time I enter the school and interact with students. I love the school counseling program at FSU. I have learned so much, not only about school counseling but myself. The information in this program will definitely increase my knowledge and give me the skills to be a professional school counselor. The professors associated with our program are fantastic, and I admire their work in and out of the program. Finally, I do not want to miss an opportunity to mention the classmates in my cohort and the other pre-service school counselors. It makes a difference to go through this program with others who also have a heart for students. There is so much to say about the program, but if I can sum it up, I am honored to be with a group that will change the world, one student at a time.

What made you choose FSU for your degree?

I researched several school counseling programs, but a few things led me to pursue the FSU School Counseling Program. First, I liked the layout of the coursework within the program. FSU was and is ranked among the best in the nation for online graduate programs. During my research, FSU was also noted as one of the best universities for veterans. I must honestly say I settled on FSU before being selected by FSU. I did not want to participate in another program; therefore, I only applied to FSU. I am grateful I was chosen.

What would you like to do after graduation?

After many years of serving my country in the Air Force and my county at the Clerk & Comptroller’s office, I am ready to serve in another capacity. After graduation, as a professional school counselor, I am eager to serve our future, the students in our K-12 school.

What is your favorite part of the school counseling program?

I may have mentioned this briefly, but my favorite part of the program is my classmates and other school counseling students with whom I interact. I get a chance to collaborate with educators and professionals from diverse backgrounds and experiences. Additionally, a significant factor with the pre-service school counselors is that we support each other, making the journey special.

What advice would you give someone interested in studying school counseling at FSU?

If a person is interested in studying school counseling at FSU, I would advise them to be ready to be challenged and supported. This program will allow you to work on time management skills, organizational skills, and life balance. I would also advise anyone to use the resources FSU offers to help them navigate any challenge, and constantly communicate concerns or challenges with professors. The faculty are incredible, and they want you to be successful.

Tell us a little bit about your experience serving in the military. I was a part of the Air Force Junior Reserve Officer Training Corps (AFJROTC) in high school for three years, which gave me some insight into military service. I initially entered the Air Force because I was tired of school. So I enlisted for four years to figure out the course for my life. First, I started my career as AF Security Police. Then, I was selected to be a first sergeant later in my career, serving in that role for 11 years. Finally, I spent the last three years of my 30-year career as the Command Chief at the Missile Wing at Minot Air Force Base in North Dakota.

I have visited or lived in over a dozen countries and many states in the U.S. I deployed in support of the Global War on Terrorism and Operation Iraqi Freedom.

The military taught me leadership, followership, resiliency, problem-solving, and teamwork, to name a few things. I also met some amazing mentors/leaders and people, many of whom I keep in touch with now.

I was able to experience so many things that helped to shape the person I am today. I was able to serve because of the support of my husband and my two daughters, who often had to pick up and move to a new location and start again. ■

STUDENT SPOTLIGHT: ALEX FISHER

PROGRAM

Combined Counseling Psychology and School Psychology Ph.D.

HOMETOWN

Fort Bragg, North Carolina

When did you first discover your passion for psychology?

I first discovered my passion for psychology when I started volunteering at the Alachua County Crisis Center, in which I was a Care Team Consultant and went out with the first responders to provide crisis management for grieving families.

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

The Combined Counseling Psychology and School Psychology Ph.D. Program at FSU is amazing. It has substantially provided me with the best support and mentorship. The ScientistPractitioner Model utilized has equipped me with my aspiration to become an Active Duty Military Psychologist.

What made you choose FSU for your degree?

FSU is a well-respected university that has top-tier researchers, professors, and programs. I sought out FSU because of its dedication for academic excellence and real-world impact.

What would you like to do after graduation?

After graduation, I want to be able to branch transfer from the Florida Army National Guard to the Active Duty Air Force to be a psychologist for the military members that have chosen to serve the United States.

What is your favorite part of our psychology doctoral program?

My favorite part of the psychology doctoral program is the bonds, mentorship, and experiences obtained. The professors, staff, and cohort have supported me and selflessly taken their time to cultivate my skills and expertise in the psychological field.

What advice would you give someone interested in studying school/counseling psychology at FSU?

My primary advice for those interested in the doctoral program at FSU would be to have patience with the process, absorb as much as you can from the many outstanding individuals here, and make the most of your time by tailoring your experience.

Tell us a little bit about your experience serving in the military. I was commissioned as a Florida Army National Guard Officer from UF ROTC. I was fortunate to join the 3-20th Special Forces Group (Airborne) and serve my community while also being a full-time student. The professors and staff have worked with me flawlessly by allowing me to continue my studies while also being activated for any crisis that arose in Florida (ex., Hurricane Irma and COVID-19 Site Testing).

How did your military experience influence your life?

My experience by being a dual military/student has had its challenges, but having my program and unit support me in my endeavors has assisted me in overcoming barriers and stressors that arose from having multiple responsibilities. Being a leader in my unit while also being a leader in the College of Education has provided me with great confidence and insight into how I want to progress my life and interests.

Anything else you would like to add?

Overall, I would have to say that FSU and the doctoral program I am part of have been an absolute blessing in my life. The rigor and challenges that are presented to me have exponentially grown my clinical and personal skills in the psychological domain. This program has offered me everything that I needed to be competitive for internships and more. I feel confident that from this program, I am able to achieve my goals. I thank those who have and continue to support me, and I know I have made lifelong friendships and professional connections that I aim to keep throughout my life. ■

SUPPORTING THE NEXT GENERATION OF VETERANS

ALUMNUS JAMES IMPARA AND THE JIM IMPARA ENDOWED SCHOLARSHIP FOR VETERANS

By Joshua Duke

After a successful career, James C. (Jim) Impara (B.S. Mathematics Education ’64, M.S. Educational Research and Testing ’66, Ph.D. Educational Research and Testing ’72) is enjoying life. He takes time to enjoy fly fishing, enjoying the serenity of nature and the peaceful repetition of casting his line. He travels far and wide to enjoy the sport, from Nebraska and Colorado to as far away as New Zealand. With the tranquility that can only be found next to the banks of a river, it might be surprising to learn that one of the major turning points in Impara’s life sharply contrasted the idyllic moments he now spends fishing.

When Impara was 18 while living at home with his parents, he got into an argument with his father about finding a job. His family lived in Miami at the time, and after this argument, he decided to do something about his employment status. He marched down to the post office where military recruiters had set up. “I went first to the Marines and asked when they could take me, and they said three months,” Impara explained. “I went to the Navy, and they said three months. I went to the Air Force, and they said three months. I went to the Army, and they said this afternoon, so I joined the Army,” he said with a laugh.

That decision saw him start a three-year stint in the Army. As he wrapped up his time, America had just entered the Vietnam War, and when Impara returned to civilian life, he saw the populace’s general disapproval of the war and disappointing reception to veterans returning from one of America’s most divisive wars. “I really resented a lot of the attitudes towards the veterans of Vietnam, who weren’t there voluntarily,” said Impara.

Watching the reaction to veterans solidified Impara’s resolve to do everything he could to support fellow veterans. Years

and years later, he read about FSU’s renowned Student Veterans Center and decided to support the university that gave him his three degrees. He started the Jim Impara Endowed Scholarship for Veterans as a way of giving back and supporting those who have served their country.

The Jim Impara Endowed Scholarship for Veterans was committed in 2022 and specifically looks to help veterans interested in the Measurement and Statistics program, as well as FSU-Teach. The endowed fund is made possible by Dr. Impara and his wife, Dr. Barbara S. Plake. On top of a desire to improve assistance for veterans, Impara cites the support he received as an impetus for the creation of the scholarship. After his time in the Army, Congress passed the Vietnam Era G.I. Bill which helped veterans like Impara go to school. It was this support that helped him finish his dissertation and earn his Ph.D.

AN UNEXPECTED CAREER

Despite an influential career in the field of educational measurement, Impara wasn’t thinking about a career in the area after the Army. Instead, he started his post-Army career as a math teacher. During his undergraduate days, a neighbor told him about educational measurement, and the idea took root. After a brief teaching experience, he returned to FSU earning his master’s degree. He thought he had enough opportunities and did not plan on going back for more education.

While working at the Florida Department of Education, after earning his MS, he started thinking more seriously about other career options. Impara decided he wanted to earn his doctorate. His supervisor at the time fought to provide support, and eventually Impara received a rare approval to work half-time at the department, which would ultimately give him the time to finish his doctoral studies. Impara

credits his supervisor for “really going to bat for me” and helping him launch his illustrious career in educational measurement.

Several years after earning his Ph.D., he left the Florida Department of Education and joined the Oregon Department of Education where he designed and managed that state’s first student assessment program. After a threeyear stint in Oregon, he took a faculty position at Virginia Tech. Eventually, he became an associate professor, then full professor in the Oscar and Luella Buros Center for Testing in the Department of Educational Psychology at the University of Nebraska – Lincoln. He remained at the university until 2006, when he retired and now holds the title of professor emeritus.

BUILDING A LEGACY

Looking back on his career, he appreciates all the mentors he has had throughout his life, including his major professor at FSU, Dr. Howard Stoker, and his wife, Barbara Plake. “I’ve had a lot of luck in my career and in my life.”

Impara and Plake both had impressive careers in educational measurement. One of the high points of Impara’s career was a body of published work of strategies to determine passing scores on tests with Plake. One such strategy became so popular that it became known as the Impara-Plake Method, solidifying his legacy in the field.

Impara also served as the president of the National Council on Measurement in Education (NCME), one of the leading professional organizations for his field. He is proud of some of the changes made to the organization during his tenure, many of which have been sustained to this day.

But his most recent legacy is the endowed scholarship. The scholarship is already helping veterans at FSU receive a great education and open up career possibilities, much in the same way Impara experienced at the beginning of his professional career. It is this legacy of charitable giving and supporting veterans that might end up being Impara’s greatest contribution of all. ■

Jim Impara frequently enjoys fly fishing. Pictured above holding a rainbow trout

A SPECIAL NOTE ON THE NEXT ISSUE OF THE TORCH

As some of you might have heard, Florida State University announced in May that the College of Education will combine with the College of Health and Human Sciences. There has been a considerable amount of excitement at both colleges from faculty and staff as we prepare for this change. I know in the long run this move is the right decision for not just the two colleges but for FSU as a whole.

After the colleges combine, the new college will be the second largest on campus in terms of graduate students, number of faculty, and living alumni. We will offer more scholarship support than any other college at FSU, and we anticipate being able to award over one million dollars of scholarship funding in our first year of operation. We will be more closely tied to the future of the overall university, especially with our ability to collaborate more easily between disciplines. While our faculty and staff are excited about the change, I also understand that change can bring a certain amount of uneasiness. However, I want to reassure our community that the values of the College of Education will continue as we open a new chapter in our storied history. Every academic program in both of these colleges will become a part of the new college, and they will all benefit from the additional infrastructure and support offered by the new college.

The next issue of The Torch will focus on this idea: the new story of our college. We want our audience to understand the impressive scope of what will come out of this college. Our faculty will examine everything from how we learn, how we grow, how we love, how we compete, how we eat, how we lead, and how we age. Furthermore, our students will learn from amazing faculty while also getting access to interdisciplinary options. I can see a future where students in the School of Teacher Education learn about the role nutrition plays in student classroom performance, for instance.

I am excited about the new college, and I hope you are, too. While these two colleges represent two of the oldest institutions on FSU’s campus, I know that the shared history we will create will be greater than the sum of our parts. Already in my mind, I’m not thinking about two separate colleges; I’m thinking about one college that will explore critical quality of life issues.

Stay tuned not just for the next issue of The Torch, but for the next chapter of our beloved college!

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